The International Academic Forum

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The International Academic Forum provides new perspectives to the thought-leadersand decision-makers of today and tomorrow by offering constructive environments
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INTERNATIONALINTERCULTURAL
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The Executive Council of the International Advisory Board

Mr Mitsumasa Aoyama
Director, The Yufuku Gallery, Tokyo, Japan

Professor June Henton
Dean, College of Human Sciences, Auburn University,
USA

Lord Charles Bruce
Lord Lieutenant of Fife
Chairman of the Patrons of the National Galleries of
Scotland
Trustee of the Historic Scotland Foundation, UK

Professor Michael Hudson
President of The Institute for the Study of Long-Term
Economic Trends (ISLET)Distinguished Research Professor of Economics, The
University of Missouri, Kansas City

Professor Donald E. Hall
Herbert J. and Ann L. Siegel Dean
Lehigh University, USA
Former Jackson Distinguished Professor of English
and Chair of the Department of English

Professor Koichi Iwabuchi
Professor of Media and Cultural Studies & Director of
the Monash Asia Institute, Monash University, Australia

Professor Arthur Stockwin
Founding Director of the Nissan Institute forJapanese Studies & Emeritus Professor
The University of Oxford UK
Professor Chung-Ying Cheng
Professor of Philosophy, University of Hawai’i atManoa, USA
Editor-in-Chief, The Journal of Chinese Philosophy
Professor Steve Cornwell
Professor of English and Interdisciplinary Studies,
Osaka Jogakuin University, Osaka, Japan
Osaka Local Conference Chair
Professor A. Robert Lee
Former Professor of English at Nihon University,
Tokyo from 1997 to 2011, previously long taught
at the University of Kent at Canterbury, UK
Professor Dexter Da Silva
Professor of Educational Psychology, Keisen University,
Tokyo, Japan
Professor Georges Depeyrot
Professor and Director of Research & Member of theBoard of Trustees
French National Center for Scientific Research(CNRS) & L’Ecole Normale Superieure, Paris, France
Professor Johannes Moenius
William R. and S. Sue Johnson Endowed Chair of
Spatial Economic Analysis and Regional Planning
The University of Redlands School of Business, USA

Professor Sue Jackson
Professor of Lifelong Learning and Gender & Pro-Vice
Master of Teaching and Learning, Birkbeck, Universityof London, UK
Professor Sir Geoffrey Lloyd
Senior Scholar in Residence, The Needham ResearchInstitute, Cambridge, UK
Fellow and Former Master, Darwin College, Universityof Cambridge
Fellow of the British Academy
Professor Keith Miller
Orthwein Endowed Professor for Lifelong Learning in
the Science, University of Missouri-St.Louis, USA
Professor Kuniko Miyanaga
Director, Human Potential Institute, Japan
Fellow, Reischauer Institute, Harvard University, USA
Professor Dennis McInerney
Chair Professor of Educational Psychology and CoDirector of the Assessment Research Centre
The Hong Kong Institute of Education, Hong Kong
SAR
Professor Brian Daizen Victoria
Professor of English
Fellow of the Oxford Centre for Buddhist Studies
Professor Michiko Nakano
Professor of English & Director of the Distance
Learning Center, Waseda University, Tokyo, Japan
Professor Thomas Brian MooneyProfessor of Philosophy
Head of School of Creative Arts and Humanities
Professor of Philosophy and Head of School of
Creative Arts and Humanities, Charles Darwin
University, Australia

Professor Baden Offord
Professor of Cultural Studies and Human Rights & CoDirector of the Centre for Peace and Social JusticeSouthern Cross University, Australia
Professor Frank S. Ravitch
Professor of Law & Walter H. Stowers Chair in Law
and Religion, Michigan State University College of Law
Professor Richard RothSenior Associate Dean, Medill School of Journalism,
Northwestern University, Qatar
Professor Monty P. Satiadarma
Clinical Psychologist and Lecturer in Psychology &Former Dean of the Department of Psychology and
Rector of the University, Tarumanugara University,
Indonesia
Mr Mohamed Salaheen
Director, The United Nations World Food Programme,Japan & Korea
Mr Lowell Sheppard
Asia Pacific Director, HOPE International
Development Agency, Canada/Japan
His Excellency Dr Drago Stambuk
Croatian Ambassador to Brazil, Brazil
Professor Mary Stuart
Vice-Chancellor, The University of Lincoln, UK
Professor Gary Swanson
Distinguished Journalist-in-Residence & Mildred S.
Hansen Endowed Chair, The University of Northern
Colorado, USA
Professor Jiro Takai
Secretary General of the Asian Association for Social
Psychology & Professor of Social Psychology
Graduate School of Education and Human
Development, Nagoya University, Japan
Professor Svetlana Ter Minasova
President of the Faculty of Foreign Languages andArea Studies, Lomonosov Moscow State University
Professor Yozo Yokota
Director of the Center for Human Rights Affairs, Japan
Former UN Special Rapporteur on Myanmar
Professor Kensaku Yoshida
Professor of English & Director of the Center for the
Teaching of Foreign Languages in General Education,
Sophia University, Tokyo, Japan

The Asian Conference on Society, Education & Technology 2016

Official Conference Proceedings

ISSN: 2188-272X© The International Academic Forum 2016
The International Academic Forum (IAFOR)
Sakae 1-16-26-201
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Table of Contents
Effectiveness of Blended E-Learning Approach in a Flipped Classroom
Environment
pp. 1 - 15
Jose Mari M. Calamlam
Preliminary Experiment for Comparing Programming Learning
Environments
Yuki Kiridoshi
Ichiro Iimura

pp. 17 - 25

Investigating The Effective Use of Online Course Tools for University
Athletes in Japan
Maki Ikoma
Yoshihiko Yamamotopp. 27 - 43

“I’m a Different Person Now”: Online Learning as a De-Facto Higher
Education Equity Pathway to Transforming Lives
pp. 45 - 58
Andrea Dodo-Balu
The Role of International Student Mobility in Hybridized STEM andInterdisciplinary Programs in Japanese Higher Education: The
Empowerment Informatics Program
Aki Yamada

pp. 59 - 74

A Mobile Software Development Using Aspect Orientation Approach
Paniti Netinant

pp. 75 - 84

Electronic Learning for Preschool Preparation under Parental
Guidance: A Case Study of Thai Educational System
Amnart Pohthong
Tanaporn Petmunee

pp. 85 - 96

Bomb Squad©- The Development and Evaluation of A Dual Play
Online Virtual Reality Game That Incorporates Collaborative
Problem-Solving Mechanism for Physics Education
Huei-Tse Hou
Kung Ting Chen
Yen-Cheng Lu

pp. 97 - 102

The Effects of Stem Integrated into Marine Science Issues on JuniorHigh School Students' Learning Motivation, Learning Interest, andLearning Achievement
Hao-Ti Cheng
Cheng-Chieh Chang

pp. 103- 121

A Basic Study on a Task-based Style Foreign Language Learning
Environment Using RFID and a 3DCG CharacterEmi Shibuya
Min Kang
Kazuhiro Ohtsuki
Harumi Kashiwagi

pp. 123- 136

The Application of Analytic Hierarchy Process for the Evaluation of
Imaginative Teaching Strategies
Shin Liao
Chao-Fu Yang
Chui-Chu Yang
Yi-Chen Pan

pp. 137 - 152

Development of an Introductory Programming Education System by
Automatic Generation of Lecture Slides
Tatsuyuki Takano
Osamu Miyakawa
Takashi Kohama

pp. 153 - 158

A Reader of Gesture-Based Accessibility User Interface Design for
Visually Impaired Children
Jin-Ting Jheng
Hsiao Ping Lee
Tzu-Fang Sheu

pp. 159 - 166

The Factors Affect Performance of Public Health Personnel Affiliatedwith Network Institute of Public Health and Medical Technology
College toward ASEAN Communities
Tharin Sukanun
Hattaya Petcharoen

pp. 167 - 175

Measuring the Use of Twitter in Education
Fernando J. Garrigos-Simon
Juan Vicente Oltra-Gutierrez
Yeamduan Narangajavana
Sofía Estellés Miguelpp. 177 - 191

Software Model Design for Biometric Examiner Personal Verification
Sethapong Wong-In
Paniti Netinant

pp. 193 - 202

Conceptual Framework: A Mobile Software Model for Web Based
Learning
Titiya Chomngern
Paniti Netinant

pp. 203 - 210

The Reading Habits Among Library Users in Rural and Urban Areas ofSarawak, Malaysia
pp. 211 - 224
Bronny Lawrence Nawe
Using SQL in CBR for Similarity Retrieval: The Case of the TQF
Advisory System
Putsadee Pornphol
Suphamit Chittayasothorn

pp. 225- 236

The Applications and Effectiveness of Smart Campus in Taiwan
Thematic Research Project
Fang-Chen Chuang
John Liao
Ting Yi Shaopp. 237- 243

A Study of the Online Learning Environment in the B.A. (English)
Program of Sukhothai Thammathirat Open University, Thailand
Narinthip Thongsri

pp. 245 - 263

An Interactively Application of Fairy Tales for Preschool Children
Zi-Han Wang
Ru-Jiun Tseng
Hsiao-Ping Lee
Tzu-Fang Sheu
Yun-Ting Huang

pp. 265 - 269

Development of Japan’s e-Government: My Government as a Step
Towards a Ubiquitous G2C Networked Society
Noriko Asatopp. 271 - 283

Collaborative Construction of Advance Organizers as A Learning
Event for Online Instruction
Wan-Ling Liao
Chang-Hwa Wang
Yu-Hsuan Chen

pp. 285 - 294

Exploring Learning Effects of Using Different Scaffoldings on
Problem-Based Learning
Che-Yin Hsiao
Chang-Hwa Wang
Yu-Hsuan Chen

pp. 295 - 303

Designing the Multimodal Network in an Agriculture Supply Chain in
Thailand
Witchayut TimabootNanthi Suthikarnnarunai

pp. 305 - 313

The Asian Conference on Society, Education & Technology 2016

Official Conference Proceedings

Effectiveness of Blended E-Learning Approach in a Flipped Classroom
Environment
Jose Mari M. Calamlam, De La Salle Santiago Zobel School, Philippines
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
Researchers have persuaded educational institutions that there is a new set of vital
skills that students are required to have, thus giving rise to a new trend in education
called Blended Learning. An example of this is a Flipped classroom where thetraditional in-class and out-of-class activities is switched. The purpose of this study is
to determine the effectiveness of this type of classroom. The research method used forthis paper is quasi-experimental design in which the process consists of three
analyses: first is evaluating the effectiveness of flipped classroom; second iscomparing the effectiveness of flipped with a traditional classroom; and third,
comparing the effectiveness of a flipped classroom to high and moderate to low
performing students. Results show that a flipped classroom environment had a large
significant effect (d = 3.180) in improving the trigonometry performance of thestudents. Additionally, a flipped classroom environment had a quite larger effect (d =3.619) in improving students’ performance compared to traditional classroom
environment (d = 2.004). However, this difference of effect is considered not to bestatistically significant (F = 1.837, p > 0.05). Furthermore, the effectiveness of aflipped classroom is significantly larger to high performing students compared tomoderate to low performing students (F = 10.165, p < 0.05).
Keywords: Flipped Learning, Blended Learning, 21st Century Skills, e-Learning,
Traditional Learning, In-Class Activity, Out-of-Class Activity, Module

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Introduction
The 21st century offers new opportunities due to the emergence of new ideas andtechnology. On the other hand, it also offers new challenges. Information wherestudents could attain knowledge is very accessible because of new technology.
However, knowledge itself is not enough. Researchers have proposed andsubsequently persuaded educational institutions that there is a necessary set of skills
that students require to be successful in the 21st century (Schgrader & Lawless,2011). A student must have the skills on how to use their knowledge. These skills
include thinking critically, applying knowledge to new situations, analyzing
information, comprehending new ideas, communicating, collaborating, solving
problem, making decisions (Partnership for 21st Century Skills, 2011). These skills
are further defined into three broad categories: information and communication skills,
thinking and problem-solving skills, and interpersonal and self-directional skills. With
this development in education, it was imperative to acquire a new approach inmethodology, hence blended learning was born.
The term “blended learning” is increasingly being popular in both academic andcorporate circles; even so, this term does not give a universal definition that educators
could use (Graham, 2004). Definitions were suggested by various authors but still
focused on a central idea – combination of approaches, technologies, andmethodologies (Sharma, 2010). Three definitions of blended learning are considered
relevant: blended learning is the integrated combination of traditional learning with
web based on-line approaches; blended learning is the combination of media and tools
employed in an e-learning environment; and, blended learning is the combination of anumber of pedagogic approaches.
The importance of blended learning came from the fact that traditional and online
learning had their limitations. A physical classroom training program limits the accessto only those who can participate at a fixed time and location, whereas a virtual
classroom event is inclusive of remote audiences (Singh, 2003). However, if teachers
rely too much in e-learning and disregard face-to-face instruction, students might notexperience the full extent of benefits learning in communities could offer (Hrastinski,2008). In blended learning, the combination of two approaches could complement thelimitations of the other. The value of this approach could be attributed to six benefits
it could bring (Osguthorpe & Graham 2003) viz., (1) pedagogical richness, (2) accessto knowledge, (3) social interaction, (4) personal agency, (5) cost effectiveness, and(6) ease of revision.
As has been mentioned, blended learning is the combination of learning approaches
and one example of which is a flipped classroom. By definition, a flipped classroom is
an educational technique that consists of two parts: interactive group learning
activities inside the classroom and direct computer-based individual instruction
outside the classroom (Bishop & Verleger, 2013). Combining interactive grouplearning and direct individual instructions such as a flipped classroom is a good
example of blended learning. Studies suggest specific advantages of flippingclassrooms. To start with, teachers who use flipped classrooms have time to work
individually with students (Steed, 2012). Another benefit of flipping classrooms is

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Official Conference Proceedingsthat classroom time will be spent working through problems, advance concepts, andengaging in collaborative learning (Tucker, 2012).
Even though blended learning, specifically flipped classroom, is a trend to cater to
21st century needs, there is limited amount of scholarly research on its effectiveness(Bishop & Verleger, 2013). Due to this gap, the researcher wanted to pursue a study
to evaluate the efficiency of a blended e-learning approach thru a flipped classroom.
The main problem of the study is to determine the effectiveness of blended e-learning
approach in a flipped classroom environment. The study sought to investigate theeffectiveness of flipped classroom in improving students’ trigonometric achievement,
to compare students’ performance under flipped classroom and traditional classroom,and to evaluate the extent of effect of flipped classroom to the achievement of highand moderate to low performing students.
Conceptual Framework
The study aims to evaluate the effectiveness of Blended e-learning Approach in a
Flipped Classroom Environment. Blended learning suggests a number of definitions
that address combination of approaches, technologies, and methodologies of learning(Sharma, 2010). In this study, the considered definition of blended learning is the
combination of traditional learning and web based on-line learning (e-learning)approaches (Oliver &Trigwell, 2005). Traditional learning refers to lecture method
where students listen to explicit instruction from the teacher. Alternatively, e-learningrefers to the intentional use of networked information and communications
technology in teaching and learning (Naidu, 2006). Blended learning has a myriad oflearning formats: synchronous physical formats, and self-paced asynchronous formats(Singh, 2003). First, synchronous physical formats refer to face-to-face approaches
where activities are done in the classroom with teacher supervision. Second, selfpaced asynchronous formats refer to on-line methods done outside of the classroom,
without live teacher supervision and students dictate their own pace.
Today, a blended learning program may combine one or more of the dimensions, thus
the study chose the simplest level – a blended learning experience that combinesoffline and online forms of learning where the online learning usually means “overthe Internet or Intranet” and offline learning happening in a more traditionalclassroom setting (Singh, 2003). This dimension of blended learning is associatedwith flipped classrooms. By definition, flipped classroom is an educational techniquethat consists of two parts: activities inside the classroom, and activities outside theclassroom (Bishop & Verleger, 2013). In this study, in-class activities employ groupbased interactive learning activities inside the classroom, citing student-centeredlearning theories thru synchronous physical formats of learning approaches (Bishop &Verleger, 2013). On the other hand, out-of-class activities employ individual on-line
learning activities outside the classroom thru synchronous online (live e-learning) andself-paced asynchronous formats of learning approaches (Bishop & Verleger, 2013).
The study evaluated the effectiveness of blended learning approach using a flippedclassroom environment. In evaluating, the study considered two procedures: First iscomparing the efficiency of a flipped classroom environment with the efficiency of
traditional classroom settings. Comparison of the approach being studied to normal
setting determines if flipped classroom causes a significant improvement to students’3

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output. Second is determining the efficiency of a flipped classroom to highperforming students and moderately to low performing students. The summary of theframework is reflected on the diagram shown in Figure 1.

Figure 1: Conceptual Framework
Review of Related Literature
Blended Learning
Blended learning is an increasingly popular approach in education. However, various
authors suggest different definitions of it. Sharma (2010) suggests a set of definition
based on its combination of approaches, technologies, and methodologies. Threedefinitions were provided in his study: blended learning is the integrated combinationof traditional learning with web based on-line approaches; blended learning is the
combination of media and tools employed in an e-learning environment; and, blended
learning is the combination of a number of pedagogic approaches. Graham (2004)
also agreed that blended learning has no uniform definition. The study provides also
three definitions: combining instructional modalities, combining instructional
methods, and combining online and face-to-face instruction. Even though blended
learning has a number of definitions, they are mostly just variations of a few common
themes.
The original use of the phrase “blended learning” was often associated with simply
combining traditional classroom training with e-learning activities. However, the term
has evolved to encompass a much richer set of learning strategies or dimensions(Singh, 2004). According to Singh (2004), blended learning is expanded to fivedimensions. The first is the simplest level - a blended learning experience thatcombines offline and online forms of learning where the online learning usuallymeans “over the internet or intranet” and offline learning that happens in a more
traditional classroom setting (Singh, 2004). Second is the blending of a self-paced andlive, collaborative learning. Self-paced learning implies solitary, on-demand learning
at a pace that is managed or controlled by the learner. Collaborative learning, on theother hand, implies a more dynamic communication among many learners that brings
about knowledge sharing (Singh, 2004). Third is the combination of structured andunstructured learning. Formal learning program is in organized content with specificsequence like chapters in a textbook. On the other hand, most learning in the4The Asian Conference on Society, Education & Technology 2016

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workplace occurs in an unstructured form via meetings, hallway conversations, or email (Singh, 2004). The fourth dimension is blending custom content with off-theshelf content. Off-the-shelf content is by definition generic—unaware of anorganization’s unique context and requirements. However, generic self-paced content
can be customized today with a blend of live experiences or with content
customization (Singh, 2004). Fifth level is blending learning, practice, andperformance support. Perhaps the finest form of blended learning is to supplement
learning with practice and just-in-time performance support tools that facilitate theappropriate execution of job-tasks (Singh, 2004).
Blended learning does not have a universally accepted categorization. Some studies
were done to set up their types of blended learning. A study from Kleber (2015) offersa tangible delineation of blended learning into four models: rotational, flex, a la carteand enriched virtual.
(1) Rotational model (station, lab, modified flipped, individual): Students move fromone activity or location to mix digital teaching tools and mentored application.
(2) Flex: Credit recovery model where students work independently at anindividualized pace with face-to-face support and activities.
(3) A la Carte: Students take a course entirely online to supplement their regular inclass work.
(4) Enriched virtual: A course or subject in which students have required, face-toface learning sessions with their teacher of record and then are free to complete
their remaining course work remotely.
The sudden increase of blended learning is caused by the benefit it causes in the
educational community. A number of studies are dedicated to explore blended
learning, specifically its relevance to teacher instruction. According to Zackerman(2012), the more video segments focus on targeted bursts of context, including the'back story' or 'field truth,' the more learner consumption and appreciation grows, themore delivery of instruction becomes an effective training. Results from Al Musawi(2011) showed that there is a dramatic rise in using blended learning approaches
which also made a significant grade improvement for blended learning courses overentire online courses. Osguthorpe & Graham (2003) identified six benefits it could
bring: (1) pedagogical richness, (2) access to knowledge, (3) social interaction, (4)personal agency, (5) cost effectiveness, and (6) ease of revision.
Flipped Classroom
Flipping classroom means that activities that have traditionally taken place inside theclassroom now take place outside the classroom and vice versa (Bishop and Verleger,2013). This model involves the teacher delivering the 'taught' element outside of theclassroom. Students complete this element of their learning prior to attending thelesson (Steed, 2012). This implies that the usual lecture methods were done as
homework while usual activity assigned sheets were done inside the classroom.
However, studies suggest that flipping classroom is more than flipping lectures toassignments. Flipping’ a lesson means providing students with a video that explains
the concepts, structure and skills, so that when they get to class, after doing a quick
re-cap, they can get into a real ‘workshop’ of learning (Abbey, 2013). Classroom
activities must not just be individual seat works, interactive should be group learning
activities inside the classroom instead (Bishop and Verleger, 2013).

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A ﬂipped classroom is an educational technique that consists of two parts: interactive
group learning activities inside the classroom, and direct computer-based individual
instruction outside the classroom (Bishop and Verleger, 2013). The combination ofthese two processes is what makes up the flipped classroom. A graphic representationof this concept is shown in Figure 2.

Figure 2: Flipped Classroom(Adopted from the Flipped Classroom: A Survey of the Research by Bishop &Verleger, 2013)
It is to be noted that a flipped classroom is different form flipped learning. It is notnecessary that a flipped class could result to a flipped learning (Flipped Learning
Network, 2014). Implementers of such method should be aware of the dimensions foran effective flipped classroom, thus the Flipped Learning Network provides the “FourPillars of F-L-I-P”. These pillars are: Flexible Environment, Learning Culture,
Intention Content, and Professional Educator (Hamdan, McKnight, Arfstrom, 2013).
Standards on what should be expected in each pillar are included in Table 1.
Flexible
Learning

Learning Culture

Intentional
Content

Professional
Educator

Table 1: The Four Pillars of F-L-I-P
ü I establish spaces and time frames that permit students tointeract and reflect on their learning as needed.
ü I continually observe and monitor students to makeadjustments as appropriate.
ü I provide students with different ways to learn content
and demonstrate mastery.
ü I give students opportunities to engage in meaningfulactivities without the teacher being central.
ü I scaffold these activities and make them accessible to allstudents through differentiation and feedback.
ü I prioritize concepts used in direct instruction for learners
to access on their own.
ü I create and/or curate relevant content (typically videos)
for my students.
ü I differentiate to make content accessible and relevant toall students.
ü I make myself available to all students for individual,
small group, and class feedback in real time as needed.
ü I conduct ongoing formative assessments during classtime through observation and by recording data to inform

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future instruction.
ü I collaborate and reflect with other educators and takeresponsibility for transforming my practice.
(Adopted from the Four Pillars of F-L-I-P™ by Flipped Learning Network, 2014)
Various studies suggest that benefits of flipped classroom, especially in theemergence of outline technology, could make e-learning possible. According to Steed(2012), teachers who use flipped classrooms had time to work individually withstudents. The approach promotes one-to-one discussions with students in classrooms.
Another study suggests classroom time will be spent working through problems,
advance concepts, and engage in collaborative learning with flipped classrooms (Bill,
2012). The Flipped Learning Network suggests that in a flipped classroom, theteacher moves lower levels of the taxonomy outside of the class where students workon mastering concepts and can pause, rewind and review the lesson at any time. The
teacher and students can focus on upper levels of the taxonomy in class (Hamdan,
McKnight, Arfstrom, 2013).
Methodology
Research Design
The purpose of this study is to evaluate the effectiveness of a blended e-learning
approach using a flipped classroom environment. The research method that was
selected for this paper is quasi-experimental design for non-equivalent groups.
Through quasi-experimental research, performance between group X (group which
has undergone traditional learning) and group Y (group which undergo blended elearning) was compared. Random assignment of participants to conditions or othercontrol was no longer considered. In addition, group Y was further classified into two
sub groups: high performing students (Subgroup Y1) and moderate to low performing
student (Subgroup Y2). The difference in performance of these two subgroups wasanalyzed and compared to conclude the effect of flipped approach on different typesof students.
Participants
The study was conducted at a certain Catholic school in Metro Manila. The module
for unit 1, Trigonometry, was used for blended learning with a flipped classroom
environment. The participants came from three Grade 10 sections, each consisting ofan average of 42 students. All of the students in each section of the study belonged tosections named group X and group Y. Group X consisted of one section while group
Y consisted of two. Group X underwent traditional method while group Y used theblended learning with flipped classroom environment. In comparing traditional andflipped approach, only one section for both group X and Y was used.
In determining the effect of flipped classroom to high and moderate to low
performing students, two sections of Group Y were used. Group Y was divided into
two Subgroups: Subgroup Y1 which consisted of high performing students andSubgroup Y2 which consisted of moderate to low performing students. The basis fordetermining high and moderate to low performing students was based on their
National Career Assessment Exam (NCAE) results on Mathematics proficiency foracademic year 2014-2015. High Performing students had a score of 90 and above
while Moderate to Low performing students had a score of 89 and below.

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competencies in the Department of Education K-12 curriculum were used in the tests.
Table 2 shows the table of specifications used for the pre and post tests.
Procedure
To evaluate the efficiency of a blended e-learning approach in a flipped classroom
environment, a module was produced by the researcher and was used in class. In
preparation of the module, a curriculum map was first created. Topics, standards, andactivities that were implemented during the course of the unit were based in the
curriculum map. Specifically, the curriculum map is a matrix in which the following
are listed: unit topics, content and performance standards, essential questions,enduring understanding, transfer goals, skills, assessments, and strategies.
In preparing the module, the Lasallian Learning Module format was used as atemplate. The module caters to the “Backward Design” since it starts withdetermining the desired outcomes which will establish the design of curriculum units,
performance assessments, and classroom instruction (Wiggins & McTighe, 2005).
Aside from standards and expected outcomes, also included in the module is thelesson flow for the whole unit. Since blended e-learning was the approach used in themodule, there is be a portion where blended tools are be listed i.e. face to face and elearning activities are two dimensions of blended tools.
A pre-test was conducted to students before implementing the revised module. This
test determined the prior knowledge of the students. These scores were compared totheir post test to see the difference in performance before and after implementing themodule. The same pre-test will be given to all students of group X and group Y. The
15-item pre-test was answered for 30 minutes. A brief clarification before the pre-testin which details about the objective, mechanics, time duration, and other instructionsin answering the test was given.
The module was implemented after the students took their pre-test. Different modules
were given to group X and group Y. Group X, as the controlled group, took themodule that uses a traditional approach, while group Y, as the experimental group,
took the module that uses blended e-learning approach. The module for group X had
the following flow for the lessons: First part includes in-class activities which areteacher-centered and uses lecture method, the second part includes out-of-classactivities that consists of student-centered formative assessments. The module ofgroup Y had the following flow for the lesson: First part includes out-of-class teachercentered activities with online lecture as a method while the second part includes
student-centered formative assessment. Figure 2 shows the process of implementationof the module with the pre and post test.

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Figure 2: Module Implementation
A post-test was given at the end of the unit. The test, served as their final scores, wascompared to their pre-test scores to see the difference in performance before and after
implementing the module. The same post-tests were given to all students of groups X
and Y. The tests were answered by the students for 30 minutes. A brief clarification
was given before the post-tests in which details for the mechanics and time duration
were discussed.
Data from the assessments were analyzed to determine the following: theeffectiveness of the flipped classroom, the difference of flipped classroom to
traditional classroom, and the effect of flipped classroom to high and moderate to low
performing students.
Statistical Treatment
The data were analyzed using two statistical treatments: t-test of dependent means andAnalysis of Covariance (ANCOVA). To find out if the flipped classroom has asignificant effect on the performance of the students, t-test of dependent means wasused to compare the scores on pre and post tests of students. The result determinedthat the intervention caused significant increase on the performance of the students.

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ANCOVA was used to determine if the academic achievement of students who haveexperienced flipped approach is significantly different to students who haveundergone traditional approach. ANCOVA is an analysis procedure for looking atgroup effects on a continuous outcome when some other continuous explanatory
variable also have an effect on the outcome. To determine the difference between the
traditional and flipped approach, the post tests of group X and group Y werecompared considering the results of the pre-tests of the two groups. The treatment
showed the difference of the two approaches (traditional or flipped) affected the post
test scores considering the covariate which is the pre test scores.
To find out the effect of a flipped classroom to high and moderate to low performing
students, t-test of dependent means and ANCOVA were used. T-test determined theeffect size of flipped classroom to the performance of Subgroup Y1 and Y2.
Results
Effectiveness of flipped classroom in improving students’ trigonometricachievement
The first analysis showed the effectiveness of blended e-learning in a flippedclassroom environment by inspecting the significance of difference between the pretest and post-test scores before and after the intervention respectively. To analyze pretest and post test scores of flipped classroom group (Group Y), t-test of dependent
means with 95% confidence is used. Results are shown in Table 2.
Table 2: Comparison of pre and post test results of flipped classroom groupMSD
t-valuepCohen’s dPost Test
10.3482.814817.333.000
3.180
Pre Test
3.350
1.3269Results show the difference between the post and pre test to be statistically significant
where t = 17.333, p < .05; d = 1.56. The effect size for this analysis (d = 3.180) was
found to exceed Cohen’s (1988) convention for a large effect (d = .80). These results
indicate that the post test scores of the students were significantly higher than their pretest results. Consequently, effect size suggests that the intervention of flipping theclassroom shows a large effect on the students’ trigonometry achievement.
Flipped classroom is expected to cause significant change to students’ performance
before and after instruction. Nevertheless, results show that flipped classroom is aneffective method in delivering instruction to students.
Comparison of students’ performance under flipped classroom and traditionalclassroom
The second analysis examined the effectiveness of flipped classroom environment ascompared to a traditional classroom. To compare the two classroom environments, theeffect sizes of the traditional classroom group (Group X) and flipped classroom group(Group Y) was determined. Results are shown in Table 3. Additionally, thesignificance of the difference between the two approaches will be determined byusing analysis of covariance with 95% confidence level. Results are summarized in

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Table 4.
Table 3: Effect Sizes of Traditional and Flipped Classroom GroupM

SD

t-valuepCohen’s
d

8.706

.000

2.004

13.831

.000

3.619

Traditional(Group X)

Post Test
Pre Test

9.806
4.417

3.362
1.779

Flipped(Group Y)

Post Test

10.906

2.728

Pre Test

3.281

1.198

Table 4: Comparison of Traditional and Flipped Classroom GroupM
SD
F-valueP
Traditional (Group X)
9.81
3.362
1.837
.180
Flipped (Group Y)
10.91
2.728
It is implied by the results in Table 3 that traditional classroom environment andflipped classroom environment caused significant change on the performance ofstudents (Traditional t = 8.706, p < .05; Flipped t = 13,831, p < 0.05). Furthermore,
the effect sizes of the two approaches differ in which traditional classroom had
Cohen’s d value of 2.004 while flipped classroom had a d value = 3.619. Even though
effect sizes of the two approaches differ, the interpretation remains the same as thevalues of Cohen’s d exceeds 0.80 interpreted as large effect (Cohen’s, 1988). Table 4summarizes the results of analysis of covariance between post test scores of
traditional classroom and flipped classroom groups given pre-test scores as acovariate. Results of ANCOVA (F = 1.837, p > 0.05) suggest that although the effectsizes of the two approaches differ, the two approaches are still not significantly
different with each other. This implies that the change of performance caused byflipped classroom is statistically same as the change caused by the traditionalclassroom.
From the results, it could be interpreted that the type of classroom approach was not
the most influential factor in the performance of the students. The classroom situation
had various factors other than the order of in-class and out-of-class activities which isthe emphasis of flipped classroom. Factors that could be considered are the following:teacher knowledge, enthusiasm and responsibility for learning; classroom activities
that encourage learning; assessment activities that encourage learning throughexperience; effective feedback that establishes the learning processes in theclassroom; and effective interaction between the teacher and the students (Gurney,2007). The researcher considers the possibility that these other factors which affectstudents’ performance remained the same between traditional and flipped classroom
results.
Effectiveness of flipped classroom environment for High and Moderate to Low
performing students
The third analysis was directed at investigating the effect of flipped classroom
environment on two types of students: high and moderate to low performing students.
T-test of dependent means is used to see the difference of effect of flipped classroom
to the two different types of students; on the other hand, ANCOVA is used to evaluate
the significance of this difference. Results are shown in Table 5 and 6.

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Table 5: Pre and Post Test Results of High and Moderate to Low Performing Students
Cohen’sMSDt-valuepdPost Test
11.4242.180
High
16.876.000
4.494
Pre Test
3.333
1.315
Moderate to
Low

Post Test

9.273

2.992

Pre Test

3.727

1.329

10.167

.000

2.245

Table 6: Comparison of High and Moderate to Low Performing Students
M
SD
F-valuePHigh
11.4242.180
10.165
.002
9.273
2.992
Moderate to Low
Table 5 presents the effect size of flipped classroom environment to high performing
students and moderate to low performing students. According to the result, flipping
the classroom has both significant effects on both high and moderate to low
performing students (High t = 16.876, p < .05; Moderate to Low t = 10.167, p < 0.05).
In addition, data show that flipped classroom had a different effect size to the twogroups. The effect size for high performing students was d = 4.494 while the effectsize for moderate to low performing students was d = 2.246. The two groups may
have different value of effect sizes; however, their effect sizes both still exceed
Cohen’s (1988) convention for a large effect (d = .80). This suggested that flippedclassroom environment had a strong effect on students’ achievement for both high andmoderate to low performing groups. Results shown in Table 6 (F = 10.165, p < 0.05)
imply that there is a significant difference between the effect of flipped classroom tohigh and moderate to low performing students. The result suggests that flippedclassroom was significantly more effective to high performing students compared tomoderate to low students.
The result for flipped classroom being differently effective to different types ofstudents could be explained by this possible scenario. A flipped classroom
environment requires complete compliance to the given out-of-class activities thus,
self-study. The ability to self-study is a trait of a high performing student therefore
making flipped classroom effective to this type of students compared to moderate to
low performing students.
Summary
By quantitatively analyzing the results of the students’ pre-test, post test, and national
career achievement examination (NCAE) mathematics proficiency, the researcher
come up with the following conclusions:
1. Flipped classroom environment had a large significant effect (d = 3.180) in
improving the trigonometry performance of the students.
2. Flipped classroom environment had a quite larger effect (d = 3.619) in improving
students’ performance compared to traditional classroom environment (d =2.004); however, this difference of effect is considered not statistically significant(F = 1.837, p > 0.05).

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3. While a flipped classroom environment had a large significant effect intrigonometry achievement of both high performing students (d = 4.494) andmoderate to low performing students (d = 2.246), the effectiveness of flippedclassroom is significantly larger to high performing students compared tomoderate to low performing students (F = 10.165, p < 0.05).
Recommendations
In light of the findings of this study, for future researchers who will be interested infurther continuing or improving the study, the research offers the following
recommendations:
1. Continue to use the advantage of technology in improving the delivery of
instruction such as but not limited to using a flipped classroom environment.
2. Consider the order of in-class and out-of-class activities as a factor in improving
students’ achievement; however, there are other factors needed to be consideredother than this order that is possibly a greater factor in improving achievement.
3. Use current data of the class from standardized tests, previous grades, and othersin planning the method or approach of instruction. Data from students suggest
variability which is needed to be considered as an important factor of theirachievement.

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Reference
Al Musawi A. (2011). Blended Learning. Journal of Turkish Science Education,
Volume 8, Issue 2, June 2011. Turkey
Bishop J. L., Verleger M. (2013).The Flipped Classroom: A Survey of the
Research.American Society for Engineering Education. USA
Boyer A. (2013).The flipped classroom [online]. TLN Journal, Vol. 20, No. 1, Kolbe
Catholic College
Center for Educational Research and Innovation (2008). 21st Century Learning:
Research, Innovation and Policy. OECD/CERI International Conference “Learning inthe 21st Century: Research, Innovation and Policy”
Cohen J. (1988). Statistical Power Analysis for the Behavioral Sciences 2nd edition.
Lawrence Erlbaum Associates, Publishers. New YorkFlipped Learning Network (2014).The
www.flippedlearning.org/definition.

Four

Pillarsof

F-L-I-P™.

Friesen S., Jardine D. 21st Century Learning and Learners. Western and Northern
Canadian Curriculum Protocol, Galileo Educational Network. Canada
Graham C. (2004). Blended Learning Systems: Definition, Current Trends, And
Future Directions. Handbook of blended learning: Global Perspectives, local designs.
San Francisco, USA
Gurney P. (2007). Five Factors for Effective Teaching. New Zealand Journal of
Teachers’ Work, Volume 4, Issue 2, 89-98, 2007
Hamdan N., McKnight P., McKnight K., Arfstrom K. (2013). A White Paper Basedon the Literature Review Titled A Review of Flipped Learning. Flipped Learning
Network.
Hrastinski S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE
Quarterly, vol. 31, no. 4 (October–December 2008)
Kleber J. (2015). Differentiation through Blended Learning.Association of California
School Administrators. Sacramento, USA
Naidu S. (2006). E-Learning: A Guidebook of Principles, Procedures and Practices,
2nd Revised Edition. New Delhi, India: Commonwealth Educational Media Center
for Asia (CEMCA), and the Commonwealth of Learning
Oliver M., Trigwell K. (2005). Can 'Blended Learning' be redeemed?. E-Learning andDigital Media, 2(1), 17-26

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Osguthorpe R.T., Graham C.R. (2003). Blended Learning Environments: Definitionand directions, The Quarterly Review of Distance Education 4(3), 227-233
National Council of Teachers of English. (2009). “Literacy Learning in the 21stCentury”. The Council Chronicle, W. Kenyon Road, Urbana, Illinois
Partnership for 21st Century Skills (2011).21st Century Skills Map - Mathematics.
One Massachusetts Avenue NW, Suite 700 Washington, DC, USA
Partnership for 21st Century Skills (2011).Framework for 21st Century Learning. One
Massachusetts Avenue NW, Suite 700 Washington, DC, USA
Partnership for 21st Century Skills (2011).Learning for the 21st Century. One
Massachusetts Avenue NW, Suite 700 Washington, DC, USA
Saaverda A., Opfer V. (2012). Learning 21st-century skills requires 21st-century
teaching. Phi Delta Kappa International.
Schrader P. G., Lawless K. A. (2011). Research on Immersive Environments and21st Century Skills: An Introduction to the Special Issue. Journal Of Educational
Computing Research, 44(4), 385-390
Sharma P. (2010). ELT Journal Volume 64/4 October 2010. Oxford University Press.
Oxford, USA
Singh H. (2003). Building Effective Blended Learning Programs.November December 2003 Issue of Educational Technology, Volume 43. USA
Steed A. (2012). The flipped classroom.Economics, Business and Enterprise
Association.Hassocks. UK
Tucker B. (2012). The Flipped Classroom.Education Next. Stanford, USA
Wiggins G., McTighe J. (2005). Understanding by Design (expanded 2nd edition).
Alexandria, VA: ASCD.
Zuckerman S. (2012). Blended Learning.BNP Media. Troy, USA
Contact email: jose.calamlam@dlszobel.edu.ph, josemari.calamlam@yahoo.com

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Preliminary Experiment for Comparing Programming Learning Environments
Yuki Kiridoshi, Prefectural University of Kumamoto, Japan
Ichiro Iimura, Prefectural University of Kumamoto, Japan
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Abstract
Recently, attention to the programming education is growing around the world. The
programming education is expected to improve the ability such as creativity,
expressiveness, and logically thinking. Learning programming is necessary for people
living in the 21st century, and especially, it is good education for children. Currently,
there are various environments to learn programming.
In this study, we aimed to clarify the difference of these learning environments.
Especially, we compared two representative learning environments. One is “thevirtual output environment" in which programming results demonstrated on thedisplay of computer such as Scratch, and another is “the real-world output
environment" in which programming results demonstrated in the real-world such as
LEGO MINDSTORMS. In this paper, as the start of study, we conducted a simple
experiment with "Code.org" as a virtual output environment and "Sphero" as the realworld output environment.
As a result, it was indicated that the real-world output environment gives learners the
feelings of “enjoyment” and “accomplishment” as well or better than the virtualworld output environment even though it gives learners the negative feeling of“conflict (such as ‘hard’ or ‘unsolvable’)”. It indicates that if we could identify andaddress the cause of conflict, the real-world output environment might become a good
choice to learn programming.
Keywords: programming education, learning environment, robot programming

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Introduction
In recent years, programming education is getting a lot more attention. It is notconfined to matters of educators. One of the triggers is efforts by “Code.org”.
Code.org is non-profitable organization which established in 2013. In February of thatyear, it uploaded a video titled “What Most School Don’t Teach” to YouTube. In thevideo, famous entrepreneurs mention the importance of learning to code, and it
covered by news media. In the result, it played over 13 million times as of April 2016.
Furthermore, Code.org uploaded a video to YouTube in December 2013’s Computer
Science Education Week (CSED). In the video, president Obama asks America tolearn computer science, and it also covered by news media.
Under such circumstances, various programming learning environments are appearing.
Among them, some of famous are Scratch which was developed by MIT, and
MINDSTORMS which was marketed by the LEGO Group. The former, learners write
a program on the screen, the result of programming appears on the screen too. The
latter, learners write a program on the screen, the result of programming appears as amovement of the concrete object such as a robot. Nowadays, programming
environment using physical blocks to code such as OSMO Coding. In thisenvironment, combined and aligned blocks play a role of a source code, and theexecution result of the source code appears on the screen when learners scan its byusing smartphone camera. Although there is an exception, today, as for programmingon the screen, there are two kinds of output ways in programming learning
environments. One environment’s output appears on the screen, which we call it thevirtual-world output environment. The other output appears in real-world, which wecall it the real-world output environment.
The purpose of this study is to evaluate the influences of the presence of a concrete
object to programming learning through comparing the virtual-world output
environment to the real-world output environment.
Relevant Research
Ginbayashi describes about the utility of concrete objects in mathematics. He
mentioned that instructional equipment called ‘tile’ work well when teachers teach theconcepts of arithmetic operations and numbers to early elementary school years
children. It is natural that children can understand only by using concrete objects
because their conception is non-fully developed. In addition, he mentioned that evenif learners are junior high-school or high-school students, using concrete objects alsoenhances the fun and easiness to understand.
Furthermore, Ginbayashi describes that what is important to understand mathematics.
He classified the calculation into four levels as shown in Figure 1. The first level is touse concrete objects such as apples. The second level is to use semi-concrete objects
such as tiles. The third level is to use schema such as tiles of image. The fourth levelis to use symbols such as mathematical form. These four are distributed into threephases. The first is the handling objects phase. In this phase, learners move theirbodies to solve problems. The second is the schema phase. In this phase, learners
build up image to solve problems. The third is the symbol phase. In this phase,

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learners describe mathematical form to solve problems. Ginbayashi mentioned, thesetransitional change is important to understand mathematics. Of course, the above
theories are recommended for mathematics. However, we have thought that these areapplicable in programming education.
Figure 1. Transitional change to understand

There are a lot of practical research related to programming education. For example,
programming education studies dealing with Scratch exist in large numbers (e.g.,
Malan & Leitner, 2007; Mori & Sugiwara et al., 2011; Kalelioğlu & Gülbahar, 2014).
Also, there are many programming education studies dealing with robot programming(e.g., Lalonde, Bartley & Nourbakhsh, 2006; Odo, Hachiman & Kinjo, 2010).
Kurebayashi and Kanemune compared robot control programming to application
programming in junior high school. However, in their study, there was a difference
between robot control programming and application programming. Specifically,around that time, robot programming had more restrictions than application
programming, but application programming was more freedom and could do a varietyof things. In addition, the purpose of their research was that establish a connection
with academic results and psychological effects such as feelings and interests. Before
now, although there are a lot of practical research related to programming, little study
has been done to focus on output ways of programming learning environments.
Methods
The purpose of this study is to assess the impact to programming learners between thevirtual-world output environment and the real-world output environment. In otherwords, the purpose of this study is to evaluate the influence of the presence ofconcrete objects in programming education. This section describes the details of thisstudy’s methods.
Overview of the Experiments
This time, we adopted “Sphero” as the real-world output environment, and“Code.org” as the virtual-world output environment. Figure 2 is a sample image ofSphero and Code.org, and Table 1 shows the both feature.

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Figure 2. Sample images of Sphero and Code.org
Table 1. Features of Sphero and Code.org

In the experiment using Sphero, iPad with “Lightning LAB (education oriented
Sphero official application)” was used to programming. On the other hand, in theexperiment using Code.org, iMac with Safari (macOS default web browser) was used
to programming. There are some reasons for adopting Sphero and Code.org. First is
the both environments’ programming languages are tile-based visual programming
language, and they are intended for programming beginners. Second is the both
environments support Japanese. Third is presence or absence of the “handling theobject (bodily movement)” element. This means that Sphero allows to think throughhandling the robotic ball which moves according to the result of programming, andCode.org does not allow it. Because Code.org’s character object which moves
according to the result of programming is moved only by programming, learners haveto use schema to programming. In this time, because the learners’ experience order(Which learning environments did he or she use first, Sphero or Code.org?) has apotential impact on the results of the experiments, the examinees were divided into 2
groups, one uses Sphero at the beginning, the other uses Code.org at the beginning.
Table 2 shows the experimental procedure.

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Table 2. Experimental procedure

Meanwhile, experimenters (authors) don’t overcommitment during experiments inorder to avoid experimenter effects. For example, regarding the introduction, we
decided explanation matter up front, so that the explanation does not differ for eachgroup. Basically, experimenters intervened in the experiment only when theunexpected thing was occurring.
Overview of Examinees
Table 3 shows examinees’ properties. Examinees were recruited on the condition thatthey are paired. They were divided into four groups, and group A and C experience tolearn with Code.org first, on the other hand, group B and D experience to learn withSphero first. They were 20 years old university student, a man and seven women.
Their experiences of programming were either “Inexperienced”, “Beginner” or“Intermediate”. Specifically, “Beginner” means that they have had a chance to learn
programming in class, and “Intermediate” means that they understand the concept of
constant, variable, and array in computer programming, and sequence, selection, anditeration as known as structured programming. Their majors were either“Administrative Studies (Informatics)”, “Administrative Studies (Business)” or“Administrative Studies (Public)”.

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Table 3. Properties of examinees

Assessment Methodology
We adopted two assessment methodologies, which were conversation analysis andsubjective assessment through questionnaires.
In the conversation analysis, video and audio was recorded by experimenters while
examinees were learning programming. In terms of video, the screen showing the
programming process, which is same as the screen being looked by examinees, werealso recorded. After that, all conversations in the examination were written out on thebasis of recorded video and audio. On that basis, transcripts were analyzed byexperimenters and they counted “positive utterances (words expressing feeling ofpleasure or fun when examinees solve the problems)” and “negative utterances (words
expressing feeling of mortification or conflict when examinees can’t solve theproblems)”. Finally, the numbers of positive and negative utterances were comparedin Sphero phase and Code.org phase.
In subjective assessment through questionnaires, questionnaires were composed of ten
questions. Four items were relevant to feelings during experiments, and five items
were relevant to a shift in impression of programming before and after of theexperiments. Each question was on a scale of one to seven. Last item was freedescription.
Results
Results of Conversation Analysis
Table 4 shows the results of conversation analysis. Total number of utterances andduration of experiments in each group, these average value, standard deviation, and pvalue which is the result of t-test are shown in Table 4. In the column of p-value, the22The Asian Conference on Society, Education & Technology 2016

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asterisks *, ** and *** indicate that the coefficients are statistically different from 0 at
the 1 (p < 0.01), 5 (p < 0.05), and 10 (p < 0.1) percent level, respectively. In addition,“n. s.” means that there is no statistically significant difference. Focus on the averagevalue, in Sphero phase, the negative utterance count is larger than the positiveutterance count, but it is reversed in Code.org phase. And focus on the p-value
column, there is no statistically significant difference in the number of positiveutterance between Sphero phase and Code.org phase. In opposite, there is astatistically significant difference in the number of negative utterance between Sphero
phase and Code.org phase (p < 0.1).
Table 4. Results of conversation analysis

Results of Subjective Assessment through Questionnaires
Table 5 shows the results of subjective assessment through questionnaires. In thequestionnaires, eight examinees were asked to evaluate the enjoyment, conflict,accomplishment, and willingness to learn in each phase. Each question was evaluatedon a scale of one to seven. Examinee’s age, gender, evaluation value for each item,
sum of evaluation value, average of evaluation value, standard deviation, and p-value
which is the result of t-test are shown in Table 5. In the column of p-value, theasterisks *, ** and *** indicate that the coefficients are statistically different from 0 at
the 1 (p < 0.01), 5 (p < 0.05), and 10 (p < 0.1) percent level, respectively. In addition,“n. s.” means that there is no statistically significant difference. Focus on the p-value,in the items of enjoyment, accomplishment, and willingness to learn, there is no
statistically significant difference between Sphero phase and Code.org phase. In
opposite, in the items of conflict, there is a statistically significant difference between
Sphero phase and Code.org phase (p < 0.01).
Table 5. Results of subjective assessment through questionnaires

According to free description of questionnaires, one examinee said that “WhenSphero moved as I intended, I realized that ‘I am controlling it!’ and I felt the fun ofprogramming.” And another examinee said that “Using Sphero brings me a sense ofaccomplishment, and it is simple to understand.”

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Considerations
According to the results of conversation analysis and questionnaires, we have shownthat the real-world output environment (Sphero) gives examinees “conflict” feelingmore than the virtual-world output environment (Code.org). We also clarified thatthey felt positive feelings of “enjoyment” and “accomplishment” in both
environments. Some examinees pointed out that “adjustment of direction parameters
is somewhat difficult” regarding the real-world output environment (Sphero). Fromthese, even if learning contents are somewhat difficult and give learners “conflict”, itis suggested that the real-world output environment gives feelings of “enjoyment” and“accomplishment” as well or better than that of the virtual-world output environment.
The interesting result has also obtained that the real-world output environment brings“willingness to learn” as well or better than that of the virtual-world output
environment. In addition, there were feedbacks from examinees that “knowledge ofprogramming seemed to be useful” and “I felt a sense of accomplishment as much as
my conflict was great (in Sphero phase)”. Although there are various motivations forcontinuing learning, it is presumed that ease of imaging the application destinationand enjoyment and accomplishment after the conflict are effectively working.
Conclusions
We compared two programming learning environments for evaluating the influence ofthe presence of a concrete object to programming learners. As a result, it was
indicated that the real-world output environment gives learners the feelings of“enjoyment” and “accomplishment” as well or better than the virtual-world output
environment even though it gives learners the negative feeling of “conflict”. If we
could identify and address the cause of conflict, the real-world output environment inwhich a concrete object uses might become a good choice to learn programming.
However, we analyzed only four groups (eight examinees) in total, and we do notconsider examinees’ characteristics such as gender, age, occupation, interests andconcerns in programming, proficiency level in programming. In addition, we do notevaluate examinee’s understanding of learning contents. In the future, in order toshow the general versatility of the results of this practice, it is necessary to conduct
empirical studies considering examinee’s characteristics, understandings of leaning
contents, and all that.
Acknowledgement
This work was supported by JSPS KAKENHI Grant Number JP16H03066.

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References
Du, J., Wimmer, H., & Rada, R. (2016). “Hour of Code”: Can it change students’attitudes toward programming? Journal of Information Technology Education:
Innovations in Practice, 15, 52-73.
Ginbayashi, K. (2007). “Understanding” in numbers and mathematics. In Y. Saeki(Ed.), What is “Understanding” (pp. 37-68). University of Tokyo Press, Tokyo.
Kalelioğlu, F., & Gülbahar, Y. (2014). The Effects of Teaching Programming via
Scratch on Problem Solving Skills: A Discussion from Leaners’ Perspective.
Informatics in Education, 13(1), 33-50.
Kurebayashi, S., & Kanemune, S. (2004). Comparison between robot control
programming and application programming in a junior high school. Proceeding
Summer Symposium in Shinshu 2004 of IPSJ, 2004(9), 21-28.
Lalonde, J., Bartley, C., & Nourbakhsh, I. (2006). Mobile robot programming in
education. IEEE international conference on robotics and automation (ICRA), 345350.
Malan, D.J., & Leitner, H.H. (2007). Scratch for Budding Computer Scientists. ACM
SIGCSE Bulletin, 39(1), 223-227.
Maloney, J., Resnick, M., Rusk, N., Silverman, B., and Eastmond, E. (2010). The
scratch programming language and environment. ACM Transactions Computer
Education, 10, 1-15.
Mori, H., Sugisawa, M. Zhang, H., & Maesako, T. (2011). Practical Study on Scratch
Programming Lessons for Elementary School Students — Rethinking Programming
Education at Elementary School —. Japan journal of educational technology, 34(4),387-394.
Odo, S., Hachiman, K., & Kinjo H. (2010). Improving Students’ Problem-Solving
Skills using Robot Control Programming — Programming Education using LEGO
Mindstorms NXT—. The Bulletin of Multimedia Education and Research Center,
University of Okinawa, 10, 33-37.
Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan,K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch:
Programming for All. Communications of the ACM, 52(11), 60-67.
Sugiura, M., Kodate, A., Kishi, N., Kato, D., Uemura, K., Kunieda, K., & Yamada, K.
(2010). A Robot Programming Environment for Creative Robotics Workshop. The
Special Interest Group Technical Reports of IPSJ, 2010-CE-103(12), 1-8.

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Investigating The Effective Use of Online Course Tools
for University Athletes in Japan
Maki Ikoma, Ritsumeikan University, Japan
Yoshihiko Yamamoto, Shizuoka University, Japan
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Abstract
University athletes tend to achieve lower academic performance, often due to theirextensive commitment to their sport club activity (Cosh & Tully, 2014; Adler & Adler,1985). The authors of this study believe that online course tools are useful for
supporting university athletes academically if both teachers and students use thesetools effectively. Thus, in this study, the authors try to encourage university athletes
to use one of the online course tools, manaba+R, in their English classes. The aims ofthis study are 1) to explore to what extent university athletes use manaba+R for theirstudy and their attitude towards using this tool and 2) to discuss how teachers can
support university athletes’ study with manaba+R. This study mainly used
quantitative analysis with some qualitative analysis. As for the quantitative analysis,
a questionnaire was used. Then the data were discussed qualitatively. A total of 81
university students (first and second year students) majoring in sports and healthscience at a private university in Japan participated in this study. The results showedthat while the majority of the university athletes had positive attitude towards using
manaba+R, they failed to utilize this tool effectively for their study. In particular, theresults revealed that they did not effectively use the useful information or material
provided on manaba+R for completing their assignments because of their insufficient
time for study, lack of time management skills, and low motivation to get higher
marks. In light of these findings, practical implications for teachers were discussed.
Keywords: university athletes, online course tools, manaba+R, EFL

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Introduction
The integration of sports and education has remained highly demanding for university
athletes, which often results in their lower academic performance and lower
motivation to study (Adler & Adler, 1985; Simons, Rheenen, & Covington, 1999;
Lucas & Lovaglia, 2002). The authors of this study teach English at a private
university in Japan; and many of the university athletes they teach also struggle
academically. In order to support these university athletes, the authors of this study
believe that online course tools such as Moodle, blackboard or manaba+R can serveas an effective academic support as many past studies have explored the benefits ofthese tools in education (Hung & Zhang, 2008; Dabbagh & Kitsantas, 2005; Swanson,2007). Thus, they encourage university athletes to use one of the online course tools,
manaba+R, in their English classes. Useful course information, homework andadditional material are provided on manaba+R to assist them with their study.
However, the authors of this study realize that university athletes do not seem to use
manaba+R effectively. Thus, in order to investigate the effective use of this tool foruniversity athletes, this study aims to 1) explore to what extent university athletes use
manaba+R for their study and their attitude towards using this tool (compared touniversity non-athletes) and 2) discuss how teachers can support university athletes’
study with manaba+R.
Literature Review
Academic performance of university athletes
University athletes tend to have lower motivation to study and lower academic
achievement due to a number of factors. In particular, insufficient time for study has
been considered as one of the significant barriers to their academic success (Adler &Adler, 1985; Cosh & Tully, 2014; Simons et al., 1999). Adler and Adler (1985)
revealed that a lack of time to study due to athletic participation affected university
athletes’ motivation to study as most of the university athletes in their study aimed toget only the minimum GPA. Similarly, in Cosh and Tully’s (2014) study onAustralian student athletes, most athletes felt that they had no control over time to
study due to their daily sport commitments, resulting in setting “just doing enough topass” as their academic goals. Because of the restricted time to study, they regarded
academic success as ideal in principle but impossible in practice. In addition, as an
athletic participation requires an extensive commitment to physical energy, fatigue
has also been considered to have a great influence on their academic achievement(Simons et al., 1999; Yamada, Mizuno, Ebara, & Hirosawa, 2010; Adler & Adler,1985). Simons et al. (1999), for example, claimed that fatigue from athletic
participation affects university athletes’ academic performance as it often interfereswith their concentration to study.
University athletes in Japan also experience a similar academic problem. According
to the survey conducted by Asahi newspaper and Japanese Association of University
Physical Education and Sports (as cited in Kimura, 2015, p. 12), achieving academic
success has remained challenging for most university athletes in Japan. The survey
results showed that 70.7% of the Japanese universities which participated in thesurvey felt the need to provide some academic support systems specifically designed

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for university athletes. In other words, a number of university athletes in Japan are
considered to have difficulty in studying. Yet, nearly 30% of the universities
answered that they had not provided any specific support for their university athletes.
Nagakura (2016) pointed out that most university athletes in Japan are expected to be
responsible for their own academic success even though daily practice and frequent
participation in tournaments, training camps or overseas competitions make it
extremely difficult for them to have enough time and energy to study. Nagakura(2011, 2016) claimed that it is crucial for universities to provide proper academic
support for these university athletes in Japan.
Online course tools in education
Online course tools, often known as Learning Management Systems (LMS), are oneof the academic support tools now widely used in tertiary education worldwide. They
enable teachers to register students in a certain course, upload course material andassignments, post important information, provide discussion forums, and keep trackof students’ work online. Some of the online course tools used in Japanese tertiary
education are Moodle, blackboard, and manaba+R. Because they can be accessed
through any web browser, these online course tools make students’ access to learningmaterial possible anytime and anywhere.
According to a number of studies, these online course tools play a significant role instudents’ learning and their academic success. For example, Hung and Zhang (2008)
found that students’ active participation in online course tools (e.g. access course
material, post messages and/or read messages posted, and attend online discussion)
resulted in their high academic performance. In addition, because these tools can beaccessed wherever the internet is available, many studies claimed the benefits of
online course tools accessibility and portability in facilitating students’ learning(Okada, Kainosho, Tamaki, & Ikegashira, 2015; Cavus, 2011). Okada et al. (2015)
found that online course tools accessibility and portability enabled students to study
through smartphones and to acquire a habit of studying every day. Cavus (2011) also
found that most students in her study were motivated to use LMS through mobile
phones because of its flexibility of time and place. Furthermore, past studies also
reported that online course tools can assist students to engage in self-regulated
learning, which refers to the degree to which students actively participate in their own
learning process (i.e. set clear goals, plan how to achieve goals, monitor and evaluate
their own learning) (Kitsantas, 2013; Dabbagh & Kitsantas, 2005). In Dabbagh andKitsantas (2005), a variety of LMS tools supported students’ self-regulated learningand led to their improved learning. For example, communication-related LMS tools
such as discussion forums assisted the students with goal setting while tools related toadministration helped them monitor their learning. These studies claim that theproactive use of online course tools clearly contributes to students’ learning and theiracademic success.
However, not every student benefits from these online course tools (Lust,
Vandewaetere, Ceulemans, Elen, & Clarebout, 2011; Miyazoe, Anderson, & Sato,2012; Adzharuddin & Ling, 2013; Swanson, 2007). Lust et al. (2011) found thatstudents’ control in using online course tools cannot be taken for granted as most
students in their study did not actively use discussion board or practice quizzes
provided with their online course tools. Miyazoe et al. (2012) also claimed that in

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online discussion forums, low participation is often observed as students tend to notcontribute to posting information but only retrieve useful information posted by others
for their study. They pointed out that when making a contribution requires much timeand effort, but does not guarantee direct rewards, students may become passive
participants. Regarding the discussion board in online course tools, even if students
are willing to join them, a lack of immediate feedback may discourage them tocontinue to participate (Adzharuddin & Ling, 2013). Swanson’s (2007) study also
showed that not every student profits from online course tools as some students in his
study did what was necessary and logged out immediately. He claimed that it isnecessary for teachers to train students to be a better user of online course tools since
the goal of this type of tool is to enhance students’ autonomy in learning. Althoughstudents’ active participation and autonomy are crucial in the learning environment
which involves an online learning process, these studies reveal some critical issues as
to how students utilize online course tools, which requires teachers to consider theeffective use of these tools for students’ learning.
Research Questions
In order to investigate how teachers can support university athletes academically with
one of the online course tools, manaba+R, this study aims to address the following
research questions:1)
To what extent do university athletes utilize manaba+R for their study andwhat are their attitude towards using this tool?
2)
How can teachers support university athletes’ study with manaba+R?
Methodology
ParticipantsThis study was conducted in the fall semester, 2015. The participants were the firstand second year students (51 male and 30 female) majoring in sports and healthscience at a private university in Japan. They were grouped as university athletes(n=33) and university non-athletes (n=48) for this study. University athletes in thisstudy were considered as participating in the university sports clubs. They accounted
for approximately 40% of the participants. University non-athletes, on the other hand,referred to students who did not join university sports clubs (i.e. students who joined
cultural organizations, a special athletic trainer program, athletic organizations otherthan sports clubs, or those who did not join any organization in university). They
comprised of nearly 60 % of the participants.
English class
All participants took two required English classes throughout the semester: skills
workshop and project-based English. The data for this study was collected from the
project-based English class in which students worked on their own projects in English
either individually or in a group.
Class participation, weekly homework,
presentations, and a final paper were assigned and evaluated for this class.
Throughout the semester, weekly homework as well as useful course information and

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additional material were provided on manaba+R; and students were encouraged to use
this information for completing their presentation and paper assignments.
Data collection
A questionnaire was used for data collection for this study (See Appendix). It was
written in Japanese and consisted of 13 questions on the students’ usage of manaba+R
in project-based English class and their attitude towards using this tool. The
questionnaire was distributed online at the end of the fall semester, 2015. After thedata were collected, the questions and all answers were translated into English by theauthors of this study.
Results
Below are the results of the questionnaire regarding the students’ usage of manaba+R
in project-based English class and their attitude towards using this tool. There arenine figures and one table in total in this section.
Figure 1 shows the students’ TOEIC scores. It indicates that the English proficiency
levels differed greatly between the two groups. The average TOEIC score ofuniversity athletes was 332 while that of university non-athletes was 463.

Figure 1: Results of Q4 (What is your TOEIC score?)
Figure 2 shows how frequently students brought their PC into class. Overall, students
in both groups frequently brought their own PC to class. Approximately 80 % of bothgroups answered “every time” and 12 % of them answered “almost every time.”

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Figure 2: Results of Q5 (How often did you bring your PC into class?)
Figure 3 shows how frequently students used their PC in class. As most students inboth groups brought their PC into class (See Figure 2), the high ratio of using a PC inclass was seen in both groups as expected. However, university athletes used their PC
in class slightly more than university non-athletes as more than 80% of themanswered “every time.”

Figure 3: Results of Q6 (How often did you use your PC in class?)
Figure 4 shows the frequency of using manaba+R. Students in both groups usedmanaba+R frequently as approximately 80% of both groups answered “every week”
and 15% of them answered “almost every week.”

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Figure 4: Results of Q7 (How often did you use manaba+R?)
Figure 5 shows whether students think manaba+R is useful for their study. Students
in both groups gave positive responses to this question as approximately 95% of themfound online course tools useful for their study. 55% of university athletes answered“strongly agree” and 42% of them answered “agree.” Similarly, 52% of university
non-athletes answered “strongly agree” and 42% of them answered “agree.”Figure. 5: Results of Q8(Do you think that online course tools like manaba+R are useful for your study?)
Figure 6 shows which page(s) on manaba+R students often checked. There aremainly three pages on manaba+R where the class information and material wereposted for the project-based English class: PROJECT, CONTENT, and BOARD. The
authors of this study uploaded weekly homework in PROJECT. In CONTENT,
guidelines for assignments (i.e. presentation and paper), useful English expressions
and additional material were uploaded. In BOARD, important notices about the classwere posted when necessary. Thus, students could choose more than one answer for

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this question. The results indicate that students in both groups checked PROJECT
quite often as 94% of university athletes and 90% of university non-athletes chose thispage. However, the percentage checking CONTENT was low, as less than 50% of
both groups checked this page. The percentage checking BOARD was much lower as
only 18% of university athletes (n=6) and 35% of university non-athletes (n=17)
checked this page frequently.

Figure 6: Results of Q9 (Which page(s) on manaba+R do you often check?)
Figure 7 shows what information on manaba+R students found useful for studying.
In project-based English class, a variety of information besides homework was often
provided on manaba+R. The information here included “guidelines for assignments(i.e. presentation and paper),” “useful English expressions” and “tips for writing apaper.” Thus, students could choose more than one answer for this question. 76% of
university athletes thought “guidelines for assignments” and “tips for writing a paper”
were useful and 67% of them found “useful English expressions” helpful. As for theuniversity non-athletes group, the popular answers were “guidelines for assignments”
and “useful English expressions” as about 80% of them chose these answers while
63% of them found “tips for writing a paper” useful.

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Figure 7: Results of Q10(What information on manaba+R did you find useful for your study?)
Table 1 shows the information students want to see on manaba+R for their study. Not
all students answered this question, however, different preferences were seen between
the two groups from their answers. Most answers from university athletes indicatethat they wanted to see information related to assessment, messages about the class, orbasic course material. On the other hand, the responses from university non-athletessuggest that they preferred to have tips or advice on making a good presentation or
paper.
Table 1: Results of Q11 (Other than the information listed in Q10, What kind of
information do you think should be posted on manaba+R for your study?)
Comments
Detailed criteria for assessment
University
athletes

Assessment of assignments
Important messages about the course
Copies of handout
Examples of English expressions
Articles or papers recommended by a teacher

University
non-athletes

Advice on papers
Tips for making an effective presentation
The section where students can ask questions easily

Figure 8 shows where students usually checked manaba+R. Although they often
brought their PC into class (See Figure 2), only about 6% of university athletes
checked manaba+R in class. Instead, the majority of them (70%) checked manaba+R
at home. Interestingly, even though manaba+R could be accessed anywhere as longas the internet is available, only 24% of university athletes checked it outside of classon campus. Moreover, none of them made use of this tool on a bus or a train. The

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similar findings were seen for the other group as the majority of university nonathletes (58%) checked manaba+R at home. However, the percentage of thosechecking manaba+R outside of class on campus (27%) or on a bus or a train (8%) was
slightly higher than university athletes.

Figure 8: Results of Q12 (Where do you usually check manaba+R?)
Figure 9 shows whether students think manaba+R is useful to communicate with theirteacher. Most students in both groups gave positive answers to this question. The
total of 78% of university athletes (30% for “strongly agree” and 48% for “agree”)
and 73 % of university non-athletes (25% for “strongly agree” and 48% for “agree”)
found online course tools useful to communicate with their teacher.

Figure 9: Results of Q13(Do you think that online course tools like manaba+R are useful to communicate withyour teacher?)

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Discussion
Based on the results of the questionnaire, this study now turns to discuss 1) to what
extent university athletes utilize manaba+R and their attitude towards using this tooland 2) how teachers can support university athletes’ study with manaba+R. First, twomain findings regarding the first question are discussed below. Then, in light of thesefindings, two implications for teachers are discussed.
1)
To what extent university athletes utilize manaba+R and their attitude
towards using this toolLess hours to study and lack of time management skills
As the results of the questionnaire revealed, university athletes in this study did nottend to utilize manaba+R as much as the authors expected although university athletes
showed positive attitude towards using this tool (See Figure 5 and Figure 9). There
are two main reasons for it. The first reason is their insufficient time for study andlack of time management skills. As noted earlier, university athletes tend to have lesstime to study due to their extensive commitment to sports (Cosh & Tully, 2014; Adler& Adler, 1985). In particular, those who have higher achievements in sports tend to
be busier as they are expected to participate in a tournament or go on an overseas
expedition tour occasionally, and hence are likely to miss classes (Nagakura, 2016).
Thus, even if they were motivated to study, it is possible that university athletes inthis study were too busy with their sport club activity to make use of manaba+R.
In addition, as the results of Q12 (Where do you usually check manaba+R?) showed,
university athletes in this study did not have good time management skills to use
manaba+R for their study. In the university where the participants of this study wereenrolled, free Wi-Fi is provided so that students can access manaba+R anytime andanywhere on campus. However, only a small number of university athletes made useof class hours to check manaba+R despite the fact that the majority of them brought
their PC into class every week (See Figure 2). Even outside of class, most of themfailed to make the most of their free time on campus to use manaba+R. In addition,
unlike some of university non-athletes, university athletes did not take advantage of
their commuting time though manaba+R could be accessed through their mobile
phones. Instead of making use of class hours, free time on campus or commuting
time, the majority of them used manaba+R at home, presumably after a hard day ofclass and after-school practice when they were likely to have fatigue. As some paststudies showed that fatigue from an athletic participation makes devotion to study
very difficult (Yamada et al., 2011; Simons et al., 1999), university athletes in thisstudy clearly did not have good time management skills to use manaba+R for theirstudy, for they mainly used it when they were likely to feel fatigue, instead ofeffectively using their class hours or free time. Thus, because of their lack of time
management skills, most of the university athletes in this study failed to make use ofmanaba+R effectively.

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Low motivation to get higher marks
The second reason is their low motivation to get higher marks. As the results of Q9(Which page(s) on manaba+R do you often check?) and Q11 (Other than theinformation listed in Q10, what kind of information do you think should be posted on
manaba+R for your study?) suggest, university athletes in this study tended to utilize
manaba+R to just satisfy the minimum requirements to pass the course. Though theyanswered that they used manaba+R frequently (See Figure 4), the results of Q9revealed that most university athletes only checked PROJECT to see their homework.
Only a small number of them frequently checked CONTENT or BOARD whereimportant information to support their study was posted (See Figure 6). For
university athletes whose English levels were rather low (See Figure 1), “useful
English expressions” uploaded on CONTENT could have been particularly helpful for
getting a higher mark on presentation or paper assignments. However, the low
percentage of university athletes who answered CONTENT for Q9 clearly indicatethat they missed the chance to make use of this information for their study. Thisfinding indicates that they tended to focus on just doing what was necessary to passand failed to utilize other useful information to perform better in their assignments.
The results of Q11 also suggest their concern for passing as the answers fromuniversity athletes mainly referred to the information related to assessment and basic
course information. On the other hand, the answers from university non-athletes weremainly related to advice on paper or presentation which would be helpful forcompleting their assignments. Thus, both results of Q9 and Q11 indicate that most
university athletes in this study were not motivated to perform better academically to
get a higher grade. This finding is in line with the results of past studies (Cosh &Tully, 2014; Adler & Adler, 1985) which showed that university athletes’ primaryacademic goal tended to be just doing enough to pass due to their substantialcommitment to sports. Based on these reasons, university athletes in this study did
not tend to make use of manaba+R effectively despite their positive attitude towards
using this tool for their study.
2)

How teachers can support university athletes’ study with manaba+R

Based on the findings above, there are mainly two implications as to what teachers
can do to support university athletes academically with manaba+R. First, teachers
can encourage university athletes to make use of the information on manaba+R for
their study by grading their active use of this information as part of the course
requirements. As the second finding indicated, most university athletes in this study
only checked homework on manaba+R and did not utilize other useful information forpresentation or paper assignments. However, information such as “useful English
expressions” or “tips for writing a paper” would be of great assistance to them inworking on these assignments, contributing to their higher academic performance.
Thus, to help them achieve academic success, it is important for teachers to raise
university athletes’ motivation to study through manaba+R and make sure that they
use the information initiatively for their assignments. For this purpose, grading theiractive use of information on manaba+R should be effective for two reasons. First, as
the results of Q9 and Q11 suggested, university athletes in this study were motivatedto pass the course as they were trying to satisfy the minimum requirements. In
addition, some past studies found that students are likely to utilize online course tools

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actively when participation in online activities is graded or important information
related to their grades is posted (Rovai, 2003; Yamamoto & Usami, 2015). Therefore,
if, for example, using “useful English expressions” or additional material on
manaba+R was required to complete their assignments and was evaluated as part oftheir grade, it is possible that the number of university athletes who become more
motivated to make the best use of the information on manaba+R increases. By
providing useful information to support their study on manaba+R and evaluating theirproactive usage of it, teachers will be able to facilitate their learning more throughmanaba+R.
Second, teachers can support university athletes’ study by instructing them to havegood time management skills. As the first finding showed, university athletes in thisstudy did not tend to effectively use their class hours or free time to study withmanaba+R. Past studies also showed that time is often considered as a significant
obstacle to academic achievement for university athletes (Cosh & Tully, 2014; Adler& Adler, 1985). However, developing time management skills can be the key to theiracademic success (Yusof, Chuan, & Shah, 2013; Cosh & Tully, 2014; Miller & Kerr,
2002). Yusof et al. (2013), in their study on Malaysian university athletes, found thathaving good time management skills was one of the factors that positively influenced
university athletes’ academic performance. Cosh and Tully’s (2014) study onAustralian student-athletes also showed some cases in which athletes flexibly
controlled their time to succeed academically. Similarly, Miller and Kerr (2002)
reported that multiple responsibilities as a student and an athlete enabled someuniversity athletes to be good at controlling time and to focus more on studying
during their sports seasons.
To help university athletes develop time management skills, manaba+R should be
useful because of its accessibility and portability. However, as most university
athletes failed to use their time effectively to study through manaba+R, it is important
for teachers to instruct them how and when to use this tool properly. For this purpose,teachers can first encourage university athletes to make better use of the class hours.
They can upload useful information for each week’s lesson or homework in advance,
have students access this information on manaba+R in class as part of a class activity,and evaluate their participation. As Cavus (2011) suggested that the use of online
course tools via mobile devices facilitated students’ learning process, teachers should
also instruct university athletes to access manaba+R on their mobile phones andstrongly encourage them to make use of their free time on campus and commuting
time. In addition, it should be effective if teachers upload information or material thatcan be easily checked and used even on a mobile phone’s small screen. For example,
if teachers post a link to a TED Talk presentation or a useful YouTube movie,
university athletes can easily watch them on their mobile phones while on a bus or a
train. If teachers set up an online discussion page, it would be easy for university
athletes to participate in information exchange about their assignments or classdiscussion at any time. Even when they missed a class, this type of page would
enable them to catch up on their work. As Kitsantas (2013) suggested, it should also
be useful to upload weekly, monthly, and semester schedules at the beginning of thesemester to assist them in making an effective study plan. Encouraging them to checktheir own portfolio on manaba+R would also be useful for them to understand theirstudy progress. These types of information and instruction will help them pay
attention to an overall course schedule and assignment due dates, leading to the39The Asian Conference on Society, Education & Technology 2016

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improvement of their time management throughout the semester. If they could
develop time management skills, they can make a clear study plan, make use of useful
information provided, and manage to perform better in every assignment. Thus, it isimportant for teachers to carefully consider what and how to offer on manaba+R andstrongly encourage university athletes to make use of their time.
Conclusion
This study aimed to investigate the effective use of online course tools for university
athletes in Japan. The results of the questionnaire revealed that university athletes had
positive attitude towards using manaba+R for their study. However, the results alsosuggested that because of their insufficient time for study, lack of time management
skills, and low motivation to get higher marks, most of the university athletes in thisstudy failed to make use of manaba+R effectively for their study.
In order to support these university athletes academically, this study suggests two
implications for teachers. First, this study suggests that in order to encourage
university athletes to make use of information on manaba+R, teachers should grade
their active use of this information as part of the course requirements. Second, thisstudy strongly encourages teachers to help develop university athletes’ time
management skills with manaba+R. Because of its accessibility and portability,
manaba+R can serve as an effective academic support tool for university athletes who
tend to have insufficient time for study. If teachers instruct them to study withmanaba+R in class and provide useful information that can be easily checked eventhrough mobile devices, university athletes can be more self-regulated and be better atcontrolling their time to study even when they are busy with sports.
Although this study shed some light on the effective use of online course tools foruniversity athletes in Japan, several limitations should be noted. First, this study
focused only on university athletes with majors in sports and health science, most ofwhom entered university for the purpose of doing sports and studying about sports.
Gathering data from university athletes whose academic majors differ from those inthis study should enable us to explore our research questions more in depth. Second,
this study used only questionnaire for data collection. In order to further research
how university athletes use online course tools, online data on manaba+R such as thenumber of log-in, message posting, and homework submissions should also be taken
into consideration. Last, though the sample size of this study (n=81) was not too
small, future research with a larger sample size will give us more insight into theeffective use of online course tools for university athletes.

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Yamamoto, Y., & Usami, A. (2015). Exploring learner’s patterns of using the online
course tool in university classes. The IAFOR Journal of Education, 3(2), 54-66.
Yusof, A., Chuan, C. C., & Shah, P. M. (2013). Academic achievement and sports
involvement of Malaysian university athletes. Procedia-Social and Behavioral
Sciences, 106, 273-281.

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Appendix
Questions on the questionnaire (English translation):Q1. What is your gender?
Q2. What grade are you in?
Q3. Do you belong to any organization in the university?
Q4. What is your TOEIC score?
Q5. How often did you bring your PC into class?
1 every time, 2 almost every time, 3 sometimes, 4 hardly, 5 neverQ6. How often did you use your PC in class?
1 every time, 2 almost every time, 3 sometimes, 4 hardly, 5 neverQ7. How often did you use manaba+R?
1 every week, 2 almost every week, 3 sometimes, 4 hardly, 5 neverQ8. Do you think that online course tools like manaba+R are useful for your study?
1 strongly agree, 2 agree, 3 neither agree nor disagree, 4 disagree, 5 strongly disagree
Q9. Which page(s) on manaba+R do you often check?
1 PROJECT, 2 CONTENT, 3 BOARD
Q10. What information on manaba+R did you find useful for your study?
1 guidelines for assignments, 2 useful English expressions, 3 tips for writing a paper,
4 others
Q11. Other than the information listed in Q10, what kind of information do you thinkshould be posted on manaba+R for your study?
Q12. Where do you usually check manaba+R?
1 in class, 2 at home, 3 outside of class on campus, 4 on a bus or a train, 5 others
Q13. Do you think that online course tools like manaba+R are useful to communicate
with your teacher?
1 strongly agree, 2 agree, 3 neither agree nor disagree, 4 disagree, 5 strongly disagree

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The Asian Conference on Society, Education & Technology 2016

Official Conference Proceedings“I’m a Different Person Now”: Online Learning as a De-Facto Higher Education
Equity Pathway to Transforming Lives
Andrea Dodo-Balu, Murdoch University, Australia
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
In line with global trends in higher education, many Australian universities areenergetically embracing the concept of flexible online learning, which hassignificantly increased the number of students studying university courses throughonline and/or open-access delivery. This mode is highly utilised by non-traditional
students, and is therefore an important avenue to fulfil Australian government policies
aimed at equity of access. Without online access many successful students would
remain excluded from university study. Within a Qualitative/Interpretivist approach,
my research utilises in-depth interviews and an analysis of students’ reflective work todevelop a complex and nuanced picture of their experience with online study. The
focus is on a core, first-year unit, designed to facilitate the successful transition of
new-to-university students into academic life in an online environment. This acts as
an instrumental case study (Stake, 2008) for examining the experience of online, nontraditional students within the learning environment formed by these broader policyrelated trends in higher education. Findings point to the transformative power ofparticipation in university level study for successful online students.

iafor
The International Academic Forumwww.iafor.org

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Introduction
Over the last few decades, the teaching and learning carried out in Australian higher
education institutions has seen significant changes, reflective of similar changes
internationally. Three policy-related trends which are driving these changes inAustralia are: wider student participation; flexible, online learning; and anincreasingly casualized academic teaching staff. These trends work together to create
conditions of teaching and learning which are quite different to those of perhaps thirty
years ago. My research is concerned with understanding how these conditions affectthe experience of participants in the contemporary higher education ‘classroom’.
Using a qualitative research methodology, I focus on a first-year core unit offered
online through Open Universities Australia (OUA) as an instrumental case study. The
unit, pseudonymously named Academic Transition Unit or ATU100 for research
purposes, can be seen as a representative microcosm of the conditions produced bythese three major trends.
In Australia, OUA works with partner universities to enable its students to graduate
with a degree which is completely equivalent to that obtained by students who enrol
in these universities directly. Students study fully online within the learning
management system (LMS) of the university offering the degree, but have theopportunity to mix in units from other partner universities, to study over four study
periods per year rather than two semesters, and, in some cases, to enter without any
academic pre-requisites. Consequently, units offered through OUA, such as ATU100,
become highly representative of the first two trends mentioned above, as students
from diverse backgrounds enrol to take advantage of this flexible, online structure.
Further, up to 90 to 100% of the teaching staff in ATU100 consists of casual tutors inany given study period, which is in line with the third major trend. While not wanting
to diminish the work of these tutors, which is addressed in another article (Dodo-Balu,
in press) this paper has a primary focus on the students. Utilising in-depth interviews
and other qualitative research methods, my research aims to construct a complex andnuanced picture of the student experience within the learning environment formed bythese broader trends in higher education. My research findings point to thetransformative power of participation in university level study for successful online
students. This is the story behind the screens.
From the literature
Recent Australian government policy has placed an emphasis on increasing theparticipation of students in higher education, particularly those from disadvantaged
and low socio-economic backgrounds (Bradley, Noonan, Nugent, & Scales, 2008).
From 2012, the government has removed caps on student university places for mostdegrees (Norton, 2013) creating a demand-driven system in which higher education
providers are free to enroll as many students as they wish (James, 2010). It is thesepolicies that are effectively driving the trend towards wider student participation.
According to James (2010) Australian universities have now entered a phase ofcreating a universal higher education system.
One way to facilitate a universalizing system is to make available more flexible
modes of course delivery. In a demand driven system, government funding is directly
linked to the success with which an institution can reach and enroll an increasing
number, and a broader range, of new students (Edwards, 2011). Many universities

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offer fully online or blended courses in addition to their on-campus offerings, as away to attract further enrolments. The choice to study online is often made due to thestudent’s location, employment obligations, family commitments, or medical related
reasons. There is therefore a high representation of ‘non-traditional’ students in online
units, particularly those classified as mature-age, regional or remote, low socioeconomic status or with physical or mental health issues.
It is evident that the opportunities afforded by online education have created a defacto equity pathway (Cupitt & Golshan, 2015) without which many successful
students would remain excluded from university study. As stated by Stone, O’Shea,
May, Delahunty and Partington (2016, p.146), ‘[o]nline learning has an important
place in widening access and participation in higher education for diverse student
cohorts’. This indicates a significant conflation between the trend of wider student
participation and the availability of flexible, online learning. These two trends work
together to create a large and varied online cohort, consisting of students who mayenter university with widely different levels of academic preparedness.
There is a recognition that it can no longer be assumed that all students enrolling inuniversity courses will be equipped to succeed in their degrees. As James states, ‘…
universities must accept that one of their roles is to address shortfalls in schooling forsome people’ (2010, p.10). The growth in academic transition units such as ATU100,
the focus unit for my research, is a response to this. However, the literature still tends
to convey an overall bleak picture of the multiple challenges facing non-traditional
students who are new to university. Yorke and Longden (2004) found that thesestudents are likely to have a ‘fragile self-belief” (p.83) about their capacity to succeed
in an academic environment. Non-traditional students, particularly those from low
socio-economic backgrounds, are less likely to believe that they belong in a university
environment, creating a sense of a disjunction and isolation (Berger, 2000), and are
more likely to be intimidated and overwhelmed by their first year (McInnes & James2004). Moreover, Bach, Haynes and Lewis-Smith (2007) outline the additional
challenge for online students of having to acquire technical proficiency in navigating
the online learning site, at the same time as they are developing academic
competence. While most universities offer physical spaces on campus where students
can find academic support, these are not generally accessible to online students(Muldoon & Wilyegewardene, 2012), putting them at a further disadvantage. Thus,
the literature suggests that the students participating in ATU100 and similar online
units may be operating form the worst possible position regarding retention.
It has certainly been widely noted that the levels of attrition in fully online units aremuch higher than for units studied on campus (Cupitt & Golshan, 2015). However,
Nichols (2010) points out that the measurement of retention and attrition in online
courses is a complex issue and that a certain level of attrition is normal. ‘Difficulties
arise in terms of who to count as having dropped out’ (p. 95). It is more likely, forexample, that students may ‘...drop out before the course even begins’ in the online
environment, which can falsely inflate attrition figures (Nichols, 2010, p. 95). This
indicates that the prospects for non-traditional, online students may be less bleak thanthey first appear. Stone et al. (2016, p.163) outline the positive benefits of online
learning where a ‘...growth in confidence and self-esteem [is] evident as the students
progress through their studies’.

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Personal determination is a key element cited by successful online students (Nichols,
2010; Beck & Milligan, 2014). Cuppit and Golshan (2015) cite ‘grit’ as the mostimportant quality that online students need to overcome challenges and achieve
success. Grit is defined by Duckworth, Peterson, Matthews and Kelly (2007) as‘perseverance and passion for long-term goals’. Further elements identified asimportant for online students are institutional and peer support (Cuppit and Golshan,2015). In online learning environments, ‘…tutors… act as the human interface
between the university and its students’ (Quartermaine, O'Hare, & Cooke., 2012, p.
66) and are therefore the main actors in the provision of institutional support.
According to Garrison, Cleveland-Innes, and Fung (2010), teaching presence has
emerged as key to the quality of the student experience. Also important is theexcitement generated by the opportunity to participate in university study (Stone,2008) and join an active learning community, which for many students is only
possible because of the availability of online courses (Stone et al., 2016).
Methodology and method
This paper is based on a qualitative /interpretivist case study of a particular university
unit, ATU100. The focus of qualitative research is on meaning and interpretation(Liamputtong, 2009), allowing the researcher to develop more complex and richer
insights than can be drawn from quantitative studies (Creswell, 2008). Interpretivist
research seeks to ‘…get into the head of the actor’ (Schwandt, 2000, p. 192) in orderto gain a deep understanding of their lived experience. However, the extent to which
this is an objective understanding is questionable (Schwandt, 2000; Laverty, 2003).
"Understanding is always more than merely re-creating someone else's meaning"(Gadamer, as cited in Laverty, 2003, p.25), but is necessarily combined with themeanings brought by the researcher. The act of interpreting is influenced by the sociohistorically inherited traditions and personal experiences of the researcher (Laverty,2003). This is an important point in relation to my research as I have participated in
ATU100 as a tutor, which adds a subjective, insider lens but may also influence datainterpretation.
Constructive Grounded Theory is a method of data analysis which acknowledges theplace of researcher subjectivity (Creswell, 2008). This method moves away from thepositivist view that theory is something external to be discovered, but rather sees
theoretical understanding as a construction (Charmaz, 2014). Grounded theory
method complements other qualitative approaches to data analysis. My research
makes use of grounded theory method in the context of an instrumental case study.
Instrumental case studies serve the purpose of illuminating a wider issue (Creswell,2008) or deepening our understanding of a particular concern by allowing an insider’sview (Stake, 2008). The case of ATU100 serves to bring insight into the conditions ofteaching and learning created by macro level trends related to current policies inAustralian higher education and to develop an in-depth understanding of how
participants experience these conditions within their learning.
Data collection and analysis was conducted following the processes of emerging
design, initial sampling, and theoretical sampling in accordance with Constructivist
grounded theory method. Emerging design is a process by which the researcher
collects data, immediately analyses it, and makes decisions about the next step in the
research process (Creswell, 2008). Engaging with early findings is an important step48

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Official Conference Proceedingsin emerging design as these findings initiate the process of theoretical sampling which
continues throughout the study, and guides the researcher in designing the next phase.
“Initial sampling in grounded theory gets you started; theoretical sampling guides
where you go” (Charmaz, 2014, p. 197). Theoretical sampling allows the researcher tocollect strategic, specific data in order to elaborate and refine theoretical categories as
they emerge and is a “…pivotal grounded theory strategy” (Charmaz, 2014, p. 199).
The first stage of the study utlilized initial sampling to start the process of identifying
theoretical categories and refining the research design. According to Charmaz (2014),
initial sampling involves establishing sampling criteria relevant to the study before
entering the field, and selecting research participants who reflect the criteria. Three
students were included in the initial research sample (as well as three tutors). The
students had completed the focus unit in recent study periods, and were chosen in
response to the ideas that had emerged from the literature regarding the effect of selfbelief and personal determination on the success of students in the online learning
environment. During their study periods, the three students had expressed doubts totheir tutor about their capacity to complete the unit but were subsequently successful.
After completion, they were emailed a survey consisting of a mix of open-ended
questions, and statements with Likert scale responses along with a personal invitation
for participation in one or more interviews. Survey and interview questions aimed to
explore their experience and elicit key factors which facilitated their completion of theunit. Data from their completed surveys and recorded interviews were then analysedand coded for emerging themes.
For subsequent stages of the research both targeted and generalised invitation emails
were sent to students who had previously enrolled in the unit, resulting in responses
which yielded qualitative data from a further nine students. These stages made use of
survey and interview questions which were refined towards validating the coded
themes. Document analysis of participating students’ emails, reflective work andother assignments was also conducted.
This research also made use of data from a large online survey involving ATU100
students which was conducted by the National Centre for Student Equity in Higher
Education (NCSEHE) from 2014 to 2015 (used with permission), and an analysis ofretention and attrition figures from the unit’s LMS in a representative study period.
The relevance of ATU100
ATU100 is a large unit offered in all four of the study periods that make up the OUA
academic year, with more than 300 students enrolling per study period. In general,
students enrol in ATU100 as the first unit towards their bachelor degree, which makes
this unit an important gateway to a positive and successful university experience.
ATU100 aims to introduce students to the learning, thinking and communication
processes that are important in the university setting. In addition to practical academic
skills, critical thinking and reflection are foregrounded in the unit. Students complete
reflective tasks over the course of the unit, including critical analysis of academic
material and their own learning and thinking. Thus, the unit lends itself well to indepth examination of the student experience.

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ATU100 is highly representative of the conflated trends of wider student participationand online, flexible delivery. Data for the Online Learner Engagement Survey
conducted by NCSEHE reveal a largely non-traditional cohort. The survey received
126 responses from ATU100 students. Of the respondents, students over the age oftwenty-five accounted for 78% of the cohort, with 46% aged between thirty and fortynine. Many of the respondents owned their own home, 43% compared with 22% who
stated that they lived with their parents. These figures suggest that students haveother important responsibilities in addition to their studies. Information on theirprevious educational attainments compared with the age groups stated above, indicatethat many students have been away from study for some time. 31% of respondents
stated that their highest level of education was high school, while 14% had attempted
university previously but not completed. In addition, 37% of respondents indicatedthat they were the first in their family to study at university. These figures point to alarge number of ATU100 students who are likely to be unfamiliar with contemporary
university level study. This makes the development of the academic skills andunderstandings taught in the unit crucial to their subsequent success.
Statistical figures from the LMS of a representative study period indicate a very highattrition rate for ATU100, but also reveal a pattern of non-participation which
supports the contention of Nichols (2010) that in order to understand the issue ofretention and attrition in online learning, the surrounding complexity must be
considered. For the study period in question, of all the students who enrolled in theunit, only 39% completed, indicating a 61% attrition rate. However, a closer lookraises questions as to whether many of the enrolling students had the intention ofparticipating. 17% of the enrolments did not log into the LMS, with a further 30%
submitting no assignments. Thus, 47% of enrolling students may be regarded as nothaving begun full participation in the unit. This indicates that some students may
enrol in the unit without making a firm decision to undertake a degree. Taking theremaining students, who attempted at least the first assignment, as the participating
cohort, the rate of non-completion falls to 28%. Further, the figures show that the
majority of the participating students successfully completed the unit, with a 77%
pass rate. 25% of these students achieved a grade of High Distinction, awarded tothose students who achieve a mark of 80 or above. These kinds of achievements may
be linked to the transformational power of online study note by Stone (2008) andStone et al. (2106) in their research.
Students’ own words
Qualitative data from twelve students who had previously participated in ATU100
were gathered through open-ended survey questions, personal interviews, personal
email responses, and an analysis of students’ assignment submissions for the unit.
Findings are outlined below with the stories of some individual students given a
special focus. For ethical reasons, personal names have been altered and no
identifying details have been used.
Online, flexible study is the only way
It is very clear that online study provides an opportunity of obtaining a university
degree to people who would otherwise be excluded from higher education study,
supporting the idea that it creates a significant equity pathway. All the students in the50

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study stated that online, flexible learning was their only option. The reasons given
encompass many of the characteristics of particular target student equity groups as
defined by the Australian government (Department of Education and Training, 2015),
specifically low socio economic status (SES) students, regional and remote students,and students with disabilities.
Low socio-economic status (SES)
Low SES impacts on students’ ability to finance themselves to undertake studies on
campus and makes the option of leaving work for study unfeasible. Furthermore,mature-age students often have families to support and financial commitments tomeet. These points combine to create a situation for many students in which time andfinancial resources are limited. As Janelle (not her real name) shared in her survey
response:“Splitting my time between being a mum, and part-time work, leaves me withvery few daylight hours to attend a normal on-campus study regime. Online
study gives me the flexibility to study at night, between shifts and during nap
time, without having to travel out of my way” (Janelle).
Janelle stated her income as being between 20,000 and 40,000 dollars per year andthat she had one son. Her son was a major inspiration for her return to study andimprove her financial circumstances.
“I hope to be a positive role model for my son, showing him that through hard
work, you can achieve a career you can be proud of and enjoy.” and “I hope tobe a better provider by finding a career more financially stable...” (Janelle).
Regional and remote
Living in a regional or remote area is a commonly cited reason for choosing online
study. Four of the students interviewed stated that online study was their only option
because of their home location, with family responsibilities and/or financial pressures
precluding moving away from home or travelling significant distances to study at auniversity campus. For Ayla, “it just doesn’t make sense” to make the half day trip toand from her closest university to attend campus, so she felt that she had to makeonline study work for her. Lina too acknowledges that “online study is my only option
due to the remote location of my home”. Melissa is a mother and a practicing artist
whose closest university is over an hour away by car, but this small, regional campus,
doesn’t offer an art degree. However, in her own words:“The [closer universities] weren’t an option... even to travel. I’ve got children
at home, or one child still at home at this point and I’ve got an art practice tokeep up as well and to foresee that I would be able to travel... for lectures andthings it just wouldn’t be viable, I know that” (Melissa).

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Disabilities
Students with physical or mental health issues are highly represented in ATU100 andonline courses in general. The availability of online study provides them with theopportunity to not only gain university qualifications but also to be involved in adiverse and active learning community where their disability is not a focus. Ill healthmakes it difficult to commit to activities outside the home. Moira’s health issues makefollowing a regular on-campus timetable problematic “...as I don’t know from one day
to the next how I will be feeling” (Moira). This also indicates that the flexibility
offered by OUA to opt into or out of particular study periods is another importantfacilitator into study for these students. “Studying online meets my need for flexible
learning as I can set my own pace and study calendar (and) minimise any disruption
to my medical treatment” (Moira). In the online environment of the unit, Moira wasenergetic and engaged. She took the initiative to set up an online ‘motivationallounge’ for students to support each other. “This space was envisaged as a forum forsharing our ‘real’ life experiences whether they were positive or negative” (Moira).
Amanda is a single mother who suffers from bipolar disease. She had attempted
university before but did not complete due to the stress of interacting with groups ofpeople.
“I think that (on campus study) was a bit of an impediment for me personally.
Studying in groups of people (face-to-face) where I had that stress of being ingroups...wasn’t ideal for me” (Amanda).
Being able to study online has given Amanda the opportunity to continue with herstudies.
“In spite of having greater stability, if I’d attempted to do a real time course
rather than on online course... I think the pressures probably would have been
too much for me even at this point” (Amanda).
For Amanda too, flexibility is important. She took a study period off after completing
ATU100 when her daughter had a serious accident and to attend to impact on her own
health. “That was handy to know that I hadn’t’ lost too much time... that I could takethat... break and then re-enrol for the next study period” (Amanda).
Louise’s survey response clearly conveys the importance of online leaning to herstudy. “I am housebound – online was really the only way it would happen” (Louise).
For Louise, it is not only her own illness that makes attending campus impossible, butalso the fact that she is a carer for other members of her family, who all have healthissues which require significant amounts of her attention, support and time. Online
study provides relief. In an email she writes, “But I love studying so much - I’mhoping that it will become an anchor in my life - something I can cling to” (Louise).
The responsibility of caring for family members with ill health is also the major
reason for younger students to enrol in an online cohort. Christiana enrolled in
ATU100 straight out of high school. Her circumstances really combine all three ofthe equity categories discussed here, as she puts her income at between 20,000 and
40,000 dollars per year, lives in a rural location, and is the primary carer of her invalid

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mother while suffering from ill health herself. While many young people from rural
areas are able to move to a city to attend university, Christiana found her opportunity
through online learning. She also appreciates the flexibility to alter her study patternwhen her mother’s illness worsens.
Transformation of students’ self-perceptions
It seems clear that online learning is an important access gateway to higher education
for students in equity categories. However, the experience of being a university
student needs to be a positive and successful one to make this access worthwhile. The
ATU100 students involved in this study have strongly indicated that this is the casewhich contrasts to the cautious tone prevalent in the literature. As a first unit towards
their degree, participation in ATU100 appears to trigger transformational learning forsuccessful students. Transformational learning involves the construction new meaning
structures which can incorporate students’ changing world and the changes withinthemselves (Willans and Seary, 2015). Moira began to critically question her own
beliefs and those of others. In her interview she states, “...the unit...altered myperception even of who I am as an individual and where I fit within the social normmy stereotypes...” (Moira).
Students found greater confidence in themselves and in their interaction with others.
Joanna, describes herself as a disabled, single mother of four who had been awayfrom study for twenty years. She was “very nervous and easily overwhelmed” when
she first joined ATU100, but states that “I transformed from a student unable toparticipate, to one who really looked forward to reading and participating in thediscussion threads” (Joanna). There is a strong sense of belonging to a learning
community, of students feeling connected to and supported by their peers and tutors,
and finding courage in their own voices. “I’m a different person now. I feel now that I
have something to say” (Melissa).
Finding personal strength and perseverance
The idea that personal determination, or grit, is the major factor for completing theunit successfully has emerged strongly from this study. All of the successful students
who participated in the research emphasise the importance of determination. The
comments of students echo each other: “If I wasn’t determined to study, it simply
wasn’t going to happen” (Joanna); “This is what drives me the most. Determination to
do my best” (Lina); “That was my main motivator. That was my determination tofinish the unit” (Amanda); and “Determination is the one most important aspect ofgetting me through online study” (Melissa). Grit is especially important for students
battling with health issues. Christiana feels she could not have completed the unit
without it.
“I was and still am suffering from what is sometimes called brain fog, and alack of motivation due to my illnesses which makes it easy to just want to throw
the towel in, but that determination helps drive you through the bad days”(Christiana).
Discovering the personal strength and perseverance to finish the unit seems to be oneof the most beneficial outcomes for students. In her reflective journal Amanda writes:

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Official Conference Proceedings“my life has followed a pattern of allowing difficulties or mistakes to betranslated into failure and lack of self-worth. This course has proven to be vital...in changing that...despite any setbacks I might face in the future. It’s a loteasier now to see that my weaknesses don’t automatically cancel out any
strengths that I have” (Amanda).
Perspectives of non-completers
Although there is some uncertainty as to how to accurately measure attrition for
online students, it is substantial and cannot be dismissed. While my study
concentrates primarily on successful students, two responses came from noncompleters which may give a glimpse into another side of the story behind thescreens. It is clear that both these students feel let down by their experiences but alsothat the circumstances leading to non-completion were beyond the scope of theuniversity’s control. Elise is bedridden after a number of strokes but had always had asharp intellect. After she was given a second hand iPad, she decided to enrol in
ATU100 and start a university degree. Unfortunately, there is a sense of confusion
here about online study produced primarily from inadequate technology, andunrealistic expectations. Georgiana is a non-completing student who gave permission
to use her email responses although she declined to complete the survey or beinterviewed. She makes it clear that her reasons for withdrawing were “mostly
personal” and not related to the nature of online study, but she was “not eager todiscuss” them (Georgiana). However, a sense of personal injury is expressed
regarding the OUA administrative process surrounding her withdrawal. “...I feelpunished and completely inadequate” (Georgiana). It seems that not completing theunit may have a strong negative impact on the students’ sense of self-worth.
Conclusion
Current Australian higher education policies are creating teaching and learning spaces
and experiences which are very different to the traditional university model. The
policy-related trends of widening student participation and flexible online delivery
conflate to provide the opportunity of a university education to a large and diverse‘non-traditional’ cohort of students who would otherwise be excluded, creating asignificant equity pathway. Findings from qualitative data from students who hadcompleted the online case unit (ATU100) through Open Universities Australiaindicate that the availability of online university study offers a gateway to personaltransformation, as students’ self-identities expand to include their higher education
success and incorporate new-found strength, personal confidence and belief in theirown capabilities. Cautions in the literature regarding the challenges particular to thiscohort, such as a fragile self-belief, lack of belonging and technical barriers (Yorkeand Longden, 2004; Berger, 2000; McInnes and James 2004; Bach et al., 2007),
appear to be surmountable for the majority of fully participating students. Attrition
figures for online courses can be falsely inflated when including all those who enrol,
as a significant proportion appear to have little intention of undertaking a degree. The
reasons for this are difficult to ascertain as these students may be the least likely toparticipate in research. Responses from two non-completing students suggest thathaving to withdraw is extremely disheartening, but also show that external
circumstances impacting the decision may be beyond anyone’s control. In the main,

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students who respond to research invitations are likely to be among the most
motivated but statistics from the unit Learning Management Site indicate that theirpositive experiences, as reported in this paper, may be widely shared. Online learning,
therefore, plays an important role in furthering the public good by effectively
facilitating access to a tertiary education for ‘non-traditional’ students.

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References
Australian Government Department of Education and Training. (2015). 2014
Appendix 2- Equity Groups. Retrieved fromhttps://docs.education.gov.au/node/38145
Bach, S., Haynes, P., & Lewis Smith, J. (2007). Online teaching and learning inhigher education. Berkshire: Open University Press McGraw-Hill Education.
Beck, HP. & Milligan, M. (2014) Factors influencing the institutional commitment on
online students. Internet and Higher Education, 20, 51-56.
doi:10.1016/j.iheduc.2013.09.002
Berger, J. B. (2000). Optimizing capital, social reproduction, and undergraduate
persistence. In J. Braxton (Ed.), Reworking the student retention puzzle (pp. 95-124).
Retrieved fromhttp://web.ebscohost.com.ezproxy.ecu.edu.au/ehost/pdfviewer?sid=b7aeb5de-eb1f4d08-b6c7-e78f30bd6502%40sissionmgr12&vid=4&hid=
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australianhigher education: Final report. Canberra: Department of Education, Employment andWork Place Relations. Retrieved fromhttp://innovation.gov.au/highereducation/Documents/Review/PDF/Higher%20Educati
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Stone, C. (2008). Listening to individual voices and stories: The mature-age student
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The Role of International Student Mobility in Hybridized STEM andInterdisciplinary Programs in Japanese Higher Education: The Empowerment
Informatics Program
Aki Yamada, University of Tsukuba, Japan
The Asian Conference on Society, Education & Technology 2016
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Abstract
Motives of international student mobility include education policy, globalization andmigration policy, responsible for the labor flows of the 21st century. It follows that
universities are forced to compete globally for foreign talent. The economic, politicaland societal forces of globalization leveled the playing field for students via education
policy and an increase of students’ choices. Establishing degree programs thathybridize STEM and interdisciplinary studies can attract foreign talent that seeks realskills applicable to industry. Policy diversifies degree programs not only on a basis ofsubject matter, but also by student demographic diversification. After establishingexisting theories and examples of international student mobility and STEM andinterdisciplinary hybrid programs, this article will describe how the EMP program
effectuates both and offers direction on future research comparing such programs.
Keywords: International student mobility, globalization, STEM, interdisciplinary
studies, higher education, Tsukuba, empowerment, informatics, cultural diversity,
JSPS, MEXT, NSF

iafor
The International Academic Forumwww.iafor.org

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Introduction
Across the world, higher education faces the major issue of adapting to the changes
brought about by modern globalization. The growth of a knowledge based economy
and changing demand for skills attained at universities are especially remarkable in
the fields of science, technology, engineering, and mathematics (STEM). In order for
higher education institutions to compete at the global level, international student
mobility is key to the acquisition and development of talented students who can
succeed globally. In the past, migration as a form of mobility was largely motivatedby political, economic and historical factors. However, Altbach and Knight (2007)
define globalization as the “economic, political and societal forces pushing 21st
century higher education toward greater international involvement” (p. 290). Modern
migration has undergone a paradigm shift and is now not only motivated bytraditional factors, but also by educational policies, rapid globalization, and reforms in
the policies and practices controlling and encouraging migration. Universities must
now deal with upgrading excellence in internationalization of research, teachinglearning, and advertising in programs at the domestic and international levels.
Today, as students are becoming more mobile domestically and internationally,
Japanese higher education faces the challenge of attracting foreign students andretaining domestic students to study in undergraduate and grade Japanese university
programs. Japanese universities need to offer programs designed with globalizationand the knowledge based society in mind. Higher education institutions confront thechallenge of producing students who possess global citizenship skills that allow themto succeed domestically and internationally. This entails global human resource
development strategies to foster students possessing linguistic and communication
skills, an understanding of diverse cultures and a sense of identity. “International
intellectual contribution” and “mutual international understanding” have been raised
as important keywords for Japanese higher education policy.
The apparent chicken and egg problem inherent in diverse student population can bebootstrapped and solved by funded pilot programs, like the University of Tsukuba Ph.
D. Program in Empowerment Informatics (EMP program). As part of the The
Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT)
Program for Leading Graduate Schools, it is funded to develop educational policies
which drive international student mobility to create a diverse and interdisciplinary
student body. This program drives interdisciplinary and global competency acrossindustrial, academic, and governmental sectors. The EMP program exemplifies how a
Leading Graduate School can assure quality with a focus on international student
mobility and hybridization of STEM and interdisciplinary studies.
Literature Review
Per the United Nations Educational, Scientific and Cultural Organization (UNESCO,2016), 4.1 million students went abroad in 2013, up from 2 million in 2000. As thetrend toward increased globalization and student mobility continues, Gürüz’s (2008)
Higher Education and International Student Mobility in the Global Knowledge
Economy provides a basis for discussion of this topic. He explains“internationalization of higher education in today’s global knowledge economy
includes, in addition to increased international content in curricula, movement of60

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students, scholars, programs, and institutions across borders” (2008, p. 20).
Globalization has changed student mobility in several ways, leveling the playing field
for higher education institutions across the world. Higher incomes in emigrant nations
combined with need-blind admissions and merit-based institutional (as opposed to
private) scholarship initiatives, new migratory policies worldwide allow meritorious
students easier access to foreign institutions, and increased institutional awareness ofthe benefits of a diverse student population are all ways globalization leveled theplaying field for students. In turn, increasing equalization of access forces universities
to compete, domestically and internationally for the growing influx of foreign talent.
Similarly, essential and planned forces, such as the economic, political and societal
forces of globalization leveled the playing field for institutions directly and indirectly.
Leveling was direct through educational policies and indirect through the risinginternational student segment with an ever-increasing number of options. Gürüz (2008)
also highlights the emergence of a global higher education market for humanresources that can operate globally and supplement domestic students and scholars.
Combined with the impact of globalization and the development of the global“knowledge based society,” these competitive forces have resulted in the global
competition that is currently reshaping higher education. To remain competitive in aknowledge based society it is now essential for higher education institutions to enact
policy changes to attract and develop a globalized pool of talented students andresearchers.
Gürüz (2008) argues that the rise of the knowledge economy further has led to thedemand for education programs that directly meet the commercial sector demands. To
compete in the modern knowledge based economy, a workforce needs intercultural
skills and the ability to lead and act upon knowledge in domestic and international
contexts. Higher education institutions are enacting policies to cope with competition
caused by globalization in several ways. First, institutions begin to nurture high levelskills like team-based innovation, comprehensive problem solving, cultural awareness,
globally focused ethics, and leadership, in addition to traditional field specialization
studies. Second, higher education prepares engineers for the global workforce by
providing a diverse and interdisciplinary environment. Third, higher education
extends its reach beyond national boundaries as a matter of policy. Funding policies
that require donors and sponsors to not restrict the origin of technologies procured
effect open access to technologies worldwide. Creation of diverse environments
institutionally breaks the national cultural barrier. Equalization of scholarship funding
for the international segment breaks the national socio-political barrier.
Numerous studies support the ongoing efforts toward intercultural and globally
focused engineering curriculum outcomes. For example, Ragusa, Matherly &Phillips’ (2014) study focused on students participating in two Research Experiencesfor Undergraduates (REU) programs allowing U.S. engineering students to partake inJapanese research internships. Participants results showed noticeable improvement on
a scale of global preparedness in line with Gürüz’s (2008) points on global humanresource development necessary to operate in a global knowledge based society.
Additionally, Ravankar et al. (2016) supported the benefits of creative and criticalthinking using problem finding while developing global competencies ininterdisciplinary teams under the Top Global University Project at Hokkaido
University. In the United States, there are other examples of ad-hoc and systematic
programs for STEM and interdisciplinary study hybridization. For example, the S-

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STEM program at Louisiana State is one example of a one-off program in the UnitedStates. Regarding, there is a program of National Science Foundation (NSF) grants
under the Integrative Graduate Education and Research Traineeship (IGERT)
program, superseded by the NSF Research Traineeship Program (NRT) in 2013.
Though Japan was previously perceived as indifferent towards supplementing its
shrinking and aging population, and its reluctance toward internationalization
strategies (Gürüz, 2008), examining MEXT policies since 2008, it is clear there is acommitment to attract foreign talent while bolstering the global competency ofdomestic students. Regarding the state of Japanese international student mobility,
foreign higher education enrollment has expanded by 16,543 students since 2013,
bringing the total hosted international students to 152,062 (Japan Student Services
Organization, 2016). This represents a significant recovery from stagnation thatpreceded since 2011 due to the Great East Japan Earthquake. However, the top ninesending countries are all within in Asia, with China, Vietnam, Nepal, South Korea,
representing 78.9% of international students in 2016, indicated there is still muchroom for improvement. Japan’s policy planning recognizes the importance ofincreased internationalization and human capital development, and seeks to rectify
points of weakness:[To] maximize Japan’s potential for create innovation, it is important to:secure [diverse human resources] with different views, knowledge, and waysof thinking; increase the mobility of human resources; and, advancecooperation between different fields, between industry, academia, andgovernment, and between countries. (Council for Science and Technology,2015).
This vision manifests in numerous MEXT budgeted programs, including the Programfor Leading Graduate Schools, Top Global University Project, Go Global Japan, ReInventing Japan Project, and promotion for student exchange. International student
mobility towards Japanese universities presents an opportunity to reach this vision forinternationalization. For instance, the Top Global University Project started in 2014.
This project sets extensive internationalization goals for the 2013-2023 period,
including more than tripling the number of students who meet foreign language
standards, more than doubling the percentage of international students, and more thanquadrupling the number of Japanese students who have earned credits abroad, toname a few (Matsumoto, 2015).
Given the worldwide trend of education reform to meet needs of global competency,
this paper will look at how the MEXT Program for Leading Graduate Schools
implements this reform while using the University of Tsukuba Ph.D. Program in
Empowerment Informatics as a case study.
Methods
This article used several methods to establish the status quo in the literature andcollect data on the EMP program. First, the author reviewed existing literature on
international student mobility and hybrid STEM and interdisciplinary programs. She
conducted literature review both in periodicals and in primary source matter(government and institutional documentation). Second, this article relies on the62The Asian Conference on Society, Education & Technology 2016

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author’s first-person experience as a policy-maker in the EMP program. Finally, thearticle relies on the author’s experience as an implementer of these policies, andspecifically as a dedicated faculty member of the EMP program.
Results and Discussion
First, the author discusses how the formation, organization and maintenance of the
EMP program indirectly promote international student mobility and STEM andinterdisciplinary studies hybridization. Next, the author examines how the EMP
program directly encourages international student mobility and STEM andinterdisciplinary studies hybridization.
Conceiving and funding the EMP program
The initial authorization for the Leading Graduate School program was included in
the DPJ coalition government’s regular budget in 2011 and continued even after LDP
returned to power. Formation of these programs remained a priority despite fiscalpressure related to recovery efforts after the Fukushima earthquake in 2011. The
University Promotion Division of the Higher Education Bureau in MEXT announced
information sessions regarding a request for proposal (RFP) for the establishment of“Leading Graduate Schools” to all public and private university presidents of Japanon June 14th, 2011. The RFP is for new graduate schools to operate for a period of up
to seven years each. Per the Japan Society for the Promotion of Science (JSPS, 2011)
RFP (the author translated the Japanese original):
The Leading Graduate Schools program will gather first class faculty andstudents domestically and abroad, with the participation of industry, academia
and government to form world-class and accredited M.S.-Ph.D.
interdisciplinary degree programs. These degree programs will nurture
excellent students who possess creativity and wide perspective into leadersthat act globally in industry, academia and government. The program aims toform graduate schools that belong to the highest academic spheres by
fundamentally revolutionizing graduate education with these new degree
programs.
Therefore, the programmatic goals of this enterprise already demand elements ofinternational student mobility and interdisciplinary studies in each degree program.
Likewise, the student development goal of these Leading Graduate Schools per the
RFP is to educate global leaders with the:1. [a]bility to collaborate with others while possessing a solid set of values, andto act globally with firm resolve [; the]2. [a]bility to identify issues and independently challenge them by developing
hypotheses and applying knowledge in testing them [; and the]3. [a]bility to ascertain the essence of matters by applying a wide range ofknowledge buoyed by high levels of specialization and international
perspective

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as set out in the initial RFP (JSPS, 2016a). Establishing global perspective and broadand specialized knowledge as expected learning outcomes in the bid phase of these
new graduate schools enshrines international mobility and hybridization at the student
level.
Three categories of programs were set forth: all-around programs, only-one programs,
and composite (multidisciplinary) programs. Composite programs are further divided
into the MEXT held the information sessions one week later in Tokyo and Osaka on
June 22nd and 24th, 2011. Another series of information sessions was held in 2012,
and RFPs were issued in 2012 and 2013 as well. Prof. Dr. Hiroo Iwata, an engineer bytraining but a device artist by trade, submitted a bid for the EMP program at the
University of Tsukuba in the 2013 round as a composite program in information
sciences. Consequently, the EMP program was selected as a Leading Graduate Schoolin late 2013. The EMP program is one of two Leading Graduate Schools at the
University of Tsukuba, the other being the Ph.D. Program in Human Biology. Prof.
Dr. Iwata became the EMP program leader.
The budget of the Program for Leading Graduate Schools nationwide oscillates
around 17.8 billion JPY per annum (160 million USD on November 21st, 2016). The
budgets in 2011 (3.9 billion JPY) and 2012 (11.6 billion JPY) appear smaller but are
relatively consistent because MEXT had not selected all the participating programs
yet. A breakdown of the annual budgets since program inception in JPY and USD islisted in the table below. These figures are on the JSPS overview web site (2016b)
and are corroborated with MEXT section reports (2014, 2016).
Year

Annual budget in JPY

Annual budget in USD

2011

3,900,000,000$35,090,876.37

2012

11,600,000,000$104,372,863.06

2013

17,800,000,000$160,158,358.83

2014

18,500,000,000$166,456,721.25

2015

17,800,000,000$160,158,358.83

2016

17,000,000,000$152,960,230.34

Table 1: Program for Leading Graduate Schools Annual Budget
Of the total budget for Leading Graduate Schools in 2016, 107 million USD (11.8
billion yen), or more than two thirds of the total budget was allocated to programs in
the composite category, based on averages derived from the maximum funding perprogram in each category for 2016 and the total numbers of programs per category.
Again, the average funding per program in the EMP program’s category in 2016 is
2.7 million USD by the same logic. This derivation is necessary because the author
confirmed that MEXT does not publish the award amounts to each individual
program. The table of calculations used to arrive at the average budget of 2.7 million
USD per program in the composite category is listed in the table below.

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Funding
limits per
program in2016 (JPY)

Category total if
programs are
funded to the
maximum (JPY)All
around540,000,000

3,780,000,000

Composite

450,000,000

Only
one

270,000,000

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Weighted
annual budget
per category(JPY)

Averagefunding perprogram per
year (JPY)

Averagefunding perprogram per
year (USD)

2,487,804,878

355,400,697$3,197,774.85

18,000,000,000

11,846,689,895

296,167,247$2,664,812.37

4,050,000,000

2,665,505,226

177,700,348$1,598,887.42

2016 budget if programs are funded to the maximum (JPY)2016 budget as a percentage of this theoretical budget

25,830,000,000
65.815%

Table 2: Leading Graduate Schools Budgeting
The EMP program’s budget covers the matriculated students’ tuition and stipends, thesalaries of dedicated faculty and staff, prorated salaries for shared faculty and staff,
domestic and foreign travel for research, publication and recruitment, capital expenses,
operational expenses and other miscellaneous cost. Even taken in the average, thisbudget is much larger than the annual budgets of the large (awards greater than one
million USD) active NSF IGERT/NRT programs (all funded at approximately 500k 600k USD per annum for five years), with one exception. There exists an active NSF
grant, numbered 1425989, a six year grant at Princeton funded at 2.9 million USD peryear (see Appendix).
The fact that the EMP program’s budget is specifically allocated to an independent
graduate school overcomes the crux of the issues experienced by mostinterdisciplinary programs worldwide. Schmidt et al. (2012) note that “cultural andmethodological differences, competing departmental requirements and advisors anddifficulty becoming fluent in multiple academic cultures” all impede effective
interdisciplinary training (p. 297). The EMP program makes a point of enforcing
cultural (national) diversity in the program by aggressively recruiting foreign students
and faculty trained abroad. The EMP program enforces disciplinary diversity in thestudent and faculty bodies in the same way; inbound students have backgrounds
including computer science, mechanical engineering, art and design. Likewise, thefaculty are drawn from many faculties, as described in the organizational structure
section that follows. The EMP program has the flexibility to self-determine its
composition because it has an independent budget with interdisciplinary studies inmind. Again, as the EMP program is an independent graduate school with dedicatedfaculty, it does not encounter problems like competing departmental requirements or
multiple advisors, as there is only “one” interdisciplinary department and one“advisor” in that department. Finally, the EMP program makes a point of instructing
all students in the methodology of all disciplines to create a common language for

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students. For example, in addition to quantitative methodologies of experimentationand measurement prevalent in STEM fields, like statistics, the author was responsiblefor instructing students of multiple cultural and educational backgrounds in thequalitative methods required to conduct a survey.
Organizational structure of the EMP program
The University of Tsukuba created a new graduate school named the School ofIntegrative and Global Majors (abbreviated as SIGMA) to house the two Leading
Graduate Schools of the University of Tsukuba, the EMP program and the Ph.D.
Program in Human Biology.
The EMP program employs more than sixty faculty members on a full or part timebasis. Aside from the seven faculty members fully employed by the program, thefaculty shared with other schools hail from the graduate schools of Systems andInformation Engineering, Business Science (systems management and business law)and Comprehensive Human Sciences (clinical sciences, kansei, behavioral and brain
sciences, psychology, and nursing science). The EMP program is interdisciplinary bynature (MEXT and JSPS mandated that the program be interdisciplinary, especiallybecause of its placement in the composite category) and by composition (the faculty
hail from many schools). Finally, EMP program leadership consists of three people:
the program coordinator, Prof. Dr. Iwata; the university president who applied for theaward, Prof. Dr. Kyosuke Nagata; and the program executive officer, Prof. Dr. Yuichi
Ohta, emeritus. Prof. Dr. Iwata oversees the day to day operation of the program, andhis device art concentration supports a focus on hybridizing interdisciplinary studies
and STEM.
Continuing the EMP program
MEXT and Japan Society for the Promotion of Science (Japanese equivalent of the
US National Science Foundation) guidelines for the Leading Graduate School
programs allows unilateral funding reduction or removal for programs that do notachieve or surpass the planned outcomes described in the respective proposals (JSPS,
2016b). JSPS and MEXT plan periodic evaluations that begin in the third year of eachprogram and are repeated, assigning grades of S, A, B, C, or D each time. The
meaning of each grade is listed in Table 3 below (JSPS, 2016c).

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RatingDescription

S

Surpasses expectations and will meet programmatic goals if current efforts are
sustainedA

Meets expectations and will meet programmatic goals if current efforts are
sustained

B

Meets or surpasses some expectations but falls short as a whole, and needs toredouble efforts based on advice on how to meet programmatic goals

C

Delay-ridden and hindered, the program falls short of expectations and needs afundamental reduction and redefinition of scope to meet programmatic goals

D

Based on progress to date, the program has no chance of meeting programmatic
goals, and therefore financial support needs to be cancelled.
Table 3: Leading Graduate School Program Grading Rubric

The Japanese-American entrepreneur William Hiroyuki Saito serves as the program
officer for the EMP program (JSPS, 2015). Mr. Saito took part in the midterm
evaluations that occurred in October 2016. Even before the official midterm
evaluation, MEXT and JSPS evaluated the programs based on their proposals andbased on an on-site visit. The continuous feedback loop ensures that each program,the EMP program included, continues to meet goals involving international student
mobility and STEM/interdisciplinary study hybridization.
Aside from the official evaluations, the Japanese government have decorated the EMP
program and many of the Leading Graduate Schools in general since inception. The
EMP program was selected as a member of MEXT’s Top Global Universities
program, which aims to internationalize Japanese universities through Anglophone
programs and extensive recruitment and support of international students and faculty.
Finally, since inception, the Leading Graduate Schools have received positive
mentions by MPs in the two houses of the Japanese Diet. On November 12th, 2014,
MP Hideki Niwa, the vice-minister of MEXT also referred to the programs in theSpecial Committee on the Promotion of Science, Technology and Innovation of theHouse of Representatives as follows.
MEXT, in addition to supporting excellent doctoral students research withspecial researcher financial support programs, we can cover the living
expenses for doctoral students in the form of scholarships provided by the
Leading Graduate School programs... we at MEXT argue that it is important toenable skilled and hungry students to become doctoral students with financial
aid, without making them choose between research and living expenses, a veryfine line.
The EMP program prioritized allowing students to focus on learning and research,without having to worry about living expenses. As per the 2014 self-report, theuniversity paid 180,000 JPY per month to each student in residence for living

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expenses. Additionally, to further lessen their financial burdens, the university halvedor nullified student tuition, and postponed tuition due dates for these students far in
the future (JSPS, 2014).
The specific ways the EMP program implements mobility and hybridization are
discussed in the following two sections.
International student mobility in the EMP program
The EMP program aggressively seeks out international student participation, boththrough student recruitment and through individual exchanges and MOU’s with otherhigher education and research institutions. Finally, after initially exporting this degree
program to inbound international students, EMP curricula holds students to a high barof international exposure by requiring students to present at select international
conferences and competitions as part of their candidacy. For example, every year
students present papers and posters at IEEE and ACM conferences domestically andabroad, and submitting device art works to the Prix Ars Electronica competition heldin Linz, Austria as well as to the Tsukuba Media Art Festival annually has practically
become a tradition for the EMP program. Finally, some students even won themed
awards in the Microsoft Imagine Cup Japan in 2015 with the Childhood project, andthe national grand award in 2016 with the Bionic Scope (Microsoft 2015, 2016),
continuing to represent Japan at the finals in Washington state.
The EMP program has six international education points of contact in Europe and theUnited States (JSPS, 2013a). As per the JSPS (2013b) self-report, EMP program
leadership planned for recruiting students abroad, and lowered the barrier for themwith Anglophone application websites, and conducting candidate interviews abroad.
International student recruitment activities, like interviews held in the United States
and the Netherlands were carried out in 2014 as well (JSPS, 2014), resulting in fiveinternational students being offered seats in the program. The EMP program,increased its exportability to international students by expanding availability of
instruction in the English language (JSPS, 2013b, 2014).
Hybridization of STEM fields and interdisciplinary studies in the EMP program
Per the 2013 EMP self-report, “students create a portfolio of their scholarship,consisting of self-evaluations and measured learning outcomes along six axes:
1.
2.
3.
4.
5.
6.

broad experience and domain knowledgerich education and interdisciplinary perspective
excellence in specialization and creativity
global interpersonal skills,
leadership, andon-point technology development skills and entrepreneurship.

This portfolio helps students gauge their progress” (JSPS, 2013b). Of these axes, theinterdisciplinary perspective axis embodies the EMP program’s early commitment tohybridization of STEM and interdisciplinary studies.

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Another example of hybridization is the international symposium students attended in
March 2013. The initial industrial partners (JSPS, 2013a) participated in the 2013
International Symposium, deepening students’ and industry’s mutual understanding of
the EMP program goals, and thus some or these instructors were appointed as visiting
instructors to formalize their advisory role in the program. Connecting students toindustry is one of the pain points in Japanese higher education today. The director of
the Higher Education Bureau, Yutaka Tokiwa referred to the Leading Graduate
Schools in the MEXT standing committee of the House of Councillors on April 19th,
2016 as he replied to a comment by the committee chair that justified the decline ofgraduate student enrollment with the lack of clear career paths.
...[we] reacted to the reality that narrow fields of specialization greatly limit
graduate students when applying for jobs by introducing the Leading Graduate
School programs. We [cultivate] human resources from graduate students that
can approach research with a wider view with these programs...
In other words, the effects of programs like the EMP program to curtail a decline inmatriculation to doctoral programs is expressively felt at the highest levels of national
government. The EMP program’s engineering residency (a requirement for
graduation) is another vehicle used to force students to bridge the gap with industry:
industrial partners provide placement locations, and the EMP program provides
funded students, ready to hit the ground running (JSPS, 2013b).
Other mechanisms the EMP program uses to advance hybridization is the formulationof classes where first year graduate students collaborate to create device art andsubmit it for consideration in the Prix Ars Electronica. One example of a work ofdevice art that was submitted to Ars under these auspices was the idMirror interactive
installation, later published in CHI EA 2016 (Jazbec & Erich) and the EMP Studio
Symposium (University of Tsukuba, 2015). Another highly acclaimed research effort
at the crossroads of STEM and interdisciplinary studies was the Bird Song Diamondproject, directed by Professors Iwata, Vesna, and Takashi Ikegami of the Universityof Tokyo. The PIs engaged multiple students in engineering and art to create an
immersive experience of bird migratory patterns in the EMP Large Space (Taylor,
Vesna & Ikegami, 2015).
Conclusions and future directions
This article demonstrates how the EMP program, a member of the Graduate Leading
Schools program of the Japanese MEXT, effectively increased international student
mobility and hybridization of STEM and interdisciplinary studies. Fully funding all
students, English language instruction, and recruitment efforts abroad reaped fruit ininternational student enrollment. Again, traditional inhibitors of interdisciplinary
programs were not present because the EMP program is in an independent schoolwith a dedicated budget and staff. Comparing many more NSF IGERT/NRT
programs systematically with Graduate Leading Schools in Japan may offer anotherdimension of analysis in program outcomes. More research and comparative analysis
is necessary after the rating and report from the EMP program’s first midterm
evaluation become available.

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Appendix
Active NSF IGERT/NRT awards greater than one million USD, an abstract of results
retrieved from the National Science Foundation (NSF, 2016).
Award

Start Date End Date

Awarded Amount To Date Years Amount per year

1425989 09/01/2014 08/31/2020$17,194,857.00

6$2,865,809.50

1144843 07/01/2012 06/30/2017$3,199,979.00

5$639,995.80

1450006 04/01/2015 03/31/2020$3,105,701.00

5$621,140.20

1449815 04/01/2015 03/31/2020$3,069,340.00

5$613,868.00

1545261 09/01/2015 08/31/2020$3,057,337.00

5$611,467.40

1450053 04/01/2015 03/31/2020$3,040,967.00

5$608,193.40

1144804 07/01/2012 06/30/2017$3,033,953.00

5$606,790.60

1633557 09/15/2016 08/31/2021$2,999,055.00

5$599,811.00

1633299 09/15/2016 08/31/2021$2,993,930.00

5$598,786.00

1144584 07/15/2012 06/30/2017$2,993,020.00

5$598,604.00

1633608 09/15/2016 08/31/2021$2,989,899.00

5$597,979.80

1450032 04/01/2015 03/31/2020$3,013,779.00

5$602,755.80

1144616 07/01/2012 06/30/2017$3,006,642.00

5$601,328.40

1449785 04/01/2015 03/31/2020$3,006,000.00

5$601,200.00

1633216 09/01/2016 08/31/2021$3,000,000.00

5$600,000.00

1144726 07/01/2012 06/30/2017$3,000,000.00

5$600,000.00

1144807 07/01/2012 06/30/2017$3,000,000.00

5$600,000.00

1144635 07/01/2012 06/30/2017$2,999,984.00

5$599,996.80

1633831 09/01/2016 08/31/2021$2,999,932.00

5$599,986.40

1633740 09/15/2016 08/31/2021$2,976,889.00

5$595,377.80

1144860 07/01/2012 06/30/2017$2,999,713.00

5$599,942.60

1144752 07/01/2012 06/30/2017$2,999,589.00

5$599,917.80

1144901 07/01/2012 06/30/2017$2,999,533.00

5$599,906.60

1144885 08/01/2012 07/31/2017$2,999,501.00

5$599,900.20

1633098 09/01/2016 08/31/2021$2,999,263.00

5$599,852.60

1144646 07/01/2012 06/30/2017$2,999,154.00

5$599,830.80

1545220 09/01/2015 08/31/2020$2,999,999.00

5$599,999.80

1545188 10/01/2015 09/30/2020$2,999,829.00

5$599,965.80

1545481 09/01/2015 08/31/2020$2,999,767.00

5$599,953.40

1545362 09/01/2015 08/31/2020$2,999,328.00

5$599,865.60

1144676 07/01/2012 06/30/2017$2,996,937.00

5$599,387.40

1545433 09/01/2015 08/31/2020$2,997,528.00

5$599,505.60

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1633631 09/15/2016 08/31/2021$2,967,150.00

5$593,430.00

1449617 04/01/2015 03/31/2020$2,990,339.00

5$598,067.80

1632976 09/15/2016 08/31/2021$2,959,866.00

5$591,973.20

1545403 09/01/2015 08/31/2020$2,976,937.00

5$595,387.40

1545399 09/01/2015 08/31/2020$2,975,376.00

5$595,075.20

1633213 09/15/2016 08/31/2021$2,943,562.00

5$588,712.40

1449828 04/01/2015 03/31/2020$2,965,341.00

5$593,068.20

1633336 09/15/2016 08/31/2021$2,922,930.00

5$584,586.00

1633722 09/15/2016 08/31/2021$2,921,681.00

5$584,336.20

1633516 09/01/2016 08/31/2021$2,928,842.00

5$585,768.40

1545287 09/01/2015 08/31/2020$2,908,825.00

5$581,765.00

1449999 04/01/2015 03/31/2020$2,873,955.00

5$574,791.00

1545453 09/01/2015 08/31/2020$2,866,938.00

5$573,387.60

1631776 09/15/2016 08/31/2021$2,721,142.00

5$544,228.40

1633756 09/15/2016 08/31/2021$2,689,908.00

5$537,981.60

1144591 07/01/2012 06/30/2017$2,709,035.00

5$541,807.00

1633587 09/15/2016 08/31/2021$2,555,633.00

5$511,126.60

Acknowledgements
I appreciate MEXT and JSPS for supporting me and the EMP program. Finally, I
thank Prof. Dr. Hiroo Iwata for his support and guidance in the EMP program.

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A Mobile Software Development Using Aspect Orientation Approach
Paniti Netinant, Rangsit University, Thailand
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
Today mobile devices are widely used everywhere, and have rapidly changed. One of
the major characteristics of the mobile software is to continuous need and demand forfaster development. Separation of concerns in the mobile software development isessential for adaptability and extensibility. An adaptability is a capable to adapt withrespect to the environment that will need to perform. An extensibility is a capable toextend with respect to the new features or requirements that will add in a mobile
software. Most software deficiencies and deteriorations are caused by changes insoftware. Generally, these deviations cannot be avoided. Such changes are often the
result of the mobile software evolution and changes in the underlying requirements ofmobile software development to meet these evolving needs. Certain refinements canbe applied to traditional object-oriented analysis and design techniques. However,refinements are very complicate. A simplicity of software development is considered
an important characteristic of a good software development model. Mobile software
engineering approaches are a midlife with many accomplishments already achieved,
but with many significant works yet to do. An aspect orientation approach have shown
to be an effective means of capturing, communicating, and combining software
components. We believe that an aspect orientation approach can be applied to a mobile
software development on several aspects. To demonstrate the simplicity and practicalof the adaptable and extensible mobile software model, we propose a separation ofconcerns in a mobile software development using an aspect orientation approach.
Keywords: Aspect Orientation, Adaptability, Extensibility, Framework, and System
Software.

iafor
The International Academic Forumwww.iafor.org

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Introduction
The recent expansion of smart devices has abundantly created a unique opportunity for
researchers to use all their capabilities to provide new application software. Mobile
application software development is rapidly changing the way we have commonly
worked and interacted. Mobile software development has to comprehend how
separation of concerns can be achieved and how individuals choose to properly
develop mobile software to effectively utilize a separation of concerns. At present
there are more than hundred thousand of application software available through thevarious stores, some of which are available for multilingual and multiple types ofdevices. Most of mobile application software divide between native and web
applications (Ali, N., & Ramos, I. 2012; Wasserman, 2010). Native applications run
entirely on the mobile device. Web applications consist of a remote server and a small
device-based client executing and interacting user’s commands throughcommunication networks. There are several of comprehensive mobile application
design and development available for the major mobile platforms. IPhone developers
use Xcode package across all Apple products (Apple Developer Connection, 2015).
Android developers uses the Android development tools (Android Developer site,2015) or eclipse programming tools (Eclipse website, 2016). Windows phonedevelopers use Microsoft Studio for mobile development (Windows Phone Developersite, 2016). These dominant development gears and structures greatly simplify the taskof design and implementation of a mobile application software. However, they arebased on object-oriented design and implementation. The intra-concern systemproperties are associations and necessities over confined state of processes orcomponents of states. The inter-concern system properties are associations andnecessities over dissimilar confined processes or components of states that describe
the reliabilities and collaboration among a collection of supportive processes orcomponents. Both processes and components of system properties are critical for asystem development and verification. The intra-concern properties are relatively easier
to express and carry on through a system development life cycle. One of the major
characteristics of the system software is to continuous need and demand for faster
adaptability and extensibility. Adaptable system software is system software that canbe adapted with respect to the environment that will need to perform. Extensible
system software is system software that can be extended with respect to the newfeatures or requirements that will add in system software. Most software defects anddeterioration are caused by changes in software (Fayad, M. & Altman, A., 2001).
Generally, these changes cannot be avoided. Such changes are often the result of thesystem software evolution and changes in the underlying requirements of system
software to meet these evolving needs. Certain refinements can be applied to
traditional object-oriented analysis and design techniques. However, such refinements
must not complicate. Simplicity is considered an important characteristic of a goodmodel.
A mobile software consists of separating multiple concerns crosscutting many
components of the system. A mobile software is notorious of many crosscutting
concerns such as synchronization, scheduling, fault tolerance, logging, and etc. We
refer to these crosscutting concerns as system properties. System properties are
aspectual. By supporting separation of concerns in the system software, we canprovide a number of benefits such as easy to comprehension, reusability, extensibility,
and adaptability for system software. In both the design and implementation of system

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software, the system designer has to consider how a number of system properties canbe captured, and how a separation of concerns (Parnas, D., 1972) will be addressed.
Functional decomposition has so far been used as well as achieved along two
dimensions - based on the components and layering paradigm. In object-oriented
programming, these dimensions are layers and components; included methods, objects
and classes. Current programming languages and techniques have been supportive tofunctional and object-oriented decomposition. However, languages are specificdomain. Furthermore; a mobile software design has also been aligned with traditional
functional decomposition techniques. No functional decomposition technique has yet
managed to address a complete separation of concerns. Object-oriented programmingseems to work well only if the problem can be described with relatively simple
interfaces among objects. Unfortunately, this is not the case when we move fromsequential programming to concurrent and distributed programming. As distributed
systems become larger, the interaction of their components is becoming more
complex. This interaction may limit reuse, make it difficult to validate the design andcorrectness of system software, and thus force reengineering of these systems either tomeet new requirements or to improve the system. Certain system properties of themobile software do not localize well. They tend to crosscut groups of components orservices (functions or methods) in the system. System properties tangle in components
or services making the system difficult to adapt and extend. Changing needs tounderstand and correctly identify both system properties and core services ofcomponents. It is tightly couple design and implementation between components andsystem properties. In this paper we focus on adaptability and extensibility byproposing an adaptable and extensible model that is the basic of a framework for thesystem software development. This adaptable and extensible model, using the aspectoriented techniques (Kiczales, G., Lamping, J., et al 1997; Lopes, C., Tekinerdogan,B., et al, 1998) provides a declarative way of developing, handling, and characterizing
adaptable and extensible system software and represents a novel attempt to decompose
and compose the system properties and components.
The Architecture
In this section we briefly describe the framework (Netinant 2006; Netinant, 2001). We
have designed the framework in order to support the development and deployment ofadaptable and extensible system software. Figure 1 shows the overall frameworkarchitecture, which is composed of the following components:
LayersApplication
InterfaceCommunication

Components

File
Process
System Managment

Fault Tolerance
Scheduling

ct
pe
As

Fig. 1 The Framework Architecture

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Our framework is based on aspect-orientation, which is a three-dimensional systemdesign consisting of components, aspects, and layers. Components consist of themodules that provide the basic functionality of the system such as the file system,
communication, and process management, etc. Aspects are crosscutting systemproperties, and they can be a fault tolerance, synchronization, and scheduling, naming,
etc. Layers consist of the components and system properties. In general, lower layers
deal with a far shorter time scale. The lower the layer, the closer it is to the hardware.
The higher layer deals with interaction with the user.
By adding the aspect dimension to a two-dimensional model, system properties andfunctional components are separated from each other in every layer. It makes thesystem software design and implementation more modular, but makes it loosely
coupled. Each layer has well-defined functionalities, system properties, and inputoutput interfaces with the two adjacent layers. Each layer can be designed,
implemented, and tested independently. The upper layer can reuse the layer beneathwithout knowing how the lower aspects or components are implemented. The upper
layer does not have to build own system property components from scratch. However,
new aspectual property components can be added to a layer without interfering withsystem property components or functional components in the layer underneath. It
gives the system software easier extensibility and adaptability. Adding new systemproperty components, which are orthogonal, requires no changes in functional
components or system property components in other layers. Modifying a systemproperty component needs no changes in system property components in the otherlayers. With current growth and rapid change, in technology and the features of system
software, this architecture allows both functional components and system property
components to be added into the system software more easily. The three-dimensionalmodel makes it possible to manage both system property components and functional
components in each layer.
By isolating the different system property of each component, we can separate
functional components, system properties, and layers from each other (components
from each other, system properties from each other, layers from each other, functional
components from system properties, functional components in each layer, and systemproperty in each layer). It would thus be possible to abstract and compose them toproduce the overall system. This would result in the clarification of interaction andincreased understanding of system properties of each functional component in thesystem. A high level of abstraction is easier to understand. Further, the reusability
achieved by the higher level can use the lower level of the implementation not only topromote extensibility and refinement, but also to reduce cost and time in systemdevelopment. A change in the implementation at a lower level would not result in achange at the higher level if the interface level has not been changed. Thus the design
can achieve stability, consistency, and separation of concerns as well. A systemproperty may have multiple domains. Some system properties (scheduling,synchronization, naming, and fault tolerance, e.g.) are scattered among many
components in the system with varying policies, different mechanisms, and possibly
under different applications. To reduce the tangling of system properties in system
software each system property can be considered and analyzed separately. For
example, a system property of scheduling in file systems can be considered in different
domains in each layer. This would separate policy from a system property of eachlayer. A system property interface would represent the general specifications needed to78

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provide the abstraction. Further, a policy can be added or modified in each layer foreach specific domain. This approach can support reusability to achieve adaptability.
The Framework
One way of structuring system software is to decompose it into layers. Each layer isdecomposed into its components. This decomposition of the system design bothhorizontally and vertically helps to deal with the complexity and reusability of system
software. The layered architectural design decomposes a system into a set ofhorizontal layers where each layer provides an additional level of abstraction over the
next lower layer and provides an interface for using the abstraction it represents to ahigher-level layer. Every layer is decomposed into system components and systemproperties. System components and system properties are separated from each other.
Changing either system components or system aspectual properties does not affect theother. The advantage of this decomposition is that system software tends to be easy tounderstand, adapt, extend, and maintain. Each layer can be understood, adapt, extend,
and maintained individually without affecting other layers. However, it may be bad for
performance and traceability because of using lower layer components.
The framework expresses a fundamental paradigm for structuring system software, avertical composition of each layer where system components and system aspectual
properties are composed into an abstraction of the layer. The framework structure canbe described by the design pattern (Gamma, E., Helm, R., Johnson, R., & Vlissides, J.,
1995). The framework uses a client-server model in which the server components(Functional Components and System Components) are composed by the Aspect
Moderator and make their services available to clients. Clients access the server
component services by sending requests to the Proxy component. The Proxycomponent intercepts a requesting message from clients and forwards the message to
the Aspect Moderator component. The Aspect Moderator component locates andinstantiates the composition rules defined by pointcut(s) – a collection of join points
consists of join points between functional components and system property
components. Figure 2 illustrates the modeling of the adaptable and extensible
framework.

Client Object

Smart & Protection
Proxy

Ow

Client Object

Call

Cre
ate
(Op
tion
al)

n
Functionality(Services)

After()

ut
intC
Po

Before()n
Ow

Client Object

Aspect Moderator

Associate

ExecuteFunctionality(Services)

Aspect Bank
Synchronization
AspectTracing Aspect

Fig. 2 The Model of the Adaptable and Extensible Framework
The framework supports both vertical and horizontal reusability. Reusable assets in theframework can be found in the vertical composition, where the upper neighbor layer
can reuse a functional component or an aspectual property component from the lower

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layer. There are two levels of reuse in the aspect-oriented framework: Inter-layer
reuse: reuse of functional components or aspectual property components from thelower layer, such as using an aspectual component derived from an abstract aspect.
Intra-layer reuse: reuse of functional components or aspectual property components
from the same layer, such as using an aspectual component to solve another problem.
The aspect-oriented framework provides a better way to reuse both design andimplementation code. Both inter and intra-layer reuse can be divided into three levelsof reuse in the aspect-oriented framework as follows:
Functional component: Reuse of functional component(s), such as reuse orredefinition of the functional component.
System property component: Reuse of an aspectual property component, such as reuseor redefinition of the aspectual property component.
Framework reuse: Reuse of a framework provides a set of classes that manifest as an
abstract design and implementation for solutions to a set of related problem.
The aspect-oriented framework supports both vertical and horizontal compositions.
Functional and aspectual property components in the framework can be composed
vertically or horizontally. In vertical composition, the upper layer can use the lower
functional or aspectual property components from the lower layer. In horizontal
composition, functional and aspectual property components in the particular layer only
use to be composed. The framework is based on system aspectual decomposition ofcrosscutting concerns in operating system design and implementation. The framework
consists of two frameworks: the Base Layer and the Application Layer Framework. A
system aspectual property is implemented in the SystemAspect class, while acomponent of the system is implemented as a Component class. The framework uses
PointCut, Precondition, and Advice. The AspectModerator class, where the point cut
is defined, combines both system aspectual properties and components together atruntime. Pointcuts are defined collections of join points, where system aspectual
properties will be altered and executed in the program flow. Every aspectual property
can identify and implement preconditions. A precondition is defined a set of
conditions or requirements that must hold in order that an aspect may be executed.
Advice is a defined collection of methods for each aspectual property that should beexecuted at join points. Advice can be either before or after advice. Before advice canbe implemented as blocking or non-blocking. Before advice is executed when the join
point is reached, before the component is executed, if the precondition holds. Afteradvice is executed after the component at the join point is executed. Every aspectual
property will define advice methods.
One important aspect of the framework is that it can separate functional components
and system property components (system and application depending on the layer of aframework). A client object calls the services from the servers through a proxy object,rather than having services called directly from a client object. Then the framework
creates necessary objects and calls the appropriate system properties to perform a
specific service. In other words, the framework is like a mixer that combines andcoordinates the crosscutting concerns of a specific service. The rules are used to
combine and coordinate a functional component (a service of the system) defined by
the pointcuts. Thus, for a particular system or application, it can adapt the genericfunctional components or system property components defined in the framework. The
framework supports adaptability and extensibility in either of two ways:

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Extensibility: Derive new components from the framework: They can be either
functional components or system property components.
Adaptability: Instantiate and compose existing classes: They can be either functional
components or system property components.
Implementation of the Framework
The framework consists of four components comprising the architecture of theframework. Each functional object (component) provides its services (methods)
stripped of any aspectual properties (for example, no synchronization is included in
Buffer objects).
A proxy object intercepts called methods and transfers the calls to the
AspectModerator.
An AspectModerator object consists of the rules and strategies needed to bind aspects
at runtime. Aspects are selected from the AspectBank. The AspectModerator orders
the execution of aspects. The order of execution can be static or dynamic. Then, eachprecondition will be checked whether it is satisfied or not.
An AspectBank object consists of aspect objects that implement different policies of avariety of aspects.
This section presents the design and development of aspect-oriented framework. The
model is presented to demonstrate horizontal composition of the framework. The
system service must be implemented as a Component class. The system aspectual
property (SystemAspect class) must be derived from the SystemAbstractAspect
interface to implement the required behavior of a system aspectual property. A
SystemAspectFactory consists of many system aspectual properties such assynchronization, tracing, logging, and reliability. The SystemAspectFactory, derived
from the SystemAbstractAspectFactory interface, is known as an aspect bank. Duringruntime, each SystemAspectFactory will be associated with one SystemAspect. The
AspectModerator class must be derived from the AspectModerator interface toimplement the required behavior. The following points are important about the aspectoriented framework:
A client object requests a service through a ProxyObject object of a framework.
A functional component is implemented as a Component class without any aspectual
property.
A SystemAspectFactory object consists of various SystemAspect objects. A
SystemAspect object is controlled by a SystemAspectFactory object.
Each system aspectual property must be implemented as a SystemAspect object.
Each crosscutting between Component object and a SystemAspect object must be
defined in AspectModerator object as joinpoints in a Pointcut method.
A client requests a service by sending a message to a ProxyObject object. The
ProxyObject object changes the request to a specific pointcut method, and forwards itto the AspectModerator object.
The Proxy class is responsible for intercepting and forwarding the message sent fromClient object to request a service. The Proxy class must implement the behavior ofintercepting a service request. A client object of an aspect-oriented framework must81

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request a service by calling the call() method. A call() method consists of at least two
parameters: object name provided a service and a service requested to serve. The firstparameter is of type string, and the second is type of string as well. The ProxyObject
class will forward a request to the AspectModerator object by calling a PointCut()method. A PointCut() method must have the same number parameters and the same
parameter type as the call() method.
The
SystemAspectFactor
class
must
be
derivedfromtheSystemAspectFactoryAbstract interface to implement the required behavior. The
AspectModerator class is responsible for composing the functional components andthe system aspectual property into a service request. The AspectModerator class acts
like a coordinator between functional components and system aspectual properties,
when and where system aspectual properties will be composed into a functional
component. The composition of system aspectual properties and functional
components must be guided and defined as PointCut() method. Each PointCut()method must have at least two parameters: component name and service name(methods of the component) that will be composed. The first parameter is of typestring, and the second is type of string as well.
Conclusion
In this paper, we stressed the importance of the better separation of concerns within
the context of an adaptable and extensible framework. We show how this techniquecould provide an alternative to system software design and implementation, and showhow our approach can be achieved separation of crosscutting concerns of the system.
Our work concentrates on the decomposition of system properties crosscutting
functional components in the systems implementation of system software to separate
the crosscutting concerns.
Our design framework provides an adaptable model that allows for open languages
and our goal is to achieve a better design and architectures where new system property
and components can be easily manageable and added without invasive changes ormodifications. The framework approach is promising, as it seems to be able to addressa large number of system software and system property components. The advantage ofdecomposing of functional components and system property in every layer is topromote reusability, adaptability, manageability, and extensibility of both components
and system property in system software easier without interfering each other. In the
future, the framework will be extended and demonstrated for distributed object
environment.

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References
Ali, N., & Ramos, I. (2012). Designing mobile aspect-oriented software architectures with
ambient. USA: IGI Global. DOI: 10.4018/978-1-61520-655-1.ch029
Apple Developer Connection. (2016). https://developer.apple.com/resources Accessed on
March 15, 2016.
Android Developer site. (2016). http://developer.android.com Accessed on March 15, 2016.
Eclipse website. (2016). http://www.eclipse.org Accessed on March 15, 2016.
Fayad, M. & Altman, A., (2001) An introduction to software stability,
Communications of ACM, 44(9), 95-98.
Gamma, E., Helm, R., Johnson, R., & Vlissides, J., (1995) Design Patterns: Elementsof Reusable Object-Oriented Software, Massachusetts: Addison-Wesley.
Kiczales, G., Lamping, J., Mendhekar, J.,Maeda, C., Lopes, C., Loingtier, J., & Irwin,J., (1997) Aspect-Oriented Programming. In M. Aksit and S. Matsuoka, editors.
Proceedings of the 11th European Conference on Object-Oriented Programming,
Lecture Notes in Computer Science number 1241, Springer Verlag, Berlin, 220-242.
Lopes, C., Tekinerdogan, B., Meuter, W., & Kiczales, C., (1998) Aspect-Oriented
Programming. In M. Aksit and S.Matsuoka, editors, Proceedings of the 12th European
Conference on Object-Oriented Programming ECOOP’98, Springer Verlag.
Parnas, D., (1972) On the Criteria to be Used in Decomposing Systems into Modules,
Communications of ACM, 15(12), 1053-1058.
Netinant, P., (2006) Extensibility Aspect-Oriented Framework to Build Agent-Based
System Software, Proceedings of the International Conference on Software
Engineering and Data Engineering (SEDE 2006), Los Angeles, California, USA.
Netinant, P., Elrad, T., & Fayad, M., (2001) A Layered Approach to Building Open
Aspect-Oriented Systems, Communications of ACM, 44(10), 83-85.
Wasserman, I. A., (2010). Software engineering issues for mobile application
development. Proceedings of 2010 Future of Software Engineering Research, Santa
Fe, New Mexico, USA, pp. 397-400. DOI: 10.1145/1882362.1882443

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Electronic Learning for Preschool Preparation under Parental Guidance:
A Case Study of Thai Educational System
Amnart Pohthong, Prince of Songkla University, Thailand
Tanaporn Petmunee, Prince of Songkla University, Thailand
The Asian Conference on Society, Education & Technology 2016
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Abstract
Failures in human development lead to many problems in many countries. Effective
child development is a cornerstone of human resources and useful knowledge andskills gained during childhood will be the foundations of later learning. But preschool
education is not available in every country. Some countries still lack good systems forchild preparation before elementary schools. Preschool in Thailand varies from school
to school since it is not compulsory and there is no national standard framework.
Therefore, some children do not have access to preschool preparation. Nowadays, theInternet and web technology are widely available. Electronic learning could be used
to reduce knowledge gap between children who are starting elementary schools.
However, children at this age still lack skills in reading, listening, speaking, andwriting. Hence, the proposed system focuses on an assisted learning environment
under parents, teachers, or other assistants who can guide children in the learning
context. The educational content covers a range equivalent to the preschool or preelementary school level-1 to level-3 of a selected case study school (kindergarten
school). Therefore, the goal of the proposed system is to enable children to acquire
their competencies for learning at the first elementary level. In addition to knowledge
gap reduction, the system can be adopted as the learning media for home education ora learning center in any community.

Keywords: Child development, Electronic learning, Preschool preparation, Webbased classroom

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Introduction
Education is very important for human resource development in every country aroundthe world. Failures in human resource development lead to many problems.
Therefore, each country needs a well-organized system for human resource
development. Effective child development plays a key role and is one of key successfactors for human resource development. Late problem resolution would make theproblems more complicated and more expensive to manage such as poor quality
children caused by poor quality education systems. Knowledge and skills gained
during childhood will be the foundation of later learning. Preschool education isimportant for preparing these knowledge and skills. Preschool education is notmandatory in every country. Some countries still lack good systems for child
preparation before elementary schools. Preschool education in Thailand is notmandatory although recently the Thai government announced its policy to extend
formal education to cover preschool education. Many parents do not have awarenessof this policy. National education framework for preschool curriculums is still unclear
in terms of learning areas and quality assurance management. Preschool education
management in Thailand varies from school to school. Low-income parents pay lessconcern in preschool education for their children and low educated parents have lessengagement of early childhood development. Therefore, this study proposes anelectronic learning system for preschool preparation in order to reduce the gap ofknowledge among children when starting at the first grade of elementary level since
nowadays, the internet and web technologies are widely used.
BackgroundChild development can be started from infants to adolescents or teenagers. Four
perspectives of child development should be concerned [Cook, 2005; UNICEF, 2001]
such as physical development, social and emotional development, intellectual
development, and communication and speech development. Children during infancy
and early childhood need a lot of supports from their parents or assistants. Parental
engagement in early childhood learning will lead to strong foundation of theirchildren’s academic development and achievement [Daniel, 2016; Huntsinger, 2016].
Children during early childhood also show some specific characters [Cook, 2005], forexample: enjoy learning new skills; learn language rapidly; talk and ask manyquestions; enjoy co-operative; intuitive thought and respond to reasoning, andsymbols in language, artwork, and play. There are also some limitations of children
during early childhood such as an inability to use more forms of logic, conservation
problems, lack of reversibility, still makes errors of tenses, and fear loss of care.
Background knowledge gained during early childhood has potential significance tolater learning. Quality of learning and experienced environments from preschool
education affect childhood development during elementary education [Broekhuizen,
2016; Buckrop, 2016; Lehrl, 2016; Li, 2016]. However, self learning processes arevery important for child development. Some findings from the study reported in[Lerkkanen, 2016] claim that better reading skills upon entering schools wereassociated with a higher level of child-centered teaching practices in the classroom.
Nowadays, the Internet and web-based applications are widely used in many
activities. Several learning activities have been adopted via the Internet and web
technology. Technologies, especially computer-based technologies, have been

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successfully used to assist parents involving with their young children’s learning[Hall, 2015; Liaw, 2007]. Electronic learning or e-learning is one of thesetechnologies that are often used to deliver learning materials to learns and havepotential to enhance child development. Young children are very keen to use
computers. However, some factors influencing learner satisfaction for e-learning
should be concerned as follows [Sun, 2008]:
•
•
•
•
•
•
•

Learner computer anxiety
Instructor attitude toward e-learning
E-learning course flexibility
E-learning course quality
Perceive usefulness
Perceive ease of use
Diversity in assessments

Case Study
Thai education system [Office of the Education Council, 2013] consists of formal
education and non-formal education. Formal education consists of two levels: basic
education and higher education. The basic education system called the 6-3-3 formal
school system comprises six-year primary education, three-year lower secondary
education, and three-year upper secondary education. In addition to the formal school
system, vocational education comprises three-year upper secondary education leading
to the lower certificate and three-year post secondary education leading to a diploma.
The upper secondary level in vocational education is equivalent to the upper
secondary level in the formal school system. Twelve years of free education due tothe constitution cover from primary education to upper secondary education. The
basic education curriculum consists of eight learning areas as follows:
•
•
•
•
•
•
•
•
•

Thai language
Mathematics
Science
Social studies
Religion and culture
Health and physical education
Arts
Occupation and technology
Foreign languages

As mentioned before that preschool curriculums and preschool learning managementin Thailand vary from school to school, some learning plans and activities atpreschools and kindergartens were investigated via the Internet. The local municipal
school, Wat Klong Rian School, was also selected as the case study. This school
focuses on activity-based learning and integrated knowledge rather than disciplinary
knowledge. Its preschool education is divided into three levels: Level-1 or Anuban-1,
Level-2 or Anuban-2, and Level-3 or Anuban-3, offering to children of the age fromaround 3 years to 5 years. Content design for the proposed system is based oninvestigated data from reviews, related research, and the case study.

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Proposed System
Since the target goal is to reduce the gap of basic knowledge among children who arestarting elementary schools. Therefore the proposed electronic learning system isbased on early childhood development or suitable for children of ages around three to
six years. Learning activities are under parental guidance or assistance and learning
environments for the proposed system can be at homes or nurseries or child carecenters or schools where the Internet is available. Some knowledge from our casestudies is also taken to account. Many preschool kindergartens in Thailand design
their curriculums divided into core learning areas such as Thai language,
Mathematics, English, Science, Social Studies while some schools focus on activitybased learning with integrated knowledge for real world activities. Figure 1 shows thesystem conceptual framework and Figure 2 shows the system use-cases from ananalysis process.

Figure 1: The system conceptual framework88The Asian Conference on Society, Education & Technology 2016

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Figure 2: The system use-cases
Results
The proposed system was prototyped according to the conceptual framework and twolearning areas: Thai language and Mathematics were selected as the pilot study. Threelevels of preschool kindergarten, Level 1 to Level 3, were analyzed and designed forthe selected learning areas. Learning materials consist of the learning contents forchildren and the parental guide. Since English is not mother-tongue and an official
language in Thailand, all user interfaces were designed using mainly Thai language.
Figure 3 shows the menu for selecting a learning level while Figure 4 shows the menu
for selecting a learning area. Some examples of the user interfaces for learning Thai
language as shown in Figure 5 to Figure 8. Figure 9 to Figure 13 show some examplesof the user interfaces for learning Mathematics. Parents or assistants can monitor thelearning improvement of their children from the pre-test and post-test bar graphs asshown in Figure 14.

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Figure 3: The menu of learning level selection

Figure 4: The menu of learning area selection

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Figure 5: The menu of Thai alphabet listening

Figure 6: The menu of Thai alphabet reading

Figure 7: The menu of Thai alphabet writing

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Figure 8: The menu of Thai language exercise

Figure 9: The menu for learning Arabic numbers

Figure 10: The menu for learning Thai numbers

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Figure 11: The menu for learning Arabic and Thai numbers

Figure 12: The menu for learning comparison in Mathematics.

Figure 13: The menu for learning relational symbols in Mathematics.

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Figure 14: The menu for monitoring learning improvement.
Conclusion
The proposed system aims to support e-learning environments in order to reduce thegap of knowledge among children who starting the first elementary level in primaryschools in Thailand. The system should be adopted under parental guidance orassistance. E-learning environments for the system can be in the formal schools orchild care centers or at homes. The pilot study consists of two learning areas: Thai
language and Mathematics. Each learning area is divided into three levels ofpreschool learning: level-1 to level-3 and suitable for children of the age from 3 to 5
years. Learning materials consist of learning contents and parents’ guide. The pilot
study will be evaluated as the empirical evaluation and more learning areas will be
added to the system in future.

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References
Broekhuizen, M.L., Mokrova, I.L., Burchinal, M.R., and Garrett-Peters, P.T. (2016).
Classroom quality at pre-kindergarten and kindergarten and children’s social skills
and behavior problems. Journal of Early Childhood Research Quarterly, Elsevier,212-222.
Buckrop, J., Roberts, A., and LoCasale-Crouch, J. (2016). Children] preschoolclassroom experiences and associations with early elementary special educationreferral. Journal of Early Childhood Research Quarterly, Elsevier, 452-461.
Cook, J.L. and Cook, G. (2005). Children Development: Principles & Perspectives.
Allyn & Bacon Pearson.
Daniel, G.R., Wang, C., and Berthelsen, D. (2016). Early school-based parent
involvement, children’s self-regulated learning and academic achievement: an
Australian longitudinal study. Journal of Early Childhood Research Quarterly,
Elsevier, 40-53.
Hall, C.M. and Bierman, K.L. (2015). Technology-assisted interventions for parentsof young children: Emerging practices, current research, and future directions.
Journal of Early Childhood Research Quarterly, Elsevier, 21-32.
Huntsinger, C.S., Jose, P.E., and Luo, Z. (2016). Parental facilitation of early
Mathematics and reading skills and knowledge through encouragement of home-baes
activities. Journal of Early Childhood Research Quarterly, Elsevier, 1-15.
Lehrl, S., Kluczniok, K., and Rossbach, H.G. (2016). Long-term associations ofpreschool education: The predictive role of preschool quality for the development ofMathematical skills through elementary school. Journal of Early Childhood Research
Quarterly, Elsevier, 475-488.
Lerkkanen, M.K., Kiuru, N., Pakarinen, E., Poikkeus, A-N., Rasku-Puttonen, H.,
Siekkinen, M., and Nurmi, J-E. (2016). Child-centered versus teacher-directedteaching practices: Associations with the development of academic skills in the first
grade at school. Journal of Early Childhood Research Quarterly, Elsevier, 145-156.
Li, K., Pan, Y., Hu, B., Burchinal, M., De Marco, A., Fan, X., and Qin, J. (2016).
Early childhood education quality and child outcomes in China: Evidence from
Zhejiang Province. Journal of Early Childhood Research Quarterly, Elsevier, 422438.
Liaw, S.S., Huang, H.M., and Chen, G.D., (2007). Surveying instructor and learnerattitudes toward e-learning. Journal of Computers & Education (49), 1066-1080.
Office of the Education Council, Ministry of Education-Thailand. (2013). Early
childhood care and education in Thailand. Global Monitoring Report.

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Sun, P.C., Tsai, R.J., Finger, G. and Chen, Y.Y., (2008). What drives a successful elearning? An empirical investigation of the critical factors influencing learn
satisfaction. Journal of Computers & Education (50), 1183-1202.
UNICEF (2001). State of the World’s Children. New York.
Contact email: amnart.p@psu.ac.th

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Bomb Squad©- The Development and Evaluation of A Dual Play Online Virtual
Reality Game That Incorporates Collaborative Problem-Solving Mechanism for
Physics Education
Huei-Tse Hou, National Taiwan University of Science and Technology, Taiwan
Kung Ting Chen, National Taiwan University of Science and Technology, Taiwan
Yen-Cheng Lu, National Taiwan University of Science and Technology, Taiwan
The Asian Conference on Society, Education & Technology 2016
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Abstract
Compared to the traditional lectures and practice in science education, educational games
that integrate simulation and manipulation with game-based learning theories may
enhance learners’ understanding of abstract scientific concepts and their learning
motivation. Collaborative problem-solving, CPS, is one teaching strategy that has beenemphasized by many learner-centered instructions. The scientific educational games thatincorporate CPS may promote learners’ discussions and understandings of scientificconcepts by peer online interaction in a problem-solving process.
Therefore, this study aims to adopt physics engine to develop an online game, Bomb
Squad ©, in which two learners play as the members of a bomb disposal team in a 3D
virtual reality. Clues related to physics knowledge for bomb disposal can be found in thegame and the players need to solve the problems by collaboratively manipulating theobjects in the game for the correct mechanics phenomenon. The learners can exchange
the clues they found in the online discussion room and use classical mechanics theories
for bomb disposal collaboratively. Forty-one high school students participated in thisstudy. The results showed that the learners’ learning effectiveness related to physics
knowledge was enhanced and they had high degree of acceptance and involvement in thegame.
Keywords: Game-based learning, simulation and manipulation, collaborative problemsolving, virtual reality game, physics education

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Introduction
In recent years, game-based learning has been widely applied in education (Annetta,
2010), and it has become the trend in the future innovative teaching. Compared to the
traditional lectures and practice in science education, educational games that integrate
simulation and manipulation with game-based learning theories may enhance learners’
understanding of abstract scientific concepts and their learning motivation. Collaborative
problem solving, CPS, is one teaching strategy that has been emphasized by many
learner-centered instructions. The scientific educational games that incorporate CPS may
promote learners’ discussions and understandings of scientific concepts by peer online
interaction in a problem-solving process.
Therefore, this study aims to adopt physics engine to develop an online game, Bomb
Squad ©, in which two learners play as the members of a bomb disposal team in a 3D
virtual reality. Clues related to physics knowledge for bomb disposal can be found in thegame and the players need to solve the problems by collaboratively manipulating theobjects in the game for the correct mechanics phenomenon. The learners can exchange
the clues they found in the online discussion room and use classical mechanics theories
for bomb disposal collaboratively. (As shown in Figure1 and 2)
The context designed in this game encourages the learners to solve problems together andsee the viewpoints from peers. The game also helps the development of collaboration
ability by encouraging the learners’ creativity and the possible solutions based on criticalthinking (Lee, Parsons, Kwon, Kim, Petrova, Jeong & Ryu, 2016). In this game, theplayer needs to remove bombs by understanding and analyzing the object weights and thecalculation of gravitational acceleration. The study will preliminary analyze the learners’
learning effectiveness after the game.

Figure 1. The game interface for two players to solve problems through online
cooperation in Bomb Squad

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Figure 2. The players were removing the bomb by discussing and manipulating
different mechanics phenomena
MethodParticipants in this study were 41 senior high school students in northern Taiwan (24males, 17 females, their average age was 15.07). The learners’ flow were evaluated with
the questionnaire developed by Kiili (2006). The Chinese version of the questionnaire
was translated and edited by Hou and Chou (2012), mainly focusing the two dimensionsof flow antecedent and flow experience.
The learners’ technology acceptance was evaluated with the scale by Davis (1989),
including two main dimensions of perceived usefulness and perceived ease of use. Bothquestionnaires were Likert five-point scales, with 23 questions for the flow and sixquestions for technology acceptance. According to the sample collected in this study, thereliability of the technology acceptance questionnaire (Cronbach’s alpha=0.95) and of theflow questionnaire (Cronbach’s alpha=0.85) showed high internal consistency.
The pretest and posttest with the same content were applied for the evaluation of learning
effectiveness. The testing materials were adapted from the past college entrance exam in
Taiwan, including 20 questions related to the knowledge of Newton's laws of motion.
The reliability of the pretest and the posttest was Cronbach’s alpha=0.745. The
participants firstly had the pretest (15 minutes), and played the game (30 minutes), which
was followed by the posttest (15 minutes) and the technology acceptance questionnaire
and the flow questionnaire (10 minutes).

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Results and Discussions
To evaluate the learners’ learning effectiveness, a paired-samples t-test was used tocompare the pretest and posttest. The results (see Table 1) showed that the students’posttest scores were higher than their pretest scores, suggesting that this game improved
the learners’ knowledge of Newton's laws of motion. The study further divided thestudents into high and low achievers based on whether their posttest scores lied within thefirst 27% or the last 27% of all the participants for an independent t-test. The results
showed no significant difference in their flow and technology acceptance, and this gamethus helped raise learners’ motivation despite their different levels.
As for the flow and technology acceptance (see Table 2), the mean of the overall flowscores was 3.79 (3.8 for the flow antecedent and 3.79 for the flow experience). The meanof technology acceptance was 3.56 (3.59 for the perceived usefulness and 3.51 for theperceived usefulness). All of them were higher than the median 3 in the Likert scale.
These results showed that the learners could get involved in the game and have highacceptance. Furthermore, the results of the independent t-test showed no significant
difference between males and females in their technology acceptance and flow. Last, a
positive correlation was found between the overall technology acceptance and the overall
flow (r=.70), which suggested that the learners’ technology acceptance may possibly
relate to the degree of their involvement in the game.
Table 1. Pair t-test for pre- and post test
Variable
Posttest–Pretest

Posttest (n=41)
MSD
77.32 16.00

Pretest (n=41)
M
SD
73.05
15.656

t(36)
21.85

p
.022

Table 2. Descritive analysis of flow and technology acceptanceM
SD
Usefulness
Ease of Use
TAM
Game Elements
Flow Antecedents
Flow ExperienceFlow3.59763.51223.56103.62803.80003.79073.7949100.809861.01132.81403.81800.81394.82414.77267

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Conclusion and Suggestions
The study designed and developed a 3D educational game for physics instruction that
integrated cooperation learning with the physics engine of unity, Bomb Squad ©. The
study found that this collaborative learning game helped improve the learners’ knowledge
of Newton's laws of motion according to the learners’ higher posttest scores. The gameused the two-player dialogue and the mutual help modes to encourage problem solving incollaboration. The players followed the rules and find the clues in the game to remove thebombs, and they could be more familiar with the issue and had better learning
performance with their received feedbacks as cognitive scaffoldings. The results showedthat the average scores of the overall flow, technology acceptance, perceived usefulness,and perceived ease of use were all above the median. This suggested that the content of
the game and the easiness to handle the game were highly accepted by the learners, sothat the learners could get involved in the game that also met their learning needs.
Acknowledgments
This research was supported by the projects from the Ministry of Science andTechnology , Republic of China, under contract numbers MOST- 104-2511-S-011 -003 MY3 and MOST- 105-2511-S-011 -006 -MY3.

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References
Annetta, L. A. (2010). The “I's” have it: A framework for serious educational gamedesign. Review of General Psychology, 14(2), 105.
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016).
Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity
using a mobile learning game. Computers & Education,97, 97-115.
Kiili, K. (2006). Evaluations of an experiential gaming model. Human Technology: An
Interdisciplinary Journal on Humans in ICT Environments, 2(2), 187-201.
Hou, H. T., & Chou, Y. S. (2012). Exploring the technology acceptance and flow state ofa chamber escape game-Escape The Lab© for learning electromagnet concept. ICCE
2012, 38.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS quarterly, 319-340.
Hou, H. T. (2013). Analyzing the behavioral differences between students of different
genders, prior knowledge and learning performance with an educational MMORPG: A
longitudinal case study in an elementary school. British Journal of Educational
Technology, 44(3), E85-E89.
Contact email: hthou@mail.ntust.edu.tw

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The Effects of Stem Integrated into Marine Science Issues on Junior High SchoolStudents' Learning Motivation, Learning Interest, and Learning Achievement
Hao-Ti Cheng, National Taiwan Ocean University, Taiwan
Cheng-Chieh Chang, National Taiwan Ocean University, Taiwan
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
STEM education is an integrated concept of mixing Science, Technology,
Engineering, and Math fields. The purpose of this study was to explore the effects of
STEM integrated into marine science issue on junior high school students’ learning
motivation, learning interest, and learning achievement. The experimental researchmethod was employed. Two classes of ninth graders were selected from a public
Junior High School in Keelung. One class is control group (29 students), using
traditional teaching method. One class is experiment group (21 students), using
STEM integrated into teaching on earth science course. Both classes had 12 lessons
about marine science issue for teaching experiment during one month. Research tools
consisted of questionnaires about learning motivation and learning interest and used
the test to understand students’ achievement, of which the data were analyzed by
SPSS. Hope the study can prove that the STEM education with features such as
collaborative learning, learning by doing, and connecting life experience can increase
students’ learning motivation, learning interest, and learning achievement of marine
science.
Keywords：STEM education, Marine science, Learning motivation, Learning interest,
Learning achievement

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I. Introduction
1.1 General Background Information
With the rapid development of science and technology, all the countries in the world
have entered the "knowledge society" system. The "knowledge workers" who cancollate, analyze and innovate the knowledge and information will be important talentsin the new century and new society. This critical talent affects the development of
the country's economy, and the capabilities it requires are summarized as "criticalcapabilities in the 21st century," the so-called 4C: "critical thinking and problem
solving", " Effective communication "," collaboration and building "," creativity andinnovation ".
In response to national development, personnel training needs, the United States
National Science Council (NSB) in 1986 proposed STEM teaching mode, in 2014
President Obama promoted "STEM national talent cultivation strategy", by education
strategy change to enhance National competitiveness. STEM teaching model is acombination of science, technology, engineering and mathematics. With the aim ofdesign and exploration, the STEM teaching model will solve the problem with
scientific technology and scientific thinking. Knowledge and life experience link. On
the other hand, students develop good communication skills, teamwork and hands-on
skills, as well as independent thinking, with the ability to innovate and create.
Taiwan is an island nation surrounded by the sea, is rich in marine resources. In recent
years, the government has paid more and more attention to marine education. In order
to cultivate oceanic talents, it is important for the marine education and marine talents
cultivation. Therefore, this research takes marine science topics such as marine litter
problem which countries attach importance to in recent years as the teaching content,
designs teaching flow and teaching material with STEM teaching pattern, and guides
students to explore ocean science, analysis and statistical science data, and makes useof technology and technology. Engineering design brain thinking, hands-on devices tosolve the problem of marine litter. It also hopes to enhance students' motivation,interest and effectiveness in marine science by discussing exploration, hands-on
learning and other learning processes.
1.2 Research Purpose and Questions
In this study, we’ll investigate STEM integrates marine science issues on Junior HighSchool Students’ learning motivation, learning interest and learning outcomes.
The purpose of the study is as follows:
1.
2.
3.

Discuss STEM integration of marine science issues on junior high school
students’ learning motivation in marine science.
Discuss STEM integration of marine science issues on junior high school
students’ learning interest in marine science.
Discuss STEM integration of marine science issues on junior high school
students’ learning achievement in marine science.

The following questions are addressed in this study:
1.

What is the impact of STEM integration of marine science issues on junior highschool students’ learning motivation in marine science?

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2.
3.

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What is the impact of STEM integration of marine science issues on junior highschool students’ learning interest in marine science?
What is the impact of STEM integration of marine science issues on junior highschool students’ learning achievement in marine science?

1.3 Interpretation of the Terms
1. Learning Motivation
In this study, marine science learning motivation is measured by the score in the“STEM Integrated into Marine Science on Junior High School Students’ Learning
Motivation” Scale. The contents include Attention, Relevance, Confidence andSatisfaction. The “STEM Integrated into Marine Science on Junior High SchoolStudents’ Learning Motivation” scale options are divided into five items: 1 point, 2
points, 3 points, 4 points and 5 points, which are very disagree, disagree, general,agree and agree with each other. Finally, calculated the scale score of the subjects.
The higher the score, the higher the level of recognition of the subjects.
2. Learning Interest
In this study, marine science learning motivation is measured by the score in the“STEM Integrated into Marine Science on Junior High School Students’ Learning
Interest” Scale. It includes the feelings of learning marine science, the cognition oflearning marine science and the performance of learning marine science. The “STEM
Integrated into Marine Science on Junior High School Students’ Learning Interest”
scale options are divided into five items: 1 point, 2 points, 3 points, 4 points and 5
points, which are very disagree, disagree, general, agree and agree with each other.
Finally, calculated the scale score of the subjects. The higher the score, the higher thelevel of recognition of the subject
3. Learning Achievement
This research is based on the publication of "Tidal Environment Monthly" publishedby National Marine Science and Technology Museum (2014,01), "Little Duckling
Team Surrounded by the World" (2013), Higher Education Publication (edited by
National Taiwan Ocean University) (2012), "One Ocean" (2012) Guide toenvironmental literacy and foreign language literature and 95 to 104 years of highschool test topic content, divided into two parts, one for the choice of test Part, aresingle-choice questions; two for the concept of the book to write part of the list of 50
marine scientific concepts vocabulary students to check, in accordance with thecontent of the class and the marine vocabulary known in the table to do 5 questions
proposition sentences, each proposition sentences A minimum of 2 vocabulary should
be included in the questionnaire. The latter is graded according to three dimensions of
Stoddart et al. (2000) openness proposition: correctness, interpretability, andpropositional structure. Each dimension has a maximum of 5 points and a minimumof 0 points.
(1) correctness: according to "scientific correctness", "general knowledge","affective", "incorrect" four options to determine the points.
(2) Explanatory: According to "high interpretation", "descriptive" two options todetermine the points.
(3) proposition structure: According to the "double", "simple" two options todetermine the points.
Examples of scoring are shown in Table 1.

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Table 1
Variables

Examples of scoringclassification
ExamplesScientificcorrectness

correctness

Generalknowledge
Affection
Inaccuracy

Highly explained
Explanatory

proposition
structurescore

The deeper the water, the lower thelight transmittance.

5

Corals live in the sea.

3

The lionfish is beautiful.
Crocodiles are fish.
Sea-level rise is mainly caused byocean warming sea warming, resulting
in rising sea. In addition, the sea
iceberg melting will not lead to
sea-level rise. But melting glaciers onland or ice sheets will cause sea-level
rise.

1
0

Descriptive

Deep-sea fish have a lantern-like lightbody.

DuplexSimple type

Cetaceans are marine animals.
There is fish in the sea.

total

5

3
5
3
0～15

1.4 Method
1. Quasi-Experimental Research
In this study, quasi-experimental study method, including four types of variables: theindependent variable, covariant, control variables and dependent variables. The
experimental group was given STEM teaching and the control group was taught by
narrative style. The covariant term is a variable enough to affect the experimental
results, and the influence of the statistical control method of the covariant analysis iseliminated to minimize the experimental error. The covariant items in this study arelearning motivation, learning interest scale and learning achievement Pre-test scoresand the results of the previous semester's Earth Science Achievement Test. The
control variable is to reduce the other factors interfere with the experiment, must be
controlled factors, the study for the student level, teaching time, teaching materials,
teaching progress and teaching. There are three dependent variables, including marine
science learning motivation, marine science learning interest, marine science learning
effectiveness.
2. Questionnaire Method
In order to understand the impact of STEM integration into marine science onlearning motivation, learning interest and learning achievement, the first draft of thequestionnaire was compiled according to the results of literature analysis, and thestudents in the ninth grade of public middle school in Keelung City were selected as
subjects. Scale "and" Marine Science Learning Outcomes Questionnaire ". After the
consultation by the expert opinion and pre-test results and revised to prepare a formal

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questionnaire survey.
II. Literature Review
2.1 STEM Education
STEM education was first originated in 1986 the United States. In the 1980s, theUnited States realized that the shortage of science and technology education caused
the shortage of talents in the country. In 1986, the United States National Science
Board (NSB) proposed the concept of STEM education integrated by science,technology, engineering and mathematics.The purpose is to train scientific andtechnological talents to enhance the national competitiveness (Liu Dong, Wu Junjie,
Xie Zuoru, Juan, 2013). In 2001, the United States "no children lag behind" theconcept of prevalence, more emphasis on the US government to promote STEM
education motivation. In 2006, the US Competitiveness Program considered thedevelopment of STEM talent as the goal of today's knowledge-based economy andthe key to national competitiveness (united states domestic policy council, 2006). US
President Barack Obama in 2014, the implementation of "STEM national talentcultivation strategy", highlights the US government emphasis on STEM education
upgrade.
With the advent of the new generation, the traditional teaching mode can not meet theneeds of national talent cultivation. Although the current mode of education in
Taiwan is gradually changing, the majority of teachers are still teaching and learningas the main target.Teachers to teach students to test, students in order to test and learn,
the knowledge can not be applied flexibly in daily life and future work, resulting instudents can not successfully enter the workplace after graduation, the workplaceshortage of talent after another. The main purpose of STEM education is to help
students move away from fragmented and fragmented learning and memorizing
processes, transforming the knowledge and mechanical processes learned by students
into a process of exploring the interconnectedness of different worlds (Zhao
Zhongjian, 2012: While education). STEM education is different from the previous
sub-class, and inter-disciplinary approach to the integration of teaching. Divisionteaching easy to make students can not be all subjects of knowledge coherence,
application, thinking is also more closed. Students can apply their knowledge tovarious fields, so that students brainstorming, to promote thinking, enhanceinnovation, creativity, creativity. In addition, STEM education emphasizes the link
between theory and real society and life experience, which will enable students toimprove learning motivation and interest, and work smoothly with the work. On theother hand, STEM education emphasizes teamwork, in order to cope with future
employment trends, in the group discussion to learn the division of labor, mutual
cooperation, good communication, but also implement the "No child left behind"educational philosophy. Finally, STEM education, interdisciplinary integration, andlife experience, teamwork and other teaching characteristics, and then with the core of
STEM education - hands-on, so that students can become key capabilities with the
21st century - critical thinking and problem-solving, effective communication, The
team to create, create and innovate the future of national talent.
In this study, STEM was integrated into the marine science topic. The experimental
teaching of the ninth grade students was supplemented by questionnaire andquestionnaire.

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2.2 The Meaning of Marine Science Education
In recent years, the world in science and technology continue to explore the ocean to
explore their ability to enhance the understanding of marine ecology and theenvironment, in order to respond to the 21st century "blue revolution", Taiwan's
economy towards knowledge-based economy and innovation in economic
development, marine-related industries Began to transition, the traditional marine
industry gradually developed into the experience of service-oriented or high-techindustries, so the needs of professionals in the industry needs and the original content
is also different. The development of marine education in Taiwan, hoping tostrengthen the school students at all levels of marine literacy, and then cultivate theindustry needed high-quality talent (Ministry of Education, 2007).
At the primary and secondary levels, marine education is based on marine basic
education knowledge, and its implications are mainly in the areas of natural andapplied science (Ministry of Education, 2007). In 2008, the Ministry of Education
promulgated the "Nine-Year Curriculum for National Primary and Secondary
Schools" (Marine Education), which divides marine education into five thematic axes
- marine recreation, marine society, marine culture, marine science and marine
resources (Ministry of Education, 2008). It is hoped that students will be able toimprove their marine scientific literacy through marine science education, so thatstudents will learn to use the principles and skills of marine science and technology tosolve their daily problems in the process of solving problems (Luo Lunxin, Zhang
Zhengjie, Tong Yuanpin, Yang Wenzheng, 2013).
The marine science education defined in this study refers to the marine scienceeducation in the oceanic subject axis (marine recreation, maritime society, marine
culture, marine science, marine resources) of the "Outline of marine education for
national primary and secondary schools" proposed by the Ministry of Education in2008. Marine Science and Ocean Resources. Its sub-categories include "Marine
Geology and Chemistry", "Marine Geology and Geology", "Marine Meteorology","Marine Applied Science", "Marine Foods", "Biological Resources", "Non-living
Resources", "Environmental Protection and Conservation "(Ministry of Education,2008).
III. Research Design
3.1 Research Framework
The purpose of this study is to understand the impact of integrating STEM education
into marine science topics on the learning motivation, learning interest and learning
outcomes of junior middle school students. The experiment group and the control
group were designed. The experiment group used the STEM teaching mode, and thecontrol group adopted the traditional general teaching method. The two groups were
tested before the experiment as the basis. The structure of this study is as follows:
Figure 2
STEM into the marine science issues on the students learning motivation, learninginterest and learning effectiveness of the impact of the structure diagram.

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3.2 Research Subjects
In this study, a group of 9 students in a public middle school in Keelung City wereenrolled in this study. There were 20 subjects in the experimental group and 27 in thecontrol group.
3.3 Research Instrument
According to the purpose and problem of this study, the research tools used were
"STEM Teaching Program", "Narrative Teaching Program", "Marine Science
Learning Motivation Scale", "Marine Science Learning Interest Scale" And "Marine
Science Learning Achievement Test Questions - Selection Question and Concept Map
Assessment". The following is a description of the research tools.
3.3.1 STEM Teaching Program
The STEM Teaching Program was designed by the present researchers andimplemented in the Earth Science course in the ninth semester of the middle school
year. The purpose of the course is to enable students to learn marine scienceknowledge from life experiences and apply the knowledge acquired in past biology,
physics and chemistry, mathematics and life science and technology courses. In theclassroom, a cooperative learning and reward system will be adopted and students
will be encouraged to create a "trash bin" device in the hope of enhancing students'
learning motivation, learning interest and learning through interdisciplinary
integration, group discussion and publication and hands-on learning. Effectiveness.
Teaching implementation phase of six weeks, two sessions per week, a total of twelve
classes. The first week is "The importance of the ocean, the relationship between thesea and the human race", the second week is "ocean currents and circulation", thethird week is "exploring marine litter", the fourth week is "marine trash knowledge
and influence" And the sixth week as "hands-on preparation of marine trash," to guide109The Asian Conference on Society, Education & Technology 2016

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students to think and discuss issues, develop students good communication, use theknowledge to solve problems and hands-on ability.
3.3.2 Narrative Teaching Program
In addition to the different teaching methods, the rest of the conditions are the same,the same six-week course, but also the use of cooperative learning and incentive
system . But the curriculum design does not emphasize the relevance of curriculum
knowledge and life experience, but also not included in mathematical computing,biological knowledge and hands-on content.
3.3.3 Marine Science Learning Motivation Scale
This research tool is based on the dimensions of a certain research scale, and thendevelops the marine science learning motivation scale of this research. The scale wasbased on the Likert Five-Point Scale, and students chose "very agree", "agree","normal", "disagree" or "strongly disagree" according to the topic. The scale contains
four dimensions, Attention, Relevance, Confidence, and Satisfaction.
(1) Expert review: After the preparation of the first draft of the research tool, in orderto improve the content of the letter and effect, discussed with the instructor, compiled
into an expert questionnaire. First, the expert validity questionnaires are printed to
explain the purpose, structure and method of the study. Five experts and five middle
school teachers are invited to the field of marine sciences education. In view of thecontent, title and description of the questionnaire, to provide advice, recovery expert
validity questionnaire, and then in accordance with the evaluation of scholars andteachers to provide the views of the aggregation, after confirmation of the preparationis completed, then pre-test.
(2) Pre-test: In this study, the learning motivation scale pre-test selection ofexperimental group and control group of students outside the pre-test, issued a sample
of 122, 122 were recovered, the recovery rate of 100%.
(3) Validity: In order to understand the construction validity of the learning
motivation scale, the scale was analyzed by factor analysis. The Kaiser-Meyer-Olkin(KMO) sampling suitability and the Bartlett's spherical test show that the scale can beanalyzed by factor analysis. According to Kaiser (1974), if the KMO value is lessthan 0.5, (Wu Minglong, 2009), the results of the scale of the KMO sampling
suitability for the number of .938, shows that the number of samples is sufficient, andBartlett's spherical test of significant (see Wu Minglong, 2009) , Showing that thefactors between the mutually exclusive exclusion, it can be factor analysis.
(4) In this study, Cronbach's α coefficient was used to test the internal consistency ofthe scale and subscale. The Cronbach's α value of the formal pre-test questionnaire
was: (1) Attention 0.876 ( 2) Relevant 0.851 (3) Confidence 0.839 (4) Satisfied with
0.921, the total scale was 0.952, all above .83, so the scale internal consistency can be
accepted.

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Table 2The Reliability of Learning Motivation
Dimensions

αValueNumber of questions

Attention.876

5

Related.851

4

Confidence

.839

3

Satisfy

.921

5

Total

.952

17

3.3.4 Marine Science Learning Interest Scale
The Likert 5-point scale was used in this study. Students chose "very agree", "agree","normal", "disagree" or "strongly disagree" according to the topic. This scale includes
11 topics, namely, "feelings of the ocean", "knowledge of the sea" and "performanceof the department." This scale was reviewed together with the Marine Science
Learning Motivation Scale. After the deletion of the unsuitable items, thequestionnaires were compiled into a formal questionnaire and pre-tested inconjunction with the Marine Science Learning Motivation Scale. The following is thereliability and validity of this scale:(1) Validity: The scale of the KMO sampling suitability of the amount of .916, shows
the number of samples is sufficient, and Bartlett's spherical test of significant,showing the independent mutex between the various factors, it can be factor analysis.
(2) Reliability test: Cronbach's α value of the formal pre-test questionnaire in thethree-dimensional study of the sea of interest, respectively (1) the feelings of theocean feelings 0.882 (2) of the marine knowledge 0.954 (3) marine scientificperformance 0.875, the total scale of 0.932, are up to .88 or more, so the scale internalconsistency can be accepted.

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Table 3
Reliability of learning interest scale
Dimensions

αValueNumber of questions

Feelings about the ocean

.882

3

Cognition of marine science

.954

4

Action to marine science

.875

4

Total

.932

11

To sum up, this study of learning motivation, learning interest scale letter appropriate
degree, as shown in the table below.
Table 4The variables and their facets were studied, and the statistical tables of variance andreliability were extracted.
Study Variables

Marine Science
Learning motivation

Marine Science
Learning interest

Dimensions
Attention
RelatedConfidence
Satisfy
Feelings about the ocean
Cognition of marine
science
Action to marine science

Extraction
Variance
0.81990.82270.80400.82540.77620.8284

Combined
Reliability
0.95780.93290.92490.95940.91210.95070.74520.9221

3.3.5 Marine Science Learning Achievement Test Questions - Selection
Question and Concept Map Assessment
This research tool is based on the "Tidal Environment" (2014,01) published by the
National Marine Science and Technology Museum, the "Little Duckling Team
Surrounded by the World" (2013), published by Higher Education (edited by National
Taiwan Ocean University Professor) (2012), National Geographic published "One
Ocean" (2012) environmental literacy teaching guide foreign language literature and95 ~ 104 years high school learning topic content development. The questionnaires
are divided into two major parts. They are: (1) Marine Science Learning Outcomes
Questionnaire - 15 questions, divided into three major dimensions: "Memory", 4questions, "Understanding", 4 questions, Thinking, "including application, analysis,
evaluation and creation, 7 questions. (2) Questionnaire of marine science learning
performance - concept map type, divided into three major dimensions: "correctness","explanatory", "proposition structure".
After the preparation of the first draft of the above research tools, in order to improve

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the content of the letter and effect, after discussion with the instructor, compiled into
an expert questionnaire. First, the expert validity questionnaires are printed to explain
the purpose, structure and method of the study. Five experts and five middle school
teachers in the field of marine sciences education are invited to study the content, title,and description of the questionnaire. To provide advice, recovery expert validity
questionnaire, and then in accordance with the evaluation of scholars and teachers toprovide the views of the aggregation, after confirmation of the preparation iscompleted, then pre-test. Pre-test sample to 122 ninth-grade students for the object,
the project analysis to delete the inappropriate subject, compiled into a formal
questionnaire.
IV. Results and Conclusions
4.1 Students with STEM education have high learning motivation then thestudents with traditional teaching method.
4.1.1 Descriptive statistics
According to the differences of learning motivation scale between the experimentalgroup and the control group, the descriptive statistics obtained by collecting therelated data are shown in the table.
Table 5The statistical summary table of learning motivation in the experimental group andthe control group.
Dimensions

Category

Number ofpeopleAverage

Number ofquestionsStandard
deviation

Experimental
20
18.85052.8704
group
Attention
Control27
17.51954.7747
group
Experimental
20
15.10042.1250group
RelatedControl
27
13.9634
3.4023group
Experimental
20
12.05031.6051
group
ConfidenceControl
27
10.8523
2.9313group
Experimental
20
17.35053.4531
group
Satisfy
Control
27
15.9265
4.8984
group
Experimental
20
63.350177.9556
group
Total
Control
27
58.2591714.8650
group
The data in the table shows that the average score of the experimental group in eachdimension is higher than that in the control group.

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4.1.2 Single Factor Covariant Analysis
For the experimental group and the control group of students learning motivation
scale before the test results for the covariates to teaching method for the self-variable,
post-test scores for the dependent variable, for single factor covariance analysis, theresults are listed in the table, (F = 4.216, p = .046 <.05), so the hypothesis"experimental group and control group in the attention of the score was no significant
difference between the two groups," the study group and the control group in the"learning motivation" Should be rejected. (F = 5.771, p = .021 <.05). Therefore, thenull hypothesis "There was no significant difference in the score between theexperimental group and the control group" should be rejected. (F = 3.752, p= .059> .05), so the null hypothesis "the experimental group and the control group in
the application of the score was no significant difference" should be accepted. (F =5.768, p = .021 <.05), the null hypothesis "There was no significant difference in thesatisfaction score between the experimental group and the control group" should be
rejected. (F = 5.871, p = .020 <.05), the null hypothesis "There was no significant
difference in the total score between the experimental group and the control group"
should be rejected. Statistical test results The results of the experimental group andthe control group were significantly different in the "attention", "relevant","satisfaction" and "total score", and the experimental group's performance was better
than the control group, only "confidence" did not reach significant difference ,Indicating that STEM into marine science on the students in the learning motivation
has good results.
Table 6The covariance analysis of learning motivation between experimental and control
groups.
Dimensions

Attention

RelatedConfidence

Satisfy

Source ofvariation
Between groups(teachingmethod)Group(deviation )Between groups(teachingmethod)Group(deviation )Between groups(teachingmethod)Group(deviation )Between groups(teachingmethod)Group(deviation )Type IIIsquaredsum

Degreeoffreedom

Averagesum ofsquaresFvalue

82.2601

82.2604.216 .046*

858.54544

19.51255.093

1

55.093420.03344

9.546

25.0151

25.015293.39344

6.668

128.1061

128.106

977.23844

22.210114

Sig

5.771 .021*

3.752

.059

5.768 .021*

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Total

*p <.05

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Between groups(teaching1140.390
method)Group8545.901(deviation )**p <.01 ***p <.001

11140.390 5.871 .020*

44

194.225

4.2 Students with STEM education have high learning interest then the students
with traditional teaching method.
4.2.1 Descriptive statistics
According to the differences of learning interest scale between the experimental groupand the control group, the descriptive statistics obtained by collecting the related data
are shown in the table.
Table 7The statistical summary table of learning interest in the experimental group and thecontrol group.
Dimensions
Feelings
about theocean
Cognitionof marinescience
Action tomarinescience
Total

Category
Experimental
group
Controlgroup
Experimental
group
Controlgroup
Experimental
group
Controlgroup
Experimental
group
Control
group

Number ofpeopleAverage

Number ofquestionsStandard
deviation

20

10.3003

1.5252

27

9.815

3

1.819520

15.5004

2.328327

14.07443.463320

13.95042.235527

13.1484

3.109620

39.75011

4.54082737.03711

7.2985The data in the table shows that the average score of the experimental group in eachdimension is higher than that in the control group.
4.2.2 Single Factor Covariant Analysis
For the experimental group and control group students learning interest scale before
the test results for the covariates to the teaching method for the self-variable, post-testscores for the dependent variable, for single factor covariance analysis, the results arelisted in the table, that There was significant difference between the experimentalgroup and the control group (P = .009 <0.01) in the " feelings about the ocean " in the"learning interest", so there was no hypothesis that the experimental group and thecontrol group Shall not be significantly different "shall be rejected. (F = 4.711, p

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Official Conference Proceedings= .035 <.05), the null hypothesis "There is no significant difference between theexperimental group and the control group in the recognition of the marine sciences"
should be rejected . (F = 3.705, p = .061> .05), the null hypothesis "There was no
significant difference between the experimental group and the control group in theirscores on the performance of the marine sciences" Should be accepted. (F = 6.320, p= .016 <.05), the null hypothesis "There was no significant difference in the total
score between the experimental group and the control group" should be rejected.
Statistical test results The results of the experimental and control groups weresignificantly different in terms of " feelings about the ocean ", " cognition of marine
science " and "total score", and the results of the experimental group were superior tothose of the control group. "action to marine science "did not reach significant
differences, indicating that STEM into marine science on the interest of students inthe study have good results.
Table 8.
The covariance analysis of learning interest between experimental and control
groupsDimensions

Source ofvariation

Between groups(teaching method)Group(deviation )Between groups
Cognition(teaching method)of marineGroup
science(deviation )Between groups
Action to(teaching method)marineGroupscience(deviation )Between groups(teaching method)
Total
Group
(deviation )*p <.05 **p <.01 ***p <.001
Feelings
about theoceanType IIIsquaredsum

Degree offreedom

AverageF
sum ofSig
valuesquares

31.1771

31.177184.524

44

4.194

48.5201

48.520453.129

44

10.29834.9401

34.940414.97044

9.431

339.3131

339.3132362.461

4453.692

7.434

4.711

3.705

6.320

4.3 Students with STEM education have high learning achievement then thestudents with traditional teaching method.
4.3.1 Descriptive statistics
According to the differences of learning achievement scale between the experimentalgroup and the control group, the descriptive statistics obtained by collecting therelated data are shown in the table.

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Table 9The statistical summary table of learning achievement test (1) in the experimentalgroup and the control group.
Dimensions

Category

Experimental
group
MemoryControlgroup
Experimental
group
Understanding
Controlgroup
Experimental
group
High-levelapplications
Controlgroup
Experimental
group
Total
Control
group

Number ofpeopleAverage

Number ofquestionsStandard
deviation

20

3.200

4

1.0563

27

3.370

4

.9667

20

2.900

4

.7182

27

3.074

4

.9168

20

4.800

7

1.6416

27

3.593

7

1.845120

10.900152.826627

10.037152.6527

From the data in the table, the experimental group in the high-level and total score of
the average score, higher than the control group.

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Table 10The statistical summary table of learning achievement test (2) in the experimentalgroup and the control group.
Dimensions
Correctness

Explanatory

Proposition
structure

Total

Category
Experimental
group
Controlgroup
Experimental
group
Controlgroup
Experimental
group
Controlgroup
Experimental
group
Control
group

Number ofpeopleAverage

Number ofquestionsStandard
deviation

20

43.65015

8.591827

34.81515

12.585220

34.10015

2.78912732.85215

3.121920

46.65015

7.761427

38.40715

8.996820

124.400

15

16.706127

106.07415

22.8135

The data in the table shows that the average score of the experimental group in eachdimension is higher than that in the control group.
4.3.2 Single Factor Covariant Analysis
For the experimental group and the control group of students learning achievement (a)before the test scores for the covariates to teaching method for the self-variable,
post-test scores for the dependent variable, for single factor covariance analysis, theresults are listed in the table, (F = 0.317, p = .576> .05) .Therefore, there is no
hypothesis in experiment group and control group in the memory of "learningachievement (a)", and the difference between the experimental group and the control
group is not significant No significant difference in score "should be accepted. (F =0.193, p = .663> .05), so the null hypothesis "experimental group and control group inunderstanding the score was no significant difference" should be accepted. (F =10.824, p = .002 <.01), the null hypothesis "There was no significant difference in thehigh-level score between the experimental group and the control group" should be
rejected. (F = 4.319, p = .044 <.05). Therefore, the null hypothesis "There was no
significant difference in the total score between the experimental group and thecontrol group" should be rejected. Statistical test results The scores of theexperimental group and the control group were significantly different between "highlevel" and "total score", and the scores of the experimental group were better than thecontrol group, only "memory" and "understanding" did not show significant
difference, Integration into the marine science on the students in the learning results
have good results.

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Table 11
The covariance analysis of learning achievement test (1) between experimental andcontrol groups
Dimensions

Source ofvariation

Type IIIsquaredsum

Betweengroups.312(teachingMemorymethod)Group
43.246(deviation )Betweengroups.136(teaching
Understanding
method)Group
31.037(deviation )Betweengroups
35.773(teaching
High-level
method)applications
Group
145.412(deviation )Betweengroups
33.882(teachingTotalmethod)Group345.218(deviation )*p <.05 **p <.01 ***p <.001

119

Degreeoffreedom

Averagesum ofsquares

F
value

Sig

1

.312

.317

.576

44

.983

1

.136

.193

.663

44

.705

1

35.773

44

3.305

1

33.88244

7.846

10.824 .002**

4.319

.044*

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Table 12The covariance analysis of l learning achievement test (2) between experimental andcontrol groups
Dimensions

Source ofvariation

Type IIIsquaredsum

Betweengroups658.060(teaching
Correctness
method)Group1063.434(deviation )Betweengroups
34.814(teaching
Explanatory
method)Group
363.897(deviation )Betweengroups665.255(teaching
Proposition
method)structureGroup1583.175(deviation )Betweengroups4151.345(teachingTotalmethod)Group3561.267(deviation )*p <.05 **p <.01 ***p <.001

120

Degreeoffreedom

Averagesum ofsquares

F
value

1

658.060

27.227 .000***

1

24.169134.814

44

8.270

1

665.25544

35.981

14151.345 51.291 .000***

44

80.938

4.210

Sig

.046*

18.489 .000***

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References
Basham, J. D., & Marino, M. T. (2013). Understanding STEM education andsupporting students through universal design for learning. Teaching Exceptional
Children, 45, 8–15.
Bybee, Rodger W. (2010). Advancing STEM Education: A 2020 Vision. Technology
and Engineering Teacher, 70, 30-35.
Fang, Ning (2013). Increasing High School Students‘ Interest in STEM Education
Through Collaborative Brainstorming with Yo-Yos. Journal of STEM Education :Innovations and Research, 14, 8-14.
NOAA (2013). Ocean Literacy：The Essential Principles of Ocean Sciences for
Learners of All Ages, Version 2.
羅希哲、蔡慧⾳、曾國鴻（2011）。⾼中⼥⽣ STEM 網路專題式合作學習之研
究。⾼雄師⼤學報：教育與社會科學類，30，41-61。
教育部（2007）。海洋教育政策⽩⽪書。臺北市：作者。
張⽟⼭、楊雅茹（2014）。STEM 教學設計之探討：以液壓⼿臂單元為例。科技與⼈⼒教育季刊，1，2-17。
吳靖國（2012）。當前臺灣海洋教育的關鍵問題。臺灣教育評論⽉刊，1（12），68-69。
羅綸新、張正杰、童元品、楊⽂正（2013）。⾼中⽣海洋科學素養及迷思概念評
量分析。教育科學研究期刊，58（3），51-83。

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A Basic Study on a Task-based Style Foreign Language Learning Environment
Using RFID and a 3DCG CharacterEmi Shibuya, Graduate School of Intercultural Studies, Kobe University, JapanMin Kang, Graduate School of Intercultural Studies, Kobe University, Japan
Kazuhiro Ohtsuki, Graduate School of Intercultural Studies, Kobe University, Japan
Harumi Kashiwagi, Institute for Promotion of Higher Education, Kobe University,Japan
The Asian Conference on Society, Education & Technology 2016
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Abstract
This paper presents a method of integrating RFID tags and a 3DCG character into aforeign language learning environment, mainly focusing on the following two
objectives: (1)The application of RFID tags to the use of cards or realia as learningmaterials in task based-style foreign language activities; (2)The use of template
programs to support TVML script production for 3DCG contents. From the results ofthe experiment, we found that the prototype system was easy to use and the systemwith RFID tags shows the possibility of achieving task-based style activities.
Regarding script production, most participants had no problem editing the vocabulary
and expressions in the text files to increase the variation of the TVML scripts. Thissuggests that the prototype system is not complicated for non-professional systemusers, although it might be much simpler for advanced computer users to place all thedata within a single CSV file for editing according to their comments. Thus, we foundthat the support for script production should depend on users’ computer skill level.
Regarding the introduction of a 3DCG character, the results suggest that a 3DCG
animated character is a better conversation partner than a 2D still character. The
results also suggest that practicing with a 3DCG character could help to reduce
nervousness and shyness in learners, and may help them to become familiar with real
conversation. However, regarding this point, there may be individual differences inopinion depending on age, gender and personality according to some comments of theparticipants.
Keywords: RFID, 3DCG character, language learning, support for script production,
TVML, T2V

iafor
The International Academic Forumwww.iafor.org

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Introduction
According to the general policies regarding curriculum formulation introduced by
MEXT (Ministry of Education, Culture, Sports, Science and Technology-Japan)(2008a, 2008b, 2009), it is important to promote foreign language communication
skills. In particular, familiarizing novice learners with native pronunciation and basic
target language expressions is a priority issue. Subsequent to this policy, an increasing
number of elementary schools in Japan begin the curriculum by focusing on listening
and speaking activities; however, many elementary school teachers are relatively
unfamiliar with teaching foreign languages. Statistics from MEXT (2014) and the
Hyogo Prefectural Institute for Educational Research and In-Service Training (2009)
demonstrate that not a few teachers are anxious regarding how to teach English intheir foreign language classes, and have, in fact, demonstrated an interest in using IT
and Multimedia in their classroom activities. The general curriculum policies
formulated by MEXT (2006) also mention the importance of integrating technology
into classroom activities.
Constructing an environment for foreign language learning could be one of thecountermeasures to support listening and speaking activities. In particular, if we apply
RFID (radio frequency identification) technology, it is possible to embed a learning
environment within the real world.
On the learners’ side, when they use foreign languages in face-to-face communication,
they may feel inhibited, shy, or nervous (Horwitz et al., 1986; Matsumiya, 2010). By
using a CG character or avatar in an online virtual world such as Second Life, they
feel a little safer to talk with the character, as reported by Deutschmann et al. (2009)and Wang et al. (2009).
However, it is not always easy for language teachers to write programs or scripts bythemselves when they customize CG contents and combine them with realia. Support
for script production is necessary for such non-professional users.
In this study, we present a method of integrating RFID tags and a 3DCG character
into a foreign language learning environment, mainly focusing on the following two
objectives:(1) The application of RFID tags to the use of cards or realia as learning materials
in order to implement task based-style foreign language activities;(2) The use of template programs to support TVML script production for 3DCG
contents.
With regard to objective (1), it is monotonous simply to demonstrate model
conversations or to study pattern practices of set phrases and key sentences in foreign
language activities. A variety of task-based style activities using cards or realia
enables learners to learn their target languages naturally. We are developing a way of
applying RFID tags to a foreign language learning system based on previous studies(Kashiwagi et al., 2006; Kashiwagi et al., 2009) as discussed below.

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RFID is a method of remotely storing and retrieving data using devices called RFID
tags. An RFID tag is a small object, such as a plastic card or sticker, that can be
attached to or incorporated into a product. RFID tags have an antenna to receive andrespond to radio-frequency queries from an RFID transceiver (an RFID tag reader)(Akiyama et al., 2004). This has the advantage of integrating realia into theeducational environment.
In the previous studies mentioned (Kashiwagi et al., 2006; Kashiwagi et al., 2009), a
prototype system using RFID tags was developed to support activities based on theconcept of the Total Physical Response (TPR) method. In the TPR method, learners
respond to commands in foreign languages using physical responses, which enables
them to understand the target language directly without translating the commands into
their own language.
In this paper, we also use realia as learning materials by attaching RFID tags to themso that learners can interact with the system via these objects. Learners are required torespond to the commands from a 3DCG character of the system such as “I want anapple. Please pass me the apple,” and select the appropriate tagged card or object. The
3DCG character then reacts to the learners depending on their answers. In this way,learners can experience foreign language activities in a simulative manner. Interaction
between a learner and the system’s 3DCG character realizes task-based style activities
that differ entirely from repetitive model conversation practice. We anticipate thatlearners will gradually acquire words and expressions via such experience-based
activities.
With regard to objective (2), the introduction of the 3DCG character is considered tohelp learners to become familiar with speaking foreign languages in face-to-facecommunication. In order to support script production for 3DCG content, text data files
and template programs, including model dialogue patterns for the activities, areprepared in the system. Users only have to edit the target words and phrases in thedata file and the data are then sent to the template program to easily produce 3DCG
content.
To produce 3DCG content in the system, we use TVML (TV Program Making
Language, TVML Home Page) and the T2V Player (T2V Home Page). TVML, as
proposed by NHK (Japan Broadcasting Corporation), is a text-based language that
produces TV-program-like 3DCG animation (Hayashi, 1996, 1999). This language
enables users to create 3DCG animation on a PC using a text editor. The T2V
technology (Hayashi et al., 2014) is built with TVML. The T2V Player is a softwarethat can recognize TVML script and produces 3DCG animation with voice synthesis.
In the next section, we describe the prototype system. The experiment and the results
and discussion are described in the following sections. Finally, we present ourconclusions and recommendations for further studies.
Prototype System
In this section, we present a prototype system in which RFID tags and a 3DCG
character are integrated.

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System Overview and Flow of Instructions
Figure 1 and Figure 2 illustrate the prototype system developed in this study. Thissystem consists of a PC, RFID tags, a tag reader, and a projector for displaying 3DCG
content. The system was implemented using HSP (Hot Soup Processer) and Java. As
shown in Figure 1, the T2V Program Executor generates 3DCG content by sending a
TVML script to the T2V Player in the following process:(1) The system generates a command prompt and executes a Java program. This
program works as a template.
(2) The Java program generates the dialogue sentence data, referring to thearguments received at the time of startup. The data of the arguments areprepared in the data files, as mentioned later in Figure 4.
(3) A WAV file is produced from the dialogue sentence data generated in (2),using text-to-speech software.
(4) The Java program produces the TVML script data based on the generated
dialogue sentence data and the WAV file.
(5) The T2V Program Executor acquires the TVML script data and sends the data
to the T2V Player.
(6) The T2V player receives the TVML script data and executes the script to
produce the corresponding 3DCG contents.

Figure 1: System overview

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The interaction between a learner and the system is realized in cooperation withexternal sensor devices. In this study, RFID tags and a tag reader were introduced,
which are described in the following section. The learner listens to the instruction
given by a 3DCG character displayed on the screen, and answers the question by
selecting the appropriate RFID tag. The Java program checks whether or not the
selected RFID tag is correct. The system then generates the corresponding response
sentence data and reads it out in a synthesized voice.
Next, the flow of instructions is described in Figure 2 with an example of 3DCG
contents. When the teacher selects a script from the list menu of the PC screen, thesystem executes it in the process of (1) to (6) above. The projector displays a 3DCG
character, and this character reads out a question in English: For example, “I want anapple. Please pass me the apple.” When the learner answers the question by selecting
the appropriate RFID tag and scans it by saying “Here you are,” the system checks
his/her answer. If the learner has given the correct answer by selecting an RFID
tagged apple card, the system says, “Thank you.” If the learner has selected the RFID
tagged banana card, however, the system detects the error and reads out an error
message pointing out what he/she has actually selected: “Thank you. But I am afraid
it’s not what I want. That is the banana. Please pass me the apple.” In this way,learners can experience foreign language activities in a simulative manner.

Figure 2: Example use of the prototype system
Introduction of RFID Tags as an External Sensor Device
The Java program, in cooperation with the external sensor device RFID, is employed
to realize the interaction between a learner and the system (Figure 2). All the data
related to RFID tags, including individual serial numbers and corresponding word

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data (i.e., apple, banana, etc.), are incorporated in a CSV file as shown in Figure 3,
and the Java program acquires the data in that file at the time of program execution.
When a learner scans an RFID tag, the data acquired are sent to the Java program in a
serial communication. The Java program receives the tag data and checks whether or
not the selected RFID tag is correct. The system then generates corresponding
response sentence data and reads it out in a synthesized voice.

Figure 3: Example RFID tag information in a CSV file
This realizes the activity with RFID tagged realia as learning materials. Based on the
RFID tag information, we will be able to further develop the prototype system toachieve various task-based style activities.
TVML Script Production Using Template Programs
In order to support TVML script production for 3DCG contents, template programs,
including model dialogue sentence patterns for the activities, are prepared in thesystem. The data of the arguments are also prepared in the text data files as shown in
Figure 4. When we edit the data of the arguments in the data file, they are sent to theJava template program at the time of execution. Based on this method, we canincrease the variations of the same pattern of the TVML scripts and easily produce
3DCG contents.
An example TVML script production is described using Figure 4. In the example data
file in Figure 4, “RFID_Sample03” represents the name of the Java Class file.
“COM3” represents the RFID communication port number. “items.csv” represents thename of the RFID tag related information file. “2” represents the number of the loop
time when an incorrect response occurs. “apple” represents the word data for thecorrect answer. Words and phrases, such as “an apple” and “the apple,” represent thesentence data necessary to generate dialogue sentences in the TVML script. For acomma separated list, the Java template program acquires the data of the arguments.

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For example, to generate the example dialogue sentences shown in Figure 4, the Java
template program obtains sentence data such as “an apple” and “the apple,” andsubstitutes them into the words and phrases enclosed in parentheses [ ] of the sentence
pattern in Figure 4. Furthermore, the data of the RFID tag that the learner selects as ananswer are obtained from the CSV file (items.csv in this example). In the example of
Figure 4, the data “banana” is obtained from the CSV file as the learner’s selected
RFID tag, and is substituted in the dialogue pattern in Figure 4.

Figure 4: Example dialogue pattern
In this way, we can easily increase the variations of the same pattern of the TVML
scripts for 3DCG contents merely by editing the words and phrases in the data files.
Experiment
PurposeThe purpose of this experiment was to investigate the following issues:(1) The application of RFID tags to the use of cards or realia as learning materials
in order to achieve task based-style foreign language activities;(2) The use of template programs to support TVML script production for 3DCG
contents.
Participants
Twenty-one participants were selected to evaluate the system. Their evaluations wereassimilated with the help of a questionnaire. They comprised 12 graduate and

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postgraduate students, 3 foreign language educators at a university in Japan, and 6
parents whose children participated in the experiment as learners mentioned below. In
addition to the above participants, 8 children (4 elementary school and 4 kindergarten)
attempted to use the system as learners.
ProceduresFirstly, each of the participants attempted to experience the system as a learner after
receiving the necessary instructions on how to use it. Secondly, they attempted to use
the system by selecting the script files for 3DCG contents in the role of teacher. Lastly,
they produced variations on the TVML scripts by editing the words and phrases in atext data file. Subsequently, they were asked to complete a 10-item questionnaire andinterview regarding the application of RFID tags to foreign language learning
environments, and on the template programs used to support TVML script production
for 3DCG contents. Regarding the children as participants, after they had attempted touse the system as learners, they were asked to comment on the activity using RFID
tag cards.
Results and Discussion
Here, we discuss the introduction of RFID tags and a 3DCG character into theprototype system.
Introduction of RFID Tags to the Prototype System
Twenty-one participants were asked to select the statements that best described what
they had observed from the options. Q1 and Q2 in Figure 5 are regarding the
introduction of RFID tags into the system. In the pie chart, red represents ‘Strongly
Agree’, light red represents ‘Agree’, light blue is for ‘Disagree’, and blue is for‘Strongly Disagree’. According to the results of Q1, all participants (67% strongly
agreed and 33% agreed) showed agreement with the statement, “The system with
RFID tags and a tag reader is easy to use.” The results indicate that the RFID tags areeasy to use both for teachers who are unfamiliar with IT as well as for learners. Thissuggests that the RFID applied system would be easy to introduce into language
activities at elementary schools.

Figure 5: Results of the questionnaire on the introduction of RFID tags into thesystem
According to the result of Q2, all participants (38% strongly agreed and 62% agreed)
showed agreement with the statement, “The system with RFID tags is useful for

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learning activities.” Some participants also mentioned the following: “These activities
with physical responses based on the TPR method might help elementary school
children to concentrate on their activities. They seemed to enjoy playing games.”
Some of the participant children also commented that the RFID tags were easy to use
and the activities were fun.
The result shows that the system using RFID tags had a positive impact on theparticipants. This demonstrates the possibility of implementing task-based styleactivities with RFID tags, which would broaden the variety of language activities. In
this case, we used RFID technology; however, the introduction of other sensor
devices, such as infrared sensors, motion sensing input devices like Kinect, and so on,
into the system might achieve more complicated task-based style activities.
Script Production for 3DCG Contents and Introduction of a 3DCG Character
Support for TVML Script Production
Q3 and Q4 in Figure 6 are regarding the use of the system in the role of teacher. From
the result of Q3, a total of 81% agreed (48% strongly agreed and 33% agreed) withthe statement, “I could easily manage to choose the scripts for displaying a 3DCG
character on the computer screen.” Positive feedback was received regarding thesystem interface. Most participants found it easy to use the system.

Figure 6: Results of the questionnaire on the use of the system in the role of teacher
This system also enables teachers to increase the variations of TVML scripts solely byusing template programs and editing the words and phrases in the text data files inwhich the data of the arguments are prepared. From the result of Q4, a total of 86%
agreed (29% strongly agreed and 57% agreed) with the statement, “I could easily
manage to edit the words and phrases in the text data files and increase the variationof scripts by myself for my own activities.” Regarding the script production, mostparticipants had no problem editing the vocabulary and expressions in the text files. It
seemed that each text file contained an appropriate volume of data and it was easy forthem to know where to edit. This suggests that the prototype system is notcomplicated for non-professional system users. However, 14% of participants (5%strongly disagreed and 9% disagreed) showed disagreement with the statement of Q4.
They did mention that editing text files one by one to increase the variations could be
confusing. These participants were advanced computer users. Thus, it might be much
simpler to allow such users to place all the data within a single CSV file for editing.
From these comments, we found that the support provided for script production
should depend on users’ computer skill level.

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Introduction of a 3DCG Character
From Q5 to Q10 in Figure 7 are regarding the introduction of a 3DCG character.
According to the result of Q5, a total of 95% agreed (52% strongly agreed and 43%
agreed) with the statement, “I feel that an activity with a 3DCG animated character isbetter than one without such a character (voice only).” According to the result of Q6,
a total of 95% agreed (67% strongly agreed and 28% agreed) with the statement, “Ifeel that a 3D animated character with some reactions such as nodding is better than a
2D still character as a conversation partner.” The results above suggest that it is better
to use a 3DCG animated character than a 2D still character as a conversation partner.

Figure 7: Results of the questionnaire on the introduction of a 3DCG character into
the system
Furthermore, from the result of Q7, a total of 81% showed agreement (14% strongly
agreed and 67% agreed) with the statement, “I feel that practicing the activities with a3DCG character is helpful to become familiar with real conversations with people.”
From the result of Q8, a total of 81% showed agreement (29% strongly agreed and
52% agreed) with the statement, “The use of a 3DCG character helps to reduce132

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nervousness and shyness in learners.” The results above suggest that practicing with a3DCG character could help learners to reduce their nervousness and shyness, andmight help them to become familiar with real conversation. However, regarding thispoint there may be individual differences in opinion depending on age, gender andpersonality according to the comments of a few participants. Given the limitations of
the data, we will continue to investigate further.
Regarding the result of Q9, in total, 62% agreed (24% strongly agreed and 38%
agreed) with the statement, “I feel the presence of the 3DCG character during theactivities.” In the result of Q10, a total of 86% agreed (10% strongly agreed and 76%
agreed) with the statement, “Some changes in relationship occur between learners andteacher by introducing a 3DCG character.” In the experiment, we observed that a few
of the child participants asked for the name of the 3DCG character. It seems that they
regarded the character as a partner in the activities. Two-thirds of the participants also
felt the presence of a 3DCG character. Thus, they might regard the character as aparticipant. The results above suggest that the presence of a 3DCG character mightprovide an opportunity to facilitate interaction among participants, and also between
learners and teacher. Regarding this point, some participants mentioned, “It seems
that the activities between learners and a 3DCG character generate interaction
between learners and teacher, such as giving hints or pointing out learners’ mistakes.”
A similar suggestion is found in Kashiwagi et al. (2016).
However, in this study, participants focused more on the RFID tags in the activities.
Therefore, it is likely that they did not pay much attention to the 3DCG character. We
need to investigate further by carrying out different types of activities in whichlearners can communicate directly with a 3DCG character so that we can observe
whether or not they feel the existence of that character, and whether any changes
occur in the relationship between learners and teacher.
In addition, regarding the possibility of using 3DCG characters other than humancharacters, the following comments were made: “Animal characters, such as a dog, acat, and a rabbit are familiar in our daily lives. It could be interesting to introduce
them as 3DCG characters.”
Conclusion
In this study, we presented a method of integrating RFID tags and a 3DCG character
into a foreign language learning environment, mainly focusing on the following two
objectives: (1)In order to realize task-based style foreign language activities, RFID
tags were used to integrate realia as learning materials into the system. (2)Template
programs were considered in order to support TVML script production for 3DCG
contents.
With regard to objective (1), cards or realia were used as learning materials byattaching RFID tags to them. Learners were required to respond to the commands of a
3DCG character such as “I want an apple. Please pass me the apple,” and to select theappropriate tagged card or object. Thus, they experienced the foreign language
activities in a simulative manner.

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With regard to objective (2), the introduction of a 3DCG character was considered tohelp learners to become familiar with speaking foreign languages in face-to-facecommunication. In order to support script production for 3DCG contents, text data
files and template programs, including model dialogue patterns for the activities, wereprepared in the system. When users have only to edit the words and phrases in thedata file, the data are sent to the template program and they can easily produce 3DCG
contents.
In the experiment, 21 participants used the system as learners after receiving thenecessary instructions on how to use it. Next, they attempted to use the system in therole of the teacher. They then produced variations on the TVML scripts by editing thewords and phrases in a text file. In addition, 8 children attempted to use the system as
learners. Subsequently, we conducted a 10-item questionnaire in which each question
was designed to gather participants’ responses on the introduction of RFID tags and a
3DCG character into the system as well as on the support provided for TVML script
production.
From the results of the experiment, we found that the system with RFID tags was easy
to use and had a positive impact on the participants. This suggests that the system has
the potential to achieve task-based style activities with RFID tags, which would
broaden the variety of language activities.
Regarding script production, most participants had no problem editing the vocabulary
and expressions in the text file to increase the variation of the TVML scripts. It
seemed that each text file contained an appropriate amount of data and it was easy forthem to know where to edit. Thus, it is anticipated that teachers will easily be able toincrease the 3DCG contents for their activities, although it might be much simpler foradvanced computer users to place all the data within a single CSV file for editing
according to their comments. We found that the support provided for script
production should depend on users’ computer skill level.
Regarding the introduction of a 3DCG character, the results suggest that it is better to
use a 3DCG animated character than a 2D still character as a conversation partner.
The results also suggest that practicing with a 3DCG character can help reduce thenervousness and shyness of learners, and might help them to become familiar withreal conversation. However, regarding this point there may be individual differencesin opinion depending on age, gender and personality according to the comments of afew participants. Given the limitations of the data, we will continue to investigate
further. Additionally, we found that two-thirds of the participants felt the presence ofa 3DCG character during the activities, and some of them felt that its presence could
facilitate the interaction between learners and teacher. However, we need toinvestigate further by carrying out different types of activities in which learners cancommunicate directly with a 3DCG character.
As a continuous study, we need to investigate the following points by carrying out
different types of activities in which learners can communicate directly with a 3DCG
character: Whether or not the existence of a 3DCG character contributes to real
conversation, and whether or not the introduction of a 3DCG character enhances theinteraction between learners and teacher.

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013.pdf (accessed September 19, 2016)
Japan Ministry of Education, Culture, Sports, Science and Technology. (2009)
Ministry’s curriculum guideline for high school, Section 8 in Chapter 2
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e/2011/03/30/1304427_002.pdf (In Japanese) (accessed September 19, 2016)135

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Japan Ministry of Education, Culture, Sports, Science and Technology. (2014).
Recommendations on the present situation, result, and issues of foreign language
activities, Source 3-2: The 3rd Expert Meeting on English Education.
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2014/05/01/1347389_01.pdf (In Japanese) (accessed September 19, 2016)
Kashiwagi, H., Kang, M., & Ohtsuki, K. (2006). A study on a prototype English
conversation practice system using RFID tags. Japan Society for Educational
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Vol. 5613 of the series Lecture Notes in Computer Science, 119-128.
Kashiwagi, H., Shibuya, E., Kang, M., & Ohtsuki, K. (2016). A study on the use of awireless module for a language conversation training system using TVML characters,
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University. Part 1, Learning and curriculum development, Issue 59, 107-114. (InJapanese)
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The Application of Analytic Hierarchy Process for the Evaluation of Imaginative
Teaching Strategies
Shin Liao, National Taiwan Normal University, Taiwan
Chao-Fu Yang, Shu-Te University, Taiwan
Chui-Chu Yang, National Taiwan Normal University, Taiwan
Yi-Chen Pan, National Taiwan Normal University, Taiwan
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
As the advocacy for and importance of imagination is increasingly emphasizedaround the world, a mass fervor for imaginative education has sprung up in Taiwan.
In the domain of arts and design education, imagination means the source of creative
designs; a variety of teaching plans that arouse and promote imagination are required
to enhance students’ creativity and imagination. Therefore, the study aims at
developing imaginative teaching strategies to achieve the effect of strengthening
students’ imagination. After developing the teaching strategies and teaching contents
through field interviews, AHP questionnaires were distributed to assess the weights ofteaching strategies and teaching contents. Analysis showed both consistency ratio(C.R.) and consistency ratio of the hierarchy (C.R.H.) for all items were smaller than0.1, which conforms to the requirement of the Analytic Hierarchy Process (AHP)
theory. Research results indicated the priority of teaching strategies that stimulate
students’ imagination were: stimulation of imagination activities, stimulation ofimagination materials, stimulation of imagination pedagogy, stimulation ofimagination space, stimulation of imagination personage; overall speaking, theteaching content that encourages participation in “competitive activities” had thegreatest weight in stimulating students’ imagination.
Keywords: Imagination, Teaching Strategy, Teaching Activity, Teaching Content.

iafor
The International Academic Forumwww.iafor.org

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Introduction
Imagination is an innate power, from which individualized accomplishments can beachieved when exerted to the highest degree (Labuske & Streb, 2008; Richard & Jim,
2005). Classical masterpieces in the area of arts and literature, painting, architecture,etc. come about from the unrestrained liberal imagination of the originators. As theresults of such imagination continue to accumulate, they converge to form
civilizations, and human beings continue to exert their imagination under the
influence of civilizations, adding new elements to create even more innovative pieces
that are passed onto later generations. In the process of stimulating imagination,observation and past experience were combined to generate great creativity andinspiration through the effects of imagination; consequently, more innovative andstylish design works are created (Chang, H. T., & Lin, T. I., 2013).
Einstein said “imagination is more important than knowledge,” because knowledge islimited but the invisible imagination can overlook everything in the world,
constituting the progressive power. Guiding students to bring imagination into playfor the objective of generating creative works is an essential part in the design
curriculum. Education philosopher Greene (1995) proposed that arts may help releasestudents’ imagination. In an aesthetically rich teaching experience, “imagination”
plays an important role in interpreting the world and creating a brand-new world.
However, a study of imagination that discusses only imagination tends to be vague
and not specific enough. Imagination will have greater practical value and maximized
benefits only when it is specifically put into practice (Amabile, 1983).
Many research results of previous studies （Egan,1992; Liang 2012; Liao,2014）
showed that imagination can be cultivated, and the cultivation of imagination requires
a process of systematic teaching, which turns theoretical concepts and techniques into
explicit knowledge to be passed on to learners. In view of this, this study intends toconclude various imaginative teaching strategies and teaching contents by identifying
factors that stimulate imagination. Subsequently, the AHP is applied to find out theweights of various teaching contents, which are expected to be incorporated with
relevant teaching strategies into the “computer graphics” courses in technical colleges.
This is expected to achieve the objective of enhancing the graphical imagination andpracticing skills of senior vocational school students, and further refine the quality ofteaching. Research objectives of this study include the following:
1. Explore factors that stimulate students’ imaginations.
2. Explore teaching strategies that stimulate students’ imaginations.
3. Explore teaching contents that stimulate students’ imaginations.
Literature Review
1. Factors affecting imagination
In the process of growth and learning, factors affecting students’ learning are very
complicated. The factors may be roughly distinguished into three categories: 1.
Personal factors: intelligent capability, self-concept, learning motivation, learning
attitude and habits, and personal beliefs, etc.; 2. Family factors: socio-economic level

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Official Conference Proceedingsof family, parents’ expectations, parents’ educational philosophy, and parenting
approach, etc.; 3. School factors: teachers’ curriculum design, teaching strategies,
personality traits, classroom management, and the school’s equipment, etc. (Domina,
2005; Yu, M. N., 2006)
Factors that affect the functioning and development of imagination are similar.
Passmore (1985) believed that teachers should bring alternative approaches tothinking and diversified life experiences for students, breaking through theconventional beliefs and increasing the probability of creating novel things. Büscher
et al. (2004) sought to identify the best combination of work environment, tools to be
used, and work content for designing job in different domains. Karwowski and
Sosynski (2008) echoed the above study, stating that imagination education must be
linked with the students’ interests and habits, and on this basis, the researchersdeveloped a training activity that features a role playing game.
From previous studies, researchers believe that apart from the school factors, family
background also strongly affects students’ learning accomplishments (Tsai, Gates andChiu, 1994; Luoh, M. C., 2004), and thus some studies have focused on the influenceof family background on individuals’ learning results; for example, the influence ofparents’ educational level, occupation, and family income on students’ learning
results.
In the Equality Of Education Opportunity report (Coleman et al., 1990) proposed by
J.S. Coleman and others in 1966, it is stated that school resources had a limited
influence on students’ learning results; instead, non-school factors had a greater
influence; students coming from families of higher socio-economic status tend to haverelatively better performances in learning results.
Moreover, Mushtaq (2012) believed that a family may pass on to their children
language ability and cultural competence, and these two capabilities represent a
person’s cultural capital. School education mainly imparts the mainstream culture of
the society. A better family background means one may acquire a more abundantcultural capital, and hence learn the mainstream culture taught in school with a higher
proficiency. Therefore, people with more abundant cultural capital will achieve better
learning results in school, and hence attain a higher social status; the family’s social
status is thus replicated. Therefore, it can be easily seen that cultivation ofimagination is closely and interactively related to a person’s family environment andlearning environment.
In terms of recreational activities, Godbey (1988) believed participation in activities is
an important part of modern life. Moderate participation may promote the generationof positive emotions, and hence affect health. One may acquire a sense of competence,
sense of mastery, and sense of self-esteem, and hence develop the personality trait ofself-determination through a high level of participation in recreational activities.
When a person can make his/her own choice of activities, he/she will acquire a senseof freedom and satisfy his/her inherent motives. This helps maintain a sense of selfcontrol, thereby one may cope with the stress of life and be inspired with all sorts ofimagination.

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2. Imagination teaching strategies
The term “imagination” means boundless thinking, but how can this abstract concept
be measured? This difficult problem can only be solved through different levels ofassessment.
Many scholars tried to enhance students’ creativity through thinking training in earlier
times. This includes the Cognitive Researching Trust (CoRT) proposed by De Bono
who invented lateral thinking (1976). This program comprises six parts, each with 10
sessions which cover wide-ranging topics, such as breadth, organization, interaction,
creativity, information and affection, and action. The program may guide students’thoughts, help them observe more than the surface or immediate aspects of things, anddevelop broader perceptions and thinking skills, and thereby more appropriate
decisions can be made.
Moreover, the formerly U.S.S.R. inventor Genrich Saulovich Altshuller initiated the
TRIZ in 1946. He led the TRIZ research team consisting of dozens of research
institutes, universities, and enterprises, and through decades of analysis and researchof top-notch inventions and patents around the world (cumulated to 2.5 million
pieces), he developed the basic theory about invention issues based on dialecticalmaterialism and system theory. The core of his theory comprises the basic theory andprinciple, and the particulars include: the general theory (basic rules, method ofcontradiction analysis, grades of inventions), technology evolutionism, 39 common
engineering parameters of solutions to technological problems and 40 methods ofinvention, substance-field analysis and conversion principle with 76 standard
solutions, problem-solving procedures of invention issues, and a physical effects
database. TRIZ represents an integrated body of theories that encompasses solutions
to technological problems, various approaches and algorithms of practical andinnovative R&D.
Eberle (1971) made reference to Osborn’s checklist and proposed a kind of checklist
technique, which may be literally translated as “SCAMPER”. In fact, it consists ofseven English words, representing seven directions of improvement or change, which
help the conception of new ideas. The seven directions are:(1) S-Substitute: Consider what things, persons or elements can be substituted.
(2) C-Combine: Consider combining or blending with other things or services andbecoming one.
(3) A-Adapt: Consider if adaptation is necessary; for example, changing a function or
using a part of another thing.
(4) M-Modify: Adding or deleting specifications, changing shape, or modifying color
tones, etc.
(5) P-Put to another use: Consider if there is any other unconventional use.
(6) E-Eliminate: Can the original thing be reduced in size? Extracted? May some partsof it be omitted? Can it be made more comprehensive and more refined?
(7) R-Reverse: Re-organizing or re-arranging the original order. Or swapping the
opposite position.
Karwowski developed the Test of Creative Imagination (TCI) in the early 1990s. The
test content includes 16 main components – 4 straight lines, 4 semi-circles, 4 points,
and 4 curve line segments. Test subjects can be scored for their fluency, originality,

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and flexibility, which in turn may evaluate the subjects’ creative imaginations(Karwowski & Soszynski, 2008).
In order to make imagination more assessable, Trotman (2006) listed the following
ways to manifest imagination: 1. Observe students’ emotions, behaviors, andresponses; 2. Record conversations; 3. Observe students’ interactions; 4. Collect
students’ writing and diaries; 5. Keep photo records; 6. Use of pictures and images; 7.
Use of animations, videos, and stories; 8. Dance; 9. Compose music; 10.
Extemporaneous creations and extemporaneous speaking.
In the Two-Factor Imagination Scale (TFIS) compiled by Thompson (2011), hedistinguished the effect, process, and mechanism of imagination in the form of aquestionnaire, so that respondents would understand their own type of imagination.
Liang (2013) listed ten indicators for evaluating imagination, which were
“interdisciplinary”, “effective”, “figurative”, “dialectical”, “abundant”, “innovative”,“intuitive”, “sensitive”, “focused”, “explorative”, and on this basis, ten evaluative
questions were developed corresponding to these ten indicators.
It can be seen from the above literature review that in the scenario of a computer
graphics course, students’ understanding of the course content, their personality traits,
and differences in learning attitudes can be potential influencing factors, but teachers’delivery approach and responsiveness are even more critical factors that lead tosuccess. Teachers must adjust their teaching strategies when facing students with poor
design capability and inadequate creativity and imagination, so as to improve theresults of teaching that do not live up to expectations. Many school teachers in the
U.S. are gradually adjusting their teaching strategies and orientation now, adopting atolerant approach and stressing high-level thinking skills to guide students’ learning(Stenberg & Lubart, 1995). Despite its being an abstract concept of individuality andcreativity, imagination and its performance can still be evaluated through suchmethods as systematic teaching, testing, and learning records.
Research Design
1. Research framework
To achieve the research objectives, this study’s research framework is designed basedon the literature review and Fuzzy Analytic Hierarchy Process (FAHP), as shown in
Figure 1. Researchers tried to understand the factors that stimulate imagination first,
and devised imagination-inspiring teaching strategies through field interviews. Then,the FAHP was adopted to obtain the relative weights for various teaching strategies
and contents, and eventually teaching plans were developed.

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Figure 1 Illustration of the research framework
2. Research methods and subjects(1) Field interview
Field interviews with experts were employed in this study. First of all, relevant
literature was reviewed and collected to serve as a reference for the interview content.
Then, interviews were conducted with experienced teachers of design-related
departments in technical colleges, and by recording, organizing, and analyzing theinterview contents, opinions about factors stimulating students’ imaginations wereconcluded.
Interviewees were teachers with more than ten years of teaching experience in designrelated disciplines in northern, central, and southern Taiwan. A total of seveninterviewees were chosen, and their background information is listed in Table 1 below:
Table 1 Basic information about the interviewees of the field interviews
No.

Sex

I1

F

I2
I3
I4

M
M
M

Professional

Serving institution

title

Department of Industrial and Commercial
Design, National Taiwan University of
Science and Technology
Department of Industrial Design/Graduate
Institute of Innovation and Design, Taipei
University of Technology
Department of Arts and Design, National
Taipei University of Education

Associate

Department of Graphic Communication Arts,
National Taiwan University of Arts

Associate

Professor
Associate
Professor
Associate
Professor
Professor

I5

M

College of Design, Ling Tung University

Associate
Professor

I6

F

Department of Product and Media Design, Fo
Guang University

Associate

Department of Visual Communication
Design, Southern Taiwan University of
Science and Technology

Associate

I7

M

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Professor
Professor

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Official Conference Proceedings(2) Questionnaire survey
This study is an assessment tool for computer graphics courses oriented towards
developing imagination teaching. With the AHP questionnaire survey method, theAHP questionnaire as well as the literature review and experts’ questionnaire wereused as the basis for indicative perspectives and items after question adjustment, andthen the “AHP Questionnaire for the Stimulation of Imagination Teaching Strategies”
was developed by collecting experts’ opinions to develop teaching strategies forcomputer graphics courses that stimulate students’ imaginations.
14 teachers from technical and vocational colleges with 5 years or more of experiencein teaching computer graphics-related courses were selected and the questionnaires
were distributed. Information about the subjects of the questionnaire survey is listed
below in Table 2.
Table 2 Basic info of AHP questionnaire survey subjects
No.

Sex

Serving institution

Q1

F

Q2

M

Q3

M

National Taiwan University of
Science and Technology
Taipei University ofTechnology
Ming Chuan University

Q4

M

Taiwan University of Arts

Q5

M

Ling Tung University

Q6

F

Hsing Wu University

Q7

M

Q8

M

Southern Taiwan Universityof Science and Technology
Shu-Te University

Q9

M

Shu-Te University

Q10

M

Q11

M

Q12

M

Q13
Q14

M
M

China University ofTechnology
China University ofTechnology
National Taipei University of
Education
Taibei High School
Taibei High School

Professional
title
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Assistant
Professor
Assistant
Professor
Professor
Assistant
Professor
Assistant
Professor
Director
Teacher

Bozbura, F. T., Beskese, A., & Kahraman, C. (2007) believed the Fuzzy AHP may be
used for research questions that are difficult to quantify, including business strategies
of immature but emerging industries, the social science perspective of the resource
allocation priority, etc. Currently, imagination education is at an immature stage ofdevelopment in Taiwan, and therefore, the AHP questionnaire was adopted in thisstudy to analyze the weights among various teaching strategies.

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The questionnaire was designed as a comparative 9-point scale (9:1 to 1:9), where
paired comparisons were conducted for same-level indicators. Data obtained wereused to create a comparison matrix, from which the relative weights among the factors
can be derived, and the AHP for stimulation of imagination teaching strategies can be
developed.
The application of the AHP is divided into two parts, namely, the establishment of
hierarchy and the evaluation of hierarchy. When using the AHP, complicatedquestions are assessed by experts and scholars to identify the essential factors, which
are then expressed in a simple hierarchical structure. Afterwards, an assessment scale
is used to conduct paired comparisons of factors and establish a matrix, and then the
eigenvectors are derived. Comparisons are then made to find out the order of thehierarchical factors. Next, the consistency of the paired comparison matrix is tested toensure it is free of errors and may be used as a reference. In the AHP, consistency istested mainly with the Consistency Index (C.I.) and Consistency Ratio (C.R.). The
value of the C.I. represents consistency of earlier and later judgments, with a C.I.>0
meaning inconsistent judgments. Saaty (1980) suggested that the C.R. should besmaller than or equal to 0.1 to indicate an acceptable level of consistency.
3. Research tools(1) Open-end expert questionnaire for the stimulation of imagination teachingstrategies
To enhance imagination of students in design-related departments, the following fiveteaching strategies were sorted out from the results of the literature review. Table 3
summarizes these teaching strategies that can be applied to teaching scenarios.
Table 3 Outline of expert questionnaire
Perspectives
Stimulation ofimagination methods
Stimulation ofimagination materials
Stimulation ofimagination spaces
Stimulation ofimagination
personages
Stimulation ofInterview briefing
E.g.: Flipped classroom approach, cooperative learning, etc.
Please provide teaching methods that you think may help
stimulate imagination.
E.g.: Award-winning advertisement posters, photographs, newmedia animation, etc. Please provide teaching materials that you
think may help stimulate imagination.
E.g.: Exhibitions, large parks, etc. Please suggest spaces thatyou think may help stimulate imagination.
E.g.: New artists, students in different disciplines, friends whoare 10 years older and younger than oneself, etc. Please suggest
people who you think may help stimulate imagination.

imagination activities

E.g.: Earning a sport certificate, learning a new thing, reading a
new book, listening to never-heard before music, etc. Pleaseprovide activities that you think may help stimulate imagination.

OthersPlease give supplementary comments on other teaching methods
that may help stimulate imagination.

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Official Conference Proceedings(2) AHP questionnaire for the stimulation of imagination teaching strategies
To analyze the weights and order of the stimulation of imagination teaching strategies,
relevant information was collected based on the results of the field interviews, which
served as the basis of the questionnaire for establishing the self-developed structured“AHP Questionnaire for the Stimulation of Imagination Teaching Strategies”.
In the questionnaire, items were selected for specific hierarchies, and frequencies ofcommonly seen questions were compared. The questionnaire was designed to beanswered with a 9-point scale for paired comparisons among the selected items.
Teaching strategies developed in this study were divided into two levels – “teachingcontent” and “teaching substance”. “Teaching content” included “teaching methods”,“teaching materials plans”, “stimulate of imagination spaces”, “stimulation ofimagination personages”, and “stimulation of imagination activities”.
The levels of “teaching content” discussed included practice-oriented, inspirationoriented, game-oriented, cooperation-oriented, temperament-oriented, individualoriented, audio-visual animation, graphics and text, current news, nature, outdoor,
indoor, arts domain, non-arts domain, virtual characters, negative figures, competition,adventure, performance, outdoor visit, and recreation, with a total of 21 items. The
hierarchical structure is illustrated in Figure 2:
Stimulation of imagination teaching strategies
Teaching
methods

Teaching
materials plans

Spaces

Personages

Activities

▼

▼

▼

▼

▼

Practiceoriented

Audio-visual
animation

NatureArts domain

Competition

Inspirationoriented

Graphics andtext

OutdoorGame-oriented

Current news

IndoorNon-arts
domainVirtualcharacters
Negative
figures

Adventure
Performance

CooperationVisitoriented
TemperamentRecreation
oriented
Individualoriented
Figure 2 Hierarchical framework for the stimulation of imagination teachingstrategies

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4. Data processing
Teaching
strategies

Stimulationofimagination
methods

Stimulationofimaginationmaterials

Stimulationofimagination
spacesStimulationofimagination
personages

Stimulationofimagination
activities

Interview results
I1: Interdisciplinary cooperative teaching, Context Mapping
approach
I2, I3: Brainstorming, IDEO innovative thinking, World Café
approach
I4: Demonstration teaching, industry-academia cooperation
I5, I7: Cooperative learning, teaching with cases, teamteaching, inspirational teaching
I6: Game approach, scenario demonstration, critics, etc.

I1: Life experience scenarios, natural structures and materials
I2, I3, I4: Award-winning pieces in international designcompetitions, stimulating imagination by identifying
inconveniences or problems in life.
I5: Technological products
I6, I7: Movies, music, topics from current affairs, living
environment
I1: Design targets and user spheres, jumping out of the daily
conventional sphere
I2, I3, I5, I6: Approaching nature, design-related exhibitions,museums, art galleries
I4: Subjective experiential spaces, cultural and creative zones,
professional bookstores, professional interest groups
I7: Train stations, cinemas, crowded public spaces
I1: Extreme users, story-tellers
I2: Jimmy Liao, interdisciplinary community members
mutually stimulating imagination
I3: Philippe Patrick Starck, Da Vinci
I4: Renowned industrial celebrities, professional seniorteachers, new friends
I5: Steve Jobs, Wang, Weoi-Jong, Da-Wei Sun, Xu, Yi-Ming,(Jie-Min Wu, DreamWorks, Disney, and other animation
makers
I6: Pop stars, animation cartoon characters
I7: Positive figures (e.g., Mayday, Chu Chen, Yen, ChangShou, Bill Gates), negative figures (e.g., Zheng Jie, drugaddicted artists, drunk driving incidents
I1: Chats with people who have different life experiences,engaging in hands-on activities such as gardening, blockbuilding
I2: Developing courage of making new attempts by travelingor appreciating artistic activities, biannual life-risking
activities
I3, I4: Brainstorm training activities, relaxed time, after a bathor shower
I5, I6, I7: Role-playing, visiting activities, artistic activities,
sharing of story inspiration, experiential activities, special
projects and reports, competitive activities

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Generalsummary
Practiceoriented
Inspirationoriented
Game-oriented
Cooperationoriented
Temperamentoriented
Individualoriented
Audio-visualamination
Graphics andtext
Current news
NatureOutdoorIndoorArts domain
Non-arts
domainVirtualcharacters
Negative figures

Competition
Adventure
Performance
Visit
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Based on the data collected, Expert Choice 2000 was adopted for statistical analysis.
With the paired comparison matrix derived from the study, a consistency test was
carried out for the weights of the overall hierarchical indicators, and then the relative
weight of each perspective and attribute was established. The consistency test aims tofind out the Consistency Index (CI), so as to check if the paired comparison matrix
derived from the respondents’ answers was a consistent matrix. Apart from assessing
the decision-makers’ judgments, the consistency test may also be applied to theoverall hierarchical structure.
As a consistency benchmark, Saaty (1980) suggested a C.R.≦0.1 acceptable error forboth assessing the decision-makers’ judgments and testing the hierarchical structure,so that consistency may be guaranteed.
The Expert Choice software used in this study expressed a C.R. with the overallinconsistency test, which reached the threshold of ≦0.1 in all of the teaching methods(.00), teaching material plans (.00), spaces (.01), personages (.01), and activities (.01)
questionnaires. This means the overall factor hierarchy structure is consistent, and therelative weights derived are acceptable, indicating a good reliability of this study.
Data Analysis and Discussion
1. Analysis of interview results
In this study, seven teachers with more than ten years’ teaching experience in designrelated disciplines in northern, central, and southern Taiwan were interviewed to seek
their opinions on teaching strategies that stimulate students’ imaginations. Their
opinions are summarized below:
Table 4 Analysis of interview results
2. Analysis of the results of the AHP weighing questionnaire
After reorganization, stimulation of imagination teaching strategies are distinguishedinto 5 major categories and 21 teaching contents. These were modified according tothe opinions obtained from the expert questionnaire survey, and paired comparisonsof various levels of indicators were conducted based on the semantic scale in order toderive the relative weights among the different levels of indicators. The consistency
test and weights of the different levels of indicators are described below:(1) Teaching strategies
Among the stimulation of imagination teaching strategies, the “stimulation ofimagination activities” (.330) had the greatest weight, followed in sequence by the“stimulation of imagination materials” (.206), “stimulation of imagination methods”(.179), “stimulation of imagination spaces” (.168), and “stimulation of imagination
personages” (.116), as shown in Table 4 below.

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Table 4 Weights and order of stimulation of imagination teaching strategies
Perspectives

Weight Order

Teaching
activities
Teaching
materials
Teaching
methods
Size of spaces
Personages
Overall inconsistency = .01

1

.330

2

.206

3

.179

4
5

.168
.116

(2) Teaching contents
Among the contents of various teaching strategies, in the stimulation of imagination
methods, the “practice-oriented” approach (.256) had the greatest weight, followed insequence by the inspiration-oriented approach (.200), game-oriented approach (.200),
cooperation-oriented approach (.139), temperament-oriented approach (.121), andindividual-oriented approach (.085).
In the stimulation of imagination materials, audio-visual amination (.596) had thegreatest weight, followed in sequence by graphics and text (.207), and current news(.197).
In the stimulation of imagination spaces, nature (.407) had the greatest weight,
followed in sequence by graphic outdoor (.2997), and indoor (.294).
In the stimulation of imagination personages, artistic domain (.459) had the greatest
weight, followed in sequence by graphics and text (.233), virtual characters (.182),
and negative figures (.126).
In the stimulation of imagination activities, competition (.285) had the greatest weight,
followed in sequence by adventure (.226), performance (.223), visits (.137), andrecreation (.130).
Table 5 Weights and order of stimulation of imagination teaching contents
Teaching
Teaching contents
WeightOrder
strategies
Practice-oriented.2561
Inspiration-oriented .200
2
Teaching
methods

Game-oriented
Cooperationoriented
Temperamentoriented
Individual-oriented

148

.200
.139

3
4

.121

5

.085

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Teaching
materials
Size ofspaces

Official Conference Proceedings

Audio-visualamination
Graphics and text
Current news
NatureOutdoorIndoorArtistic domain
Non-artistic
Personages domain
Virtual characters
Negative figures
Competition
Adventure
Teaching
Performance
activities
Visit
Recreation
Overall inconsistency = .01

.596

1

.207
.197
.407
.299

2
3
1
2

.294

3

.459

1

.233

2

.182
.126
.285
.226
.223
.137
.130

3
4
1
2
3
4
5

3. Series of hierarchical analysis
According to the above weighing of the different levels of factors, the calculation of
the overall hierarchical weights was then conducted to prioritize the demand forvarious capability indicators. Among them, participating in “competition” had thegreatest weight (11.5%) for stimulating students’ imaginations. The other analysis
results of the overall hierarchical weighing are listed below in Table 6.
Table 6 Series of hierarchical analysis of the stimulation of imagination teachingcontents
Overall weighing
Order
Items
order
1
Competition
0.115
2
Adventure
0.091
3Performance
0.09
Audio-visual animation
4
0.072
materials
Practice-oriented
5
0.062
approach
6
Nature0.059
7Visits0.055
8Recreation
0.052
Inspiration-oriented
9
0.049
approach
Game-oriented
10
0.049
approach11
Outdoor spaces
0.043

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Indoor spaces
People from artistic
domainCooperation-oriented
approachTemperament-oriented
approachGraphics and text
materials
Current news materials
Individual-oriented
approach
People from non-artistic
domainVirtual characters
Negative figures
Overall inconsistency = .01

0.042
0.04
0.034
0.029
0.025
0.024
0.021
0.021
0.016
0.011

12
13
14
15
16
17
18
19
20
21

Conclusion and Recommendations
1. Factors that stimulate students’ imaginations
Factors that may stimulate students’ imaginations in teaching include: encouraging
participation in activities, using a brainstorming approach, planning suitable teachingmaterials, visiting different venues, observing different people, etc.
2. Teaching strategies that stimulate students’ imagination
Five teaching strategies that may stimulate students’ imaginations are developed inthis study; they are listed below in order of weight: teaching activities (0.330),
teaching material plan (0.206), teaching methods (0.179), spaces (0.168), andpersonages (0.116).
3. Teaching contents that stimulate students’ imagination
21 teaching contents that may stimulate students’ imaginations are developed in thisstudy; they are listed below in order of weight:(1) Teaching activities: competition (0.285), adventure (0.226), performance (0.223),
outdoor visits (0.137), recreation (0.13)(2) Teaching material plans: audio-visual animation (0.596), graphics and text (0.207),
current news (0.197)(3) Teaching methods: practice-oriented (0.256), inspiration-oriented (0.2), gameoriented (0.2), cooperation-oriented (0.139), temperament-oriented (0.121),
individual-oriented (0.085)(4) Teaching spaces: nature (0.407), outdoor (0.299), indoor (0.294)(5) Teaching personages: artistic domain (0.459), non-artistic domain (0.233), virtual
characters (0.182), negative figures (0.126)
Acknowledgements
This work is supported by the Ministry of Science and Technology, Taiwan, under
grant numbers 102-2511-S-003 -062 -MY3.

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References
Adams, T. (2003). Image, imagination, constructing gender through visual
representation in search for the ideal. European Journal of Psychotherapy &Counselling, 6(4), 317-326.
Amabile, T. M. (1983). The social psychology of creativity: A componential
conceptualization. Journal of personality and social psychology, 45(2), 357.
Bozbura, F. T., Beskese, A., & Kahraman, C. (2007). Prioritization of human capital
measurement indicators using fuzzy AHP. Expert Systems with Applications, 32(4),1100-1112.
Büscher, M( 2004). Forthcoming, Social Life under the Microscope? SociologicalResearch Online.
Chang, H. T., & Lin, T. I. (2013). Discovering Taiwanese design college students’learning performance and imaginative capacity. Thinking Skills and Creativity, 10,23-39.
De Bono, E. (1976). Teaching thinking. London: Temple Smith.
Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness ofparental involvement in elementary school. Sociology of education, 78(3), 233-249.
Egan, K.(1992).Imagination in teaching and learning: Ages 8 to 15.London:Routledge.
Goel, P. S., & Singh, N. (1998). Creativity and innovation in durable productdevelopment. Computers & Industrial Engineering, 35(1), 5-8.
Goodale, T., & Godbey, G. (1988). The evolution of leisure: Historical andphilosophical perspectives. Venture Publishing, Inc.
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, andSocial Change. The Jossey-Bass Education Series, 350 San Francisco.
Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination?
Assumptions, aims and effectiveness of role play training in creativity (RPTC).
Thinking Skills and Creativity, 3, 163–171.
Labuske, K., & Streb, J. (2008). Technological creativity and cheap labour?
Explaining the growing
Liang, C., Hsu, Y., Chang, C. C., & Lin, L. J. (2013). In search of an index ofimagination for virtual experience designers. International Journal of Technology and
Design Education, 23(4), 1037-1046.
Liao, S.(2014) The Relation of Imagination and Learning Performance of theAdvertising Design Students toward Project Study Courses in Vocational HighSchool. Journal of CAGST, 468-482.

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Luoh, M. C. (2004) . Educational Opportunities and Family Background in
Taiwan .Economic Review, 9(1), 65-86.
Luoh, M. C. (2014).Educational Opportunities and Family Background in
Taiwan,Taiwan Economic Review, 32(4), 417 - 445.
Mushtaq, S. N. K. (2012). Factors affecting students’ academic performance. Global
Journal of Management and Business Research, 12(9).
Passmore, J. (1985). Educating for the twenty-first century. Quadrant, 29(8), 11.
Richard, F., & Jim, G. (2005). Managing for ceativity. Harvard business review, 8-16.
Saaty, T.L. (1980). The Analytic Hierarchy Process, New York: McGraw Hill.
International, Translated to Russian, Portuguese, and Chinese, Revised editions,
Paperback (1996, 2000), Pittsburgh: RWS Publications.
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a
culture of conformity. Free Press.
Trotman, D. (2006). Interpreting imaginative lifeworlds: Phenomenologicalapproaches in imagination and the evaluation of educational practice. Qualitative
Research, 6(2), 245-265.
Tsai, S. L., Gates, H., & Chiu, H. Y. (1994). Schooling Taiwan's women: Educational
attainment in the mid-20th century. Sociology of Education, 243-263.
Wind, Y., & Saaty, T. L. (1980). Marketing applications of the analytic hierarchy
process. Management science, 26(7), 641-658.
Yu, M. N.（2006）.Discussion of factors affecting learning achievement.
Educational materials and research Bimonthly.73,11-24.
Contact email: sliao@ntnu.edu.tw

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Development of an Introductory Programming Education System
by Automatic Generation of Lecture Slides
Tatsuyuki Takano, Kanto Gakuin University, Japan
Osamu Miyakawa, Tokyo Denki University, Japan
Takashi Kohama, Tokyo Denki University, Japan
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Abstract
The learning of programming has become easy because the online learning of
programming has spread globally. Such e-learning systems execute programs inwhich students can create and evaluate programming exercises. Coding a program has
a number of steps, such as declaration variables and methods. However, e-learning
systems for general programming do not evaluate programs in the middle of coding.
We developed the system evaluated in the middle of creation of a student's program.
Thus, on detecting an error in the program, the system will point it out. In this system,
since it had pointed out by the correction videos prepared beforehand, concrete
directions cannot be performed. Hence, we developed a system that can automaticallygenerate slides containing contents of advice. This paper describes our system indetail.
Keywords: programming education, software engineering, e-learning

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Introduction
The learning of programming has become easy with the global spread of the online
learning of programming. Such e-learning systems execute programs in which
students can create, as well as evaluate, programming exercises. The coding of aprogram involves many steps, such as declaration variables and methods. However,an e-learning system for general programming does not evaluate the program in the
middle of coding. Hence, we developed a system that can evaluate a student's
program in the middle of coding (Tatsuyuki, Kentaro, Takashi, & Osamu, 2015).
Therefore, if the system finds an error in the program, it will point out the error. In thesystem, since it had pointed out by the correction videos prepared beforehand,concrete directions cannot be performed. We developed the system to generate
automatically slides of the contents of advice. This paper describes the details of thesystem.
The flow of learning using the system
Candidates are students of the beginner who learn Java programming. The contents
exercised using the system are creating the skeleton of a program from the class
diagram of UML.
A student learns the correspondence of a class diagram with a program by creating askeleton of the program using the system. Figure 1 shows the flow of learning using
the system. The main study methods are the same as those used in the previous system.
A student creates a program with reference to the class diagram. Further, if a program
has errors, the system will point them out and the student will correct the program
according to the indication. The indicated error is shown as not only a compilation
error but also a class or method name misspelling. There is no major change in thealgorithm that judges errors. The differences between the previous system and thisone are shown as follows:
1. The lecture video is changed into a lecture slide.
2. When there are two or more errors, the system indicates more than one.
3. When the correction of an error is finished, it is judged immediately.
First, the system can now give directions to a student by specifying a concrete classname in a lecture slide. Second, while only one screen was displayed in the previous
system, multiple screens could be displayed simultaneously in this system.
Furthermore, this system can point out an error precisely by using the character stringof the error parts. Third, the earlier system judged when the correction of an error in a
program was over and the cursor moved to the following line. However, this systemjudged correctly for every character.

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Figure 1: Flow of learning using the system.
The appearance of the system
Figure 2 depicts a general view of the system. It is developed as a web system, and a
student uses the system using a web browser. The composition of the screen is shownin Figure 3.
The screen composition of the system is as follows:
1. Lecture slide
2. Class diagram
3. Editor
A lecture slide gives three types of information: Displays the directions of the creating
program, indicates errors, and judges the completion of the program. A class diagramshows the declaration of the program to exercise. The editor is equipped with theauto-indent function and syntax highlight of Java.

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Figure 2: Appearance of the system.

1
3

2

Figure 3: Composition of the screen.
System Integration
The composition of the system is shown in Figure 4. It consists of server client forms.
The server is developed using Grails, which is a web framework created by Groovy.
Groovy is one of the programs operated by the Java Virtual Machine.
On the server side, the syntax analysis of a correct answer program and collection of a
student's data are performed. The client side consists of mainly HTML and JavaScript.
JavaScript is performing the generation of a lecture slide, lexical analysis of a
student's program, and judgment of errors. An error shows the judgment result of a

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spelling error, inserting words, and deleting words for a class name, a method name,or a reserved word in Java. Further, the kind of sum total is 69 patterns. The data of
the syntax-analysis result of a correct answer program, and so on, are acquired using a
JSON form.

Figure 4: System integration.
Conclusion
In this research, when a student created a source code in accordance with a lecture
video and an error was detected in the student’s code, the system switched to a slidethat urged error correction. The error correction slides of this system support 69 major
types of errors made by students. The developed system was able to indicate two or
more errors. Moreover, the system is ready for test employment in a real-world
lecture setting, to acquire student data, and to be evaluated.

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References
Tatsuyuki, T., Kentaro, M., Takashi, K., & Osamu, M. (2016). Development of asystem using interactive video for novice programmers. Proceedings from The Asian
Conference on Society, Education & Technology 2015, 195–200.
The Grails Framework. Retrieved from https://grails.org/.
The Groovy programming language. Retrieved from http://groovy-lang.org/.

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A Reader of Gesture-Based Accessibility User Interface Design for Visually
Impaired Children
Jin-Ting Jheng, Dept. of Computer Science and Communication Engineering,
Providence University, Taiwan
Hsiao Ping Lee, Dept. of Medical Informatics,
Chung Shan Medical University, Taiwan
Tzu-Fang Sheu, Dept. of Computer Science and Communication Engineering,
Providence University, Taiwan
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Abstract
A mobile application, called READ, is developed in this paper to provide visually
impaired children more friendly way of reading. This system includes accessible
mobile app and book library in the cloud. In Taiwan, there is a special kind of books
designed for children, which contains both braille and print characters on the same
page. This kind of books is very useful for visually impaired children who startlearning braille and their sighted parents or teachers can read with them. The
proposed app is designed to assist visually impaired child in reading this kind ofbooks. When visually impaired children get a book on the bookshelf, at home or in alibrary, they can scan the barcode on the book by the camera on the smart phone, thenthe proposed app READ will download the content in the cloud library and startreading the book with text-to-speech (TTS) technology to children. A non-directional
barcode scanning technology is designed in the proposed app for fast recognition, andthus the barcode does not have to be focused and straight in the camera screen.
Furthermore, unlike the common design concept that is based on buttons, gestures
become the mainly user interface for visually impaired people. Users do not need tofind the position of the buttons. Using gesture-based design the whole touch screen is
the sensing area, which is more convenient and friendly for visually impaired
children.
Keywords: accessibility user interface, visually-impaired children, gestureiafor
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Background
There are 56,000 persons with vision impairment in Taiwan, but only small parts ofthem, especially children, know how to use braille. Most visually impaired children
are not familiar with braille and computers, and thus family members, teachers, orvolunteers have to read for them. However, this way cannot be available to themaround the clock. Another way to read is to listen to audio books. But recording audio
books usually take a long time, and the volume of available audio books is limited. To
provide visually impaired children an alternative way of reading, to enhance their skill
to use braille, and to promote parent-child co-reading activities, we design andimplement an APP, called READ, and a cloud library, to offer visually impaired
children an alternative way of reading and promote parent co-reading activities.
Voice Over is a screen readers built in Apple’s iOS system, which is classified as anaccessibility feature for people with vision impairment. You can easily manipulate itwith simple gestures on your iOS devices. Voice Over can use braille keyboard,which supports 6 dot and 8 dot braille, without third-party entities. Voice Over works
with built-in iPhone apps, but not all commercial apps. It’s a very useful function forthevisually
impairedpeople.
Please
refer
to
APPLE
Website(http://www.apple.com/accessibility/iphone/vision/).
In Taiwan, there is a special kind of books designed for children, called dual-view
book here, which contains both braille for the blind and print characters for thesighted person on the same page. This kind of books is very useful for visually
impaired children who start learning braille and their sighted parents or teachers canread with them. Dual-view books can make teacher understand the reading situationof visually impaired students, and give them timely guidance. Therefore, the braillebooks can realize the co-reading activities.
Research methods
The proposed app, READ, focuses on visually impaired children mainly. Even youth
children can acquire how to use it. The app READ runs on iOS system, and can be
downloaded from Apple Store. Eduardo Ghidini, Wagner D. L. Almeida, Isabel H.
Manssour and Milene S. Silveira (2016) indications that interfaces that provide
different forms of interaction, such as voice, touch and vibration, do facilitate the useof applications for the visually impaired. With friendly interface and voice guidancesystem, visually impaired children can use READ without parents’ help. The visually
impaired children can listen to the books they want with this APP. In addition, theparents can use the recording function of the app to make audio story with their own
voice for their child to accomplish the purpose of parent-child reading. David
McGookin, Stephen Brewster and WeiWei Jiang (2008) said touchscreen computing
devices such as the iPhone are becoming more common. João Oliveira, Tiago
Guerreiro, Hugo Nicolau, Joaquim Jorge and Daniel Gonçalves (2011) said good
spatial ability is still required to have notion of the device and its interface, as well as
the need to memorize buttons’ positions on screen. These abilities decay especiallyfor young or old people. Therefore, the operation concept of the proposed app READ
is based on gestures instead of buttons. As whole touch screen is the sensing area,
users don’t need to focus on the position of a button anymore. Button-based userinterface is not friendly for visually impaired people, especially young children who

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seldom use the smart phone. It usually takes a long time to find a button on the screen,
while they need to memorize the position of each button, tap on the correct location,and listen to the guidance before using it. This process is very inconvenient, and needa lot of time to adapt it. On the contrary, in the proposed gesture-based app READ,
the whole touch screen is a sensing zone. The visually impaired people don’t need tomemorize the position of each button, which is more convenient and friendly.
Research results
The proposed app READ run on iOS 6.0 and can be free downloading from Apple’s
App Store. Cooperating with Taiwan National Library of Public Information, the app
links to the library’s book database for the blind. This app has voice guidanceassisting the visually impaired children in using the app by themselves. When thechild wants to read a book, they can use this READ to scan the barcode on the book.
READ will automatically connect to the library’s book database, download the book’s
text file and play this book with text-to-speech (TTS) technology. READ also has arecording function, where parents or teachers can use this to record an audio book fortheir children or students. Then children can choose either TTS or audio made byparents or teachers to listen to the book. In addition, if there are volunteers who hadrecorded audio books stored in the database, children can also choose the audio
version.

Tap the tree toscan a barcode

Figure 1. The main page.

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Figure 2. An example of using READ.

Tap to play or pause thestory

Figure 3. Enter the reading page

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READ provides three main functions, scanning a barcode (tap the tree as shown in
Figure 1), reading history (tap the ‘H’ as shown in Figure 1) and recording a story (tapthe ‘R’ as shown in Figure 1). First, users need to log-in to use this app. Secondly, use
READ to scan a book’s barcode, and then the app will download the text file from thedatabase, and start to play the book with text-to-speech (TTS) technology. We use a
non-directional barcode scanning technology, and thus as long as the barcode is in therange of the camera, it can scan successfully. Figure 2 illustrates an example of using
the proposed app READ.

Figure 4. The gestures provided in READ.
In the playing page, as shown in Figure 3, the app plays a book sentence by sentence,with both words shown on screen and voice generated by TTS. When you tap on
screen, the audio pauses; when you tap again, it continues. You can also go back to
the previous sentence or jump to the next sentence any time by touching the screenwith gestures. There are six gestures provided in this app, and different gesturesindicate different actions, which are shown in Figure 4.

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Figure 5. Reading history.

Re-recording
or play
Change the sentence
RecordFigure 6. The recording page.

Save the recording

Reading history, as shown in Figure 5, allows parents to know which books thechildren had read, how many times they read this book, and the last time they readthis book. When you double tap one entry, READ will open the book and go to theplaying page automatically. Therefore, children can easily access and read the recent
books again.
The recording function provides sentence by sentence recording feature, which
parents can easily record an audio book. The recording page is shown in Figure 6.

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Conclusions
The traditional button-based user interface design is very inconvenient for visually
impaired people. Therefore, the proposed app READ uses gesture-based interface
design, where the whole touch screen is the sensing area, and the visual impaired
children can control the app more easily and accessibly. Using this app, visually
impaired children can scan the barcode on the book borrowed from the library andread the book easily. Additionally parents can record audio books for their child,
which encourages children reading more. The app is now available at Apple’s app
store(https://itunes.apple.com/tw/app/shuang-shi-shuoshu/id989049054?l=zh&mt=8 ).

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References
Andrea R. Kennel (1996). Audiograf: a diagram-reader for the blind. New York:ACM.
David McGookin, Stephen Brewster, WeiWei Jiang (2008). Investigating touchscreen
accessibility for people with visual impairments. New York: ACM.
Dianne T.V. Pawluk, Richard J. Adams, Ryo Kitada (2015). IEEE Transactions on
Haptics. Designing Haptic Assistive Technology for Individuals Who Are Blind or
Visually Impaired, 8, 258-278.
Eduardo Ghidini, Wagner D. L. Almeida, Isabel H. Manssour, Milene S.
Silveira(2016). Developing Apps for Visually Impaired People: Lessons Learned from
Practice. DC, USA: IEEE Computer Society Washington.
Ender Tekin, James M. Coughlan (2010). A Mobile Phone Application Enabling
Visually Impaired Users to Find and Read Product Barcodes. Vienna, Austria:
Springer Berlin Heidelberg.
João Oliveira, Tiago Guerreiro, Hugo Nicolau, Joaquim Jorge, Daniel Gonçalves(2011). Blind people and mobile touch-based text-entry: acknowledging the need for
different flavors. New York: ACM.
Shaun K. Kane, Jacob O. Wobbrock, Richard E. Ladner (2011). Usable gestures forblind people: understanding preference and performance. New York: ACM.
Tiago Guerreiro, Paulo Lagoá, Hugo Nicolau, Daniel Gonçalves, Joaquim A. Jorge(2008). IEEE Computer Society Press Los Alamitos. From Tapping to Touching:
Making Touch Screens Accessible to Blind Users, 15, 48-50.
APPLE website：http://www.apple.com/accessibility/iphone/vision/.
Contact email: fang@pu.edu.tw

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The Factors Affect Performance of Public Health Personnel Affiliated with
Network Institute of Public Health and Medical Technology College
toward ASEAN Communities
Tharin Sukanun, Sirindhorn College of Public Health Chonburi, Thailand
Hattaya Petcharoen, Sirindhorn College of Public Health Chonburi, Thailand
The Asian Conference on Society, Education & Technology 2016
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Abstract
As network institute of public health and medical technology college(NIoPH&MTC)
is going to take part in ASEAN community, it is important for the public healthpersonnel to improve their potential so that they can fit into life within ASEAN. The
research was aimed at studying the factors that affect the performance of public healthpersonnel toward Asean communities. Means of simple random sampling technique
was used to collect 272 samples from public health personnel. The reliability of theoverall questionnaire was 0.77. Data analysis was carried out in term of percentage,
mean and multiple regression analysis. The results were found as follows: selfefficacy and expectancy on operating were identified for predicting ability on
operating of public health personnel significantly (p <.01) by 46.60 percent of
accuracy. Thus, it is necessary to empower public health personnel in upgrade selfefficacy with management and public health networking and higher expectancy on
operating with knowledge and essential skills required to perform medical and publichealth may be training or making a study trip to other agencies that are leading in the
country or in ASEAN. This should contribute to health personnel for developing
competency.
Keywords: factor affect, public health personnel, performance, network Institute of
public health and medical technology college

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Introduction
As Thailand is going to take part in ASEAN community, it is important for the publichealth personnel to improve their potential so that they can fit into life within ASEAN
and play a vital role in the provision of health care globally link closely to the
productivity and quality of care provision within health care organization. The
Ministry of public health needs to prepare the workforce for the development of highpotential and adapt quickly to the changes that will occur in the ASEAN community.
Health problems such as inadequate number of personnel to support the increasing
number of public health issues more. The lack of fairness in the distribution of
personnel. Potential employees are also limited in dealing with more sophisticatedhealth problems. The need to accelerate the development of human resources, quality
and service models to prepare as well. Although health personnel, have a
responsibility to use their knowledge and skills in professional practice to their fullpotential. So you can see that the development of human resources is a criticalmission component of management requires both art and science of planning,
manpower recruitment, selection process, place the right man on the right job and to
make the most potential of the workforce, to keep them working to ultimate outcome.
Following concept that Albert Bandura 's theory of Self- Efficacy Theory that it is theprocess of human thought to be considered as promoting motivation in humanoffensive behavior to the operational aspects. The belief that we can change thebehavior of the three factors is the personal factor, behavioral condition term andconditions, the environment, and found that if a person has high self- efficacy, and is
expecting results from higher performance. People tend to do the exact behavior.
In accordance with Jitaram p.(2013) was found that the self-efficacy and expectancy
the results of operations were positively correlated with the health practitioners in thecommunity of healthy families were statistically significant, the level of .05. In
accordance with Hanan Al-Ahmadi (2009) was found that job performance ispositively correlated with organizational commitment, job satisfaction and personal
and professional variables. Both job satisfaction and organizational commitment arestrong predictors of nurses' performance. Job performance is positively related tosome personal factors, including years of experience, nationality, gender, and marital
status. Level of education is negatively related to performance. In accordance with
Magdalene Hilda\Awases(2006) It was found that factors affecting the performance ofnurses negatively were identified such as: lack of recognition of employees who are
performing well, quality performance outcomes and an absence of a formal
performance appraisal system and poor working conditions. Various factors
contribute to both the positive and negative performance of professional nurses in
Namibia. This study emphasis the importance of developing strategies to promote theperformance of nurses; build knowledge and expertise; develop mechanisms for
improving the performance of nurses; expand leadership and management capacity;and generate information and knowledge through research. However, factors affecting
the performance of public health personnel affiliated with NIoPH&MTC toward
ASEAN communities have not yet been examined. There is a need to seek evidence
about their performance and to develop strategies to monitor and improve theirperformance.

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Objective
The objective of this study was to determine the factors which positively andnegatively affect performance of public health personnel affiliated with
NIoPH&MTC.
Definition of key concepts
Performance of Public Health Personnel: it is about working for increasing the overall
productivity of an agency include 7 parts; 1) Knowledge of medicine and publichealth 2) professional skills 3)Self-improvement and research 4) Partnership network
5) Management 6) Ethics and 7) Cultural
Self-efficacy: the extent or strength of one's belief in one's own ability to completetasks and reach the performance of Public Health Personnel.
Expectancy: the feeling that you have when you are expecting something especiallyultimate outcomes of the performance of Public Health Personnel.
Conceptual Framework
Independent Variables

Dependent Variables

Biography-age-working experience-role status

performance of public healthpersonnel include 7 parts:-knowledge of medical andpublic health,-professional skills,-self-improvement and research,-partnership network,-management,-ethics,-culture- Self-efficacy of public healthpersonnel-Expectancy of public healthpersonnel
Pic1.

Conceptual Framework of the factors affect performance of public healthpersonnel affiliated with NIoPH&MTC toward ASEAN communities.

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Population and sample
Population is the public health personnel affiliated with NIoPH&MTC totaling 850
persons, using Taro Yamane’s formula (1973), which sample size of 272 was selected
as the formula

N
n=
1+Ne2

N = number of population = 850 persons
n = sample sizee = error value = 05 % (0.05)
calculation:n=

850
1 + 850(.05) 2

=

850
850
=
1 + 2.125 3.125= 272 persons
Research tools
The researcher studied and reviewed data from various theoretical concepts andrelated research, guideline for creating a research tool. Survey data were collected byquestionaire, consisted 3 parts Part 1 personal characteristics, Part 2 Inputs 2 sections:self-efficacy and expectancy of public health personnel on performance It was ameasure of 5 levels (strongly agree, agree, not sure, disagree and strongly disagree), tomeasure their opinions in relation to given statements. The basis of its interpretation
was divided into 3 levels of good, fair and poor (score 3.661 to 5.000, 2.331 to 3.660
and 1.000 to 2.330), respectively. Part 3 performance of public health personnel 7
parts; 1)knowledge of medicine and public health 2) professional skills 3) selfimprovement and research 4) partnership network 5) management 6) ethics and 7)
cultural It was a measure of 5 levels (always, often, sometimes, seldom and never).
Data collection method
A questionnaire was designed in line with the objective and literature review,
consisting of closed-ended questions. Respondents indicated their responses on a
Likert scale for agreement levels. The questionnaires, together with a return envelope,
were delivered personally by the researcher to the research manager of each college.
During these visits the aim, importance of the study and questionnaire return dates,
were explained. Of the 300 questionnaires that were distributed, 272 were returned.
Validity and reliability
Monitoring tool, the researcher developed a questionnaire that was validity of content
by experts, reviewed the content and accuracy of language. Then updated to be trial
with another group. Reliability of the instrument was determined by means of the
Cronbach’s Alpha, testing the internal consistency of items. The reliability of every
items was adequate, recorded a reliability of 0.77, then the researcher used this tool tostudy a real sample.

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Data analysis
Data analysis was carried out in term of percentage, mean, standard deviation,correlation and multiple regression analysis. The statistical analysis program SPSS
was used to analyze the data.
Ethical considerations
This study was approved by the ethics committee of the Sirindhorn College of Public
Health, Chonburi (SCPHC), Thailand. Respondents were informed about theobjective of the study, their voluntary participation and their right to withdraw fromthe study at any time. Anonymity and confidentiality were ensured by providing selfaddressed envelopes with all questionnaires, requesting respondents not to write theirnames on the questionnaires.

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ResultOf the respondents 34.7% were between 30–49 years of age, their average age is 40.9
years old, and most of them 65.8% were married, 75.0% were females and 52.2%
had master degree (in public health/nursing/education ). A third of the respondents
had worked as professional nurse 32.7%, instructor, pharmacist, dentist and publichealth personnel 23.5%, 18.0%, 15.1% and 10.7%, correspondingly. Besides, theyalso had an average of about 16.2 years working experiences and 84.9% of the
respondents were working as a staff / lecturer, only 15.1% were administrator. (Table
1)
Table 1 Classified bibliography of respondents
bibliography of respondents

numberGendermale
68
female204
Age ( = 40.91 S.D. = 10.79 )72
21 - 30 ปี
52
31 - 40 ปี
82
41 - 50 ปี
66
51 - 60 ปี
Education
Bachelor degree99
Master degree142
PhD degree
31Role status
Administrator
41
Staff / lecturer
231
Position
Nurse
89
Health lecturer
64
Pharmacist
49
Dentist41
Other
29
Working experience( = 16.2 S.D =10.9)
10 year or less than105
11 – 20 year
64
21 – 30 year74
31 – 40 year
29

percent
25.00
75.00
26.47
19.12
30.15
24.26
36.40
52.20
11.40
15.07
84.93
32.72
23.53
18.01
15.07
10.66
38.60
23.53
27.21
10.66

The level of self-efficacy of the respondents was fair (62.1%) with a mean score of
3.9 ± 0.6. The level of expectancy of the respondents was high (54.4%) with a meanscore of 4.3 ± 0.4. (Table 2)

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Table 2 Classified opinion factor levels of respondents in 3 groups
factorlevels of respondents in 3 groups (%)
high

fair

Self-efficacy

85(31.3)

shouldimprove
169(62.1) 18(6.6)

Expectancy

148(54.4)

114(41.9) 10(3.7)

The results revealed that there was no statistically significant relationship between
demographic factors and personal attributes of participants, namely age, role status
and working experience. Self-efficacy of the respondents, as a whole, were found tohave a moderate and positive relationship with performance public health personnel (r= 0.623, p-value < 0.001). Expectancy of the respondents, as a whole, were found tohave a moderate and positive relationship with working performance (r = 0.651, pvalue < 0.001).
The Stepwise multiple regression analysis showed that two of the five factors (age,role status, working experience, self-efficacy and expectancy) were statisticallysignificant predictors of the performance of public health personnel. These significant
predictors were self-efficacy and expectancy of public health personnel. The
estimated regression equation was significant at 0.01(p<0.01), implying that these twovariables (self-efficacy and expectancy) have an impact on performance evaluation
thereby qualifying these to be the predictors for the latter. In conclusion, the twovariables account for 46.60 percent of variation in the performance of public healthpersonnel and R = 0.683. The following multivariate linear regression model shows
the relationship between the predictor variables in the dependent variable. (Table 3-4)
Ŷ= 1.244 + 0.282 X1+ 0.409 X2

Ŷ=

Performanceofpublichealthpersonnel

X1= self-efficacy
X2 = expectancy
Table 3 ANOVA of multiple regression analysis of the two predictors.
Model
Regression

df
2

SS
34.741MS
17.371

Residual
Total

269
271

39.77374.514

.148

173

F
117.485p
0.01*

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Table 4 Results of multiple regression analysis of predictors asr the criterion.
Variable
Constant
Expectancy (X2)
Self-efficacy(X1)

Unstandardized
Coefficients
b
SE b
1.244
.173
.409
.046
.282
.039

Standardized
Coefficients
β
.442
.362

t
7.180
8.914
7.309

Sig.
.000
.000
.000

Discussion
On this line of reasoning, this study was conducted to examine the factors that
affecting the performance of public health personnel affiliated with network Instituteof public health and medical technology college toward ASEAN communities,
Thailand. A Stepwise multiple regression analysis was used to investigate how
personal attributes and two factors (self-efficacy and expectancy) predict the outcomeof performance of public health personnel. This finding was similar to the one
reported by HananAl- Ahmadi (2009) and was similar to Magdalene
Hilda\Awases(2006). These findings have suggesting that if they want to improvetheir performance This finding is consistent with Bouphan (2009) who proposed thatman, money, material, time and information technology were the key administrative
resources for success in organization if they were combined appropriately. Besides
that, all the four components of administrative resources had positive relationshipwith the performance evaluation. This finding was similar to the one reported by
Nark-ok, J. & Bouphan, P., (2010) who revealed that administrative resources had
positive relationship with the performance evaluation by primary care unit chiefs incommodity management. These findings imply that, to perform productively, subdistrict health promoting hospital directors require good organizational supports,
especially in terms of manpower, sufficient project budgets, tools and equipment, as
well as training in staff’s ability to provide effective.
Planning for the development of public health personnel should consider the efficacy of
its results and its expectations for the performance. By focusing on training orworkshops for groups such as personnel training focused on research and development.
The partnerships and the skills needed to use information technology such as English
Thus, it is necessary to empower public health personnel in upgrade self-efficacy withmanagement and public health networking and higher expectancy on operating withknowledge and essential skills required to perform medical and public health may be
training or making a study trip to other agencies that are leading in the country or in
ASEAN. This should contribute to health personnel for developing competency.
Acknowledgment
The authors would like to thank the Research Committee of Sirindhorn College of
Public Health, Chonburi, Thailand who supported budget. Thank you for great cooperation of all public health personnel affiliated with network Institute of publichealth and medical technology college, Thailand.

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Reference
Bandura, A.(1977). Self-efficacy:Toward a unifying theory of behavioral change.
Psychological Review, 84, 191-215.
Bouphan, P., (2009). Public health administration. Khon Kaen: Khon Kaen
University.
Hamid Reza Alavi, Mohammad Reza Askaripur. (2009).The Relationship between
Self-Esteem and Job Satisfaction of Personnel in Government Organizations.
Academic journal article from Public Personnel Management, Vol. 32, No. 4.
Hanan Al-Ahmadi, (2009). Factors affecting performance of hospital nurses in Riyadh
Region, Saudi Arabia", International Journal of Health Care Quality Assurance, Vol.
22 Iss: 1, pp.40 – 54.
Jitaram P. (2013). Correlation of self-efficacy and expectancy on performance offamily health personnel. Supunburi: Sirindhorn College of Public Health Supunburi.
Magdalene Hilda\Awases. (2006). Factors affecting performance of professional
nurses in Nambia. http://uir.unisa.ac.za/bitstream/handle/10500/2358/thesis.pdf;
jsessionid=6701BEC3485709971D5310787E658044?sequence=1.
Nark-ok, J. & Bouphan, P., (2010). Commodity management among heads of primarycare units in Khon Kaen province. Khon Kaen University Research Journal (Graduate
School), 10, (4), 27-36.
Taro Yamane. Elementary Sampling Theory. Englewood Cliffs, New jersey: Prentice- Hall Inc. USA; 1973.
Contact Email: tharinsu@gmail.com

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Measuring the Use of Twitter in Education
Fernando J. Garrigos-Simon, Universidad Politécnica de Valencia, Spain
Juan Vicente Oltra-Gutierrez, Universidad Politécnica de Valencia, Spain
Yeamduan Narangajavana, Universitat Jaume I., Spain
Sofía Estellés Miguel, Universidad Politécnica de Valencia, PIME 15/16. Spain
The Asian Conference on Society, Education & Technology 2016
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Abstract
The educational environment is affected by the transformations of new technologies,
virtual communities, and social networks, and especially by the creation of social
knowledge. In this frame, students show a greater tendency to use ICT tools, insideand outside academic settings, a fact that is transforming their process and the ways oflearning. To copy with this situation, it is crucial to use educational strategies centredon active methodologies, the use of new technologies, the continuous participation of
students, and the use of co-learning processes that focus on the characteristics of newstudents. However, research about the advantages of these new methodologies ofteaching and learning, and especially about their performance are still scarce.
This paper concentrates and analyzes specifically on the use of Twitter as animportant tool for educational purposes. Twitter, like other social media, is broadly
used by students. However, and in spite of its possibilities, its use for educational
purposes is reduced. In order to fill this gap, this work studies the main potentialities
of Twitter to provide different applications and services for students.
In addition, and after a deep research in the literature, the paper creates a rubric orquestionnaire to measure the opinion of students about the capabilities andpossibilities of twitter for educational purposes. The questionnaire is tested with asample of 105 students at the university level. Results and discussion of the results,
and recommendations for future research and applications are also provided.
Keywords: Twitter, education, innovation, rubric

iafor
The International Academic Forumwww.iafor.org

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Introduction
The nowadays educational environment requires the application and transformation of
new teaching and learning methods and tools (Garrigós et al., 2015). The greater
tendency of students to use ICT tools inside and outside academic settings(Venkatesh, et al 2014) demand of new educational strategies centered on new active
methodologies, where the participation of students and the use of co-learning
processes are crucial. Moreover, the new methods have to consider the use of social
networks as an essential mechanism for learning and the creation of knowledge.
There is scarce research about these new methods. In order to fill these gaps, thispaper analyzes the crucial role of social media in the improvement of teachingmechanism. Moreover, the paper concentrates on the analysis of Twitter as animportant tool to improve education and learning. In addition, the paper creates andevaluates a rubric about the use of twitter, and describes a methodology for using
twitter for the improvement and evaluation of marketing and management
assignments in courses for engineers at a university level.
Twitter
Consider as one of the main social networks nowadays, Twitter is a micro blogging
service, created in California in March 2006. Described as "the SMS of the Internet"(Garrigós et al., 2016a,b), this social network has become one of the top 10 mostvisited websites on the Internet (Maduewesi, 2013). Nowadays it has more than 320
million active users, which means, users that launch at least one tweet each month; it
supports more than 35 languages (Twitter, 2016), several alphabets and allows
automatic translation.
Due to their popularity, the use of social networks, and particularly Twitter, in
education, is a reality that cannot be hidden and avoided. Following Garrigós (2016a)
Twitter permits users to send short text messages, with a maximum of 140 characters,
called tweets. Users can subscribe to the tweets of other users, by following them as“followers”. By default, messages are public, however they can also be spreadprivately to certain followers. As opposed to other social networks, communication ismultiple and simultaneous one-to-many. This fact, in our opinion, facilitates its
suitability for teaching, as one can virtualize the connection “one-to-many” that theteacher establishes with his students in the classroom. Moreover microblogging canbe used for one-way exchanges, as an official account, to keep the community
informed of events, deadlines, or policy changes. However, Twitter can also provide“many to many” communication, allowing not only not the student-teacher
communication or link, but also the appearance of groups with their own entity as
administrators. Other interest groups can be formed, permitting communication
through the use of a hashtag (string of characters that consists of one or moreconcatenated words preceded by the hash character (#) used to indicate a subject onwhich a conversation turns) or interactions between accounts.
Garrigos et al (2016a, b), analyze some of the advantages and disadvantages of twitter
for learning education. Reconsidering the most important of them, we could
synthesize them in the following list:

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1. It is easy to use.
2. It is cross-platform multi-device. It is accessible, as it is available on almost
any platform and any device that allows connection to the Internet (Garcia etal, 2015). Specially, it permits Multy-device access (eg. Smartphones), as it isalways in the pocket of students
3. It is not invasive, the tool opens when you want. Moreover, it not pursues
messages to the recipient.
4. It facilitates access to information, and search for hashtags. It facilitates thesearch of information (Miguel and Fernández, 2013), a fact that facilitatesfinding the most relevant information, and organize it (García et al, 2015). The
use of Twitter for education has many advantages, among them we can be
stress the easy of using list or hashtags (users tag the publications or events inorder to group groups, themes…, allowing the possibility of spreading theopinions of people easily). Searches can be made by words, hashtags, or
related tweets, which allows the localization of people or interesting, quick,instantaneous information related to the matters covered. In addition, thisfacilitates making debates from a hashtag.
5. It facilitates the exchange of information with colleagues or peers. It makeeasy the sharing of relevant information quickly (Miguel and Fernández, 2013,
Carpenter, 2014), and the sharing of questions, ideas or tasks (Dunlap and
Lownthal, 2009). For instance, Evans (2014) found positive correlation
between the amount of Twitter usage and the sharing of information.
6. Twitter is a tool that student recognize as their own. As it is a popular, novel
tool, it is usually well received among students. (Garcia et al, 2015). We
cannot forget that it is a highly recognizable technology of social media(Cassidy et al., 2014), and, a tool they recognize as their own (Noguera, 2015)
7. Twitter facilitates reading, and it is agile. It produces agile reading, derived
from its brevity (140 characters) (García et al, 2015)
8. It facilitates the synthesis of relevant information quickly (Miguel andFernández, 2013). Moreover, the articles are transformed by the social
network, which summarizes and make them attractive for users.
9. Twitter allows for anonymity (García et al., 2015)
10. Twitter foster sharing, conversation and relationship (Falahah & Rosmala,2012). This platform facilitates connectedness and resource sharing(Carpenter, 2014), participation (Noguera, 2015), and communication (García
et al, 2015). It promotes direct communication between users, a fact thatfacilitates the rapprochement between users (Miguel and Fernández, 2013). In
addition, Welch and Bonnan-White (2012) state that Twitter increases student
engagement in the university classroom. The benefit from engagement is
especially important in the case of online courses, as its use permits sharing
information (Dunlap and Lowenthal, 2009), and leads to greater cohesion
within the group (Guzmán et al., 2012). Moreover, according to Guzmán et al.,(2012) it helps prevent drops in attention throughout a lecture, and increases
the receptivity of the students, by encouraging active participation every sooften
11. Twitter enhance the ability of writing by having to condense an idea into 140
characters. The fact of expressing ideas or opinions on a subject in only 140
characters helps students in their writing skills. Hence it focuses the attentionof students, and the search for objectives connected with the study plan
without being tied or restricted to it (Grosseck and Holotescu, 2008), and it

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promotes learning to write for a particular audience (Dunlap and Lowenthal,2009).
12. Twitter promotes collaboration and networking (Noguera, 2015). It facilitatesinteraction and collaborative work (García et al., 2015; Grosseck andHolotescu, 2008), and collaborative learning (Carpenter, 2014).
13. Twitter improves the ability to identify with someone (empathy), or even theempathy with the subject (Sullivan, 2012)
14. Twitter improves the practice of thinking and reflecting on learning, being aviable platform for metacognition (Grosseck and Holotescu, 2008)
15. Twitter improves motivation and academic performance. As a tool theyrecognize as their own, it increases motivation, academic performance andparticipation (Noguera, 2015). Moreover, it promotes the motivation of thestudents, as it provides elements of enjoyment and social presence (Noguera,
2015)
16. Twitter improves the working environment with peers. It improves working
atmosphere (Miguel and Fernández, 2013). In addition, Evans (2014) also
founded a correlation between the amount of twitter usage and student
engagement in university-associated activities such as organizing their social
lives.
17. With the use of Twitter one is more open about his feelings. By using Twitter,
students can be more open about their feelings and shortcomings (Junco et al.,2011).It enhances the participation in the classroom especially for those more
introverted students, for whom it is difficult to express their views aloud(Guzmán et al., 2012). Hence, it means that communication between students
is uninhibited and they can speak to the teacher directly (Carpenter, 2014). In
general, it facilitates inclusion and equity (Noguera, 2015)
18. Twitter facilitates peer tutoring and / or collaborative learning. It facilitatescollaborative work between students García et al., 2015; Grosseck andHolotescu, 2008). In addition, it promotes peer tutoring (Dunlap andLowenthal, 2009), as it allows sharing images, videos, documents,
presentations, etc. with others.
19. Twitter can allow maintaining ongoing relationships after the course ends.
Hence, student and faculty use of Twitter is not bound by the structure of thelesson or the timing of a semester, permitting continuous advice to students
academically and professionally (Dunlap and Lowenthal, 2009; Moody, 2010)
20. Twitter facilitates interaction and also work in collaboration between students
and teachers. First of all it is interactive (Dunlap and Lowenthal, 2009; Thoms
and Eryilmaz, 2015), showing other publications, which the user can intervenein, share or save by marking them as favorites (García et al., 2015). It
facilitates interaction between students (García et al., 2015; Grosseck andHolotescu, 2008), as pointed before, but it also allows connection withstudents from other schools and countries. It also promotes collaboration
between students and teacher as it also allow the dissemination of publications
and teaching materials (Grosseck and Holotescu, 2008), and as it helps toenhance the sharing of resource material research and task assignment, forannouncements, to negotiate rescheduling class etc. In addition, it also helps
teachers (Carpenter and Krutka, 2014), through collaboration between diverse
schools and countries (Grosseck and Holotescu, 2008), or even directcommunication with parents, who can follow the activities of their children.

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For instance according to Carpenter and Krutka (2014), Twitter can allow
educators to learn with and from each other in an apparently meaningful way.
21. Twitter allows to extend the work outside the classroom, from the questions,reminders of deadlines and others. It enables students to learn outside theclassroom (Venkatesh et al., 2014), It overcomes the spatial and temporalboundaries of the classroom (García-Suarez et al., 2015), allowing work toextend outside the classroom, from questions posed, subsequent tasks withreminders of deadlines, and even raise issues of future classes or creating
virtual meetings, (Noguera, 2015). Moreover, Twitter communications
improve students and faculty engagement in the learning process in ways thattranscended traditional classroom activities (Junco et al., 2011). The
improvement on students perceptions, the ease of use, the usability and overall
experience helps students to learn outside the classroom
22. Twitter allows acquire practical skills in a more informal way (Dunlap andLowenthal, 2009; Grosseck and Holotescu, 2008).
23. It promotes students autonomous education. Or more broadly the self-directed,
independent, and autonomous education (Noguera, 2015)
24. It helps to reduce the number of students who leave a course. Specially, facts
such as the changes in the learning environment and the higher engagement
and cohesion within the group can lead to a reduction of the number ofstudents who leave the course (Guzmán et al., 2012)
25. Twitter contributes to the personalization of learning (Noguera, 2015), each atits own pace. This is due essentially to the attributes of the tool. In addition It
also allows easy organization of time (Dunlap and Lowenthal, 2009), andorganization through hashtags and publication dates (García et al., 2015).
26. It's easy to follow influencers, and access them with or without feedback. It
makes it easy to follow people who contribute on matters that are being
studied. There is access to professionals, with or without feedback (Dunlap
and Lowenthal, 2009; Guzman et al., 2012)
27. The use of trending topics facilitates to find information in real time. It ischaracterized because of its Immediacy (Dunlap and Lowenthal, 2009; Tess,2013). In this sense it is dynamic, as the information is in real time (Cassidy etal., 2014; Garcia, 201). It makes easy the access to the so-called “Trending
topics”, or the most relevant themes or spoken topics at each moment, which
can be filtered by locations.
28. Facilitates access to information within an institution (Noguera, 2015), a factthat is promoted because of the previous commented immediacy
29. It's easy to comment and read about conferences where one cannot attend. In
addition, for conference attendees, Twitter can provide a simple way to sharethoughts with others at the event about specific sessions and activities, andwith those who cannot attend, providing live coverage of events (Grosseck andHolotescu, 2008). It can help in brainstorming (Barreto and Jimenez, 2010) or
to disseminate conference updates to non-attendees (Garrigos et al., 2016a,b).
Moreover, it offers the possibility of virtual conferences through streaming(although this is an external functionality), with the possibilities of chatting.
30. The ease of using images, videos and links and integrated tools such as
surveys, improves locating information. It has a high functionality, as it allows
embedding pictures, videos and links (Garcia et al.,, 2015), and the integrated
use of tools and video presentations (Moody, 2010). Moreover, as commented
previously, the so-called “Trending topics” make easy locating information.

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31. Sharing things to a small community provides you with a sense of belonging
to the same. As commented previously, Twitter increases student engagement,
but also the sense of belonging (Guzmán et al., 2012).
32. Students can use tweets in order to send questions and observations to thegroup during the activities in the classroom.
33. Your behavior is viral; when re-tweeting, or spreading news, one becomes
information issuer. It is viral, as contributors can re-tweet a tweet from anotheruser, or spread photos, news etc. Students become small emitters of
information (Moody, 2010), as they can share the things they can find (Dunlap
and Lowenthal, 2009), for instance using Twitter as a journal club to sharerelated papers or information (Barreto and Jimenez, 2010)
34. Apart from improving the working environment in general (Miguel andFernández, 2013), as pointed before, specifically it has a positive impact on
creating a collaborative working atmosphere (Rinaldo et al., 2011)
35. It helps to create a sense of community, and to generate confidence andsecurity. Social media, such as Facebook and Twitter, are recognized forenabling students to build communities (Venkatesh et al., 2014). Moreover
Twitter is a valued tool to create or build a sense of community and generate
trust and confidence (Grosseck and Holotescu, 2008; Moody, 2010; Thoms
and Eryilmaz, 2015, Garrigos et al., 2016 a,b)
36. Twitter improves informal learning. Twitter helps the informal autonomous
learning of students, who can discover resources and tools than can be applied
effectively in their courses (Dunlap and Lowenthal, 2009; Grosseck andHolotescu, 2008)
37. It increases learning in general (Thoms and Eryilmaz, 2015). It fosters student
learning (García et al., 2015). In addition, and specifically, it facilitates
lifelong learning and learner mobility (Noguera, 2015).
38. Twitter redefines the roles of teachers and students, opening the door toteaching student-centered methods (Noguera, 2015). In addition, Grosseck andHolotescu (2008) highlight that the act of participation in education and theinterchange of the best practices used by lecturers changes the dynamics of theclassroom
39. It enhances dialogue (Moody, 2010), and promotes understanding of materials(Garcia et al., 2015). It promotes teaching presence, or the ability of theteachers to support and enhance social and cognitive presence throughinstructional management, building understanding, and direct instruction, as
Twitter helps lecturers to engage in interactions with students (Dunlap andLowenthal, 2009). Moreover, it facilitates centralizing the activities andsources of information and the coordination of the work, allowing themonitoring of the main points and following activities (Miguel and Fernández,2013).
40. Twitter facilitates changes in cognitive processes and learning patterns(Noguera, 2015). In addition, when used correctly it instigates complex
cognitive processes (Venkatesh et al., 2014).

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These items could be synthesized in the rubric showed in table 1
Table 1: Rubric
Number
Question
1
It is easy to use
2
It is cross-platform and multi device
3
It is not invasive, the tool opens when you want4
Facilitates access to information, and search for hashtags
5
It facilitates the exchange of information with colleagues
6
Do you think twitter ... is a tool that you recognize as your own ?
7
Do you think twitter ... facilitates reading, it is agile?
8
Do you think twitter… allows the synthesis of relevant information
quickly?
9
Do you think twitter ... allows anonymous?
10
Do you think Twitter… foster sharing, conversation and relationship?
11
Twitter enhance the ability of writing by having to condense an idea
into 140 characters
12
Twitter promotes collaboration and networking
13
Twitter improves the ability to identify with someone (empathy)
14
Twitter improves the practice of thinking and reflecting on learning(metacognition)
15
Twitter improves motivation and academic performance
16
Twitter improves the working environment with your peers
17With the use of Twitter, you are more open about your feelings
18
Twitter facilitates peer tutoring and / or collaborative learning
19
Do you think that Twitter will allow maintaining ongoing relationships
after the course ends?
20
Twitter facilitates interaction and also work in collaboration between
students and teachers
21
Twitter allows to extend the work outside the classroom, from thequestions, reminders of deadlines and others
22
Twitter allows acquire practical skills in a more informal way
23
It promotes students autonomous education24
It helps to reduce the number of students who leave a course
25
Twitter contributes to the personalization of learning, each at its own
pace
26
It's easy to follow influencers, and access them with or without
feedback
27
The use of “trending topics” facilitates to find information in real time.
28
Facilitates access to information within an institution
29
It's easy to comment and read about conferences where you cannot
attend30
The ease of using images, videos and links and integrated tools such as
surveys, improves locating information.
31
Sharing things to a small community provides you with a sense of
belonging to the same
32
Students can use tweets in order to send questions and observations to
the group during the activities in the classroom
33
Your behavior is viral; when re-tweeting, or spreading news, you

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34
35
36
37
38
39
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become information issuer
It has a positive impact on creating a collaborative working atmosphere
It helps to create a sense of community, and to generate confidence andsecurity
Twitter improves informal learning
It increases learning in general
Twitter redefines the roles of teachers and students
It enhances dialogue, and promotes understanding of materials
Twitter facilitates changes in cognitive processes and learning patterns

Empirical Study: Evaluation of Twitter
Focusing on our particular case, Twitter was employed for experimental teaching
purposes in the FBO (Fundations of Business Organizations), and D&P (Deontology
and Professionamism) courses, in the School of Computer Engineering at the
Polytechnic University of Valencia. In order to do evaluate the advantages of the useof Twitter, we created a virtual questionnaire (following the rubric and items
previously analyzed). This experiment was carried out during the 2015-2016 course,
and we got a final sample of 105 valid questionnaires. We asked for the perception of
students about the diverse advantages of Twitter, using a 5 points likert scale, withshowing 5 the most favorable opinion.
Results
The main results of this questionnaire are shown in table 2. Figure 1 shows theaverage of the opinions of the students for the 40 items of our rubric. A special featureof note is that students on the one hand were not only knowledgeable about thetechnology, but they were also direct users of the tool, as they had used it previouslywith full competence.
Table 2: Main results of the questionnaire to students, using the rubric provided
NumberAverageStandard 1 quartile 2quartil
3 quartilof(mean)
deviation(median)question
1
4.08
1.07
3.5
4
5
2
4.29
0.95
4
5
5
3
3.71
1.19
3
4
5
4
3.76
1.13
3
4
5
5
3.32
1.24
2
3
4
6
3.24
1.26
2
3
4
7
3.62
1.18
3
4
4
8
3.59
1.26
3
4
4.75
9
2.51
1.3
1
2
3
10
3.40
1.18
3
3
4
11
3.51
1.20
3
4
4
12
3.32
1.06
3
3
4
13
3.29
1.13
3
3
4
14
3.18
1.15
2
3
4
15
2.87
1.25
2
3
4

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17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

2.96
2.92
3.10
3.03
3.39
3.43
3.40
3.39
2.63
3.04
3.98
3.89
3.56
4
4.05
3.62
3.36
3.76
3.33
3.39
3.68
3.47
3.54
3.50
3.59

1.16
1.22
1.15
1.25
1.14
1.18
1.18
1.22
1.32
1.18
1.09
1.17
1.09
1.08
1.11
1.12
1.27
1.21
1.14
1.10
1.23
1.17
1.21
1.09
1.14

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2
2
2
2
2
3
3
2.25
1
2
3
3
3
3
3
3
2
3
2
2
3
2
2
3
3

3
3
3
3
4
4
3
3
2
3
4
4
4
4
4
3.5
3
4
3
3
3.5
3
3
3
3

4
4
4
4
4
4
4
4
3
4
5
4.75
4
4
5
4
4
4
4
4
4
4
4
4
4

Figure 1: Average (mean) of the evaluation of items
According to the opinions of the students the question that receives more support isquestion 2” “It is cross-platform and multi device”. Apart from this, other questions
supported, with an average near to 4 are questions 1: “It is easy to use”, question 26:“It's easy to follow influencers, and access them with or without feedback”, 27: “Theuse of “trending topics” facilitates to find information in real time”, 29: “It's easy to

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Official Conference Proceedingscomment and read about conferences where you cannot attend” and 30: “The ease ofusing images, videos and links and integrated tools such as surveys, improves locating
information”.
Opposite, the ones that have lower support with an average of 2.5 are question 9: “Do
you think twitter ... allows anonymous?”, and 24: “It helps to reduce the number ofstudents who leave a course”.
However we the evaluations of students are positive in all the cases, due that most of
the items get an average of more than 3 and there is no item with a punctuation lower
than 2.5.
Discussion and Conclusion
The literature has researched previously about Twitter usage, the context in which
Twitter is used, the impact Twitter usage has on engagement of students, or even theimpact of its use on the creation and maintenance of university students’ cognitivesocial capital (Petersen and Johnston, 2015).
However, although there are some exceptions that have used it to analyze someoutcomes (i.e Dunlap and Lowenthal, 2009; Guzmán et al., 2012; Clark,2014; Pieterseand Peled, 2014; Thoms and Eryilmaz, 2015) few studies have analyzed the impact of
the use of Twitter on students behavior and perceptions. In order to copy with thissituation, our paper, has concentrated in developed theoretical research about the useof Twitter and the performance of students at university level. In addition, the paper
has created a rubric about the benefits and consequences of the use or Twitter in theclassroom. Among the theoretical advantages of Twitter analyzed, we have stressquestions such as its accessibility, immediacy, interactivity, its use as a reminder
about activities, asking questions, facilitating participation, discussions and provision
or information…. Moreover the paper has conducted an evaluation of this rubric in
the D&P and FBO courses in the School of Computer Engineering at the Polytechnic
University of Valencia, with a participation of 105 final opinions by students.
Specifically we analyzed the incidence of the use of Twitter in the perceptions ofstudents about the advantages and uses of Twitter, in an experiment with optional
participation by students.
The results show that the most important advantages of twitter, are related with beinga cross platform and multi-device, that it is easy to use, follow and access influences,
the advantages to find information in real time, the easy use of images videos andlinks that facilitate locating information, or the facilities to comment and read new
information. However, the anonymity of the platform and its influence to reduce thenumber of students who leave a course are the items that have lower support.
Nevertheless, all the advantages considered have a support of 3 or more up to 5 in a
likert scale, and no average is lower than 2.5.
It is difficult to compare our results with the results of other similar works. This fact isbecause we did not find experiments that satisfy all the characteristics of our case: useof Twitter as classroom support tool. We can also add that there are few studies thathave analyzed the impact of the use of Twitter on student perceptions. The fact is that
Twitter is usually a "silent companion" in the classroom (Dunlap and Lowenthal,

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2009; Clark,2014), just for classroom use, or to propose work outside (Guzmán et al.,2012). In some cases it has been used both in a classroom subject and in a blended
learning format (Thoms and Eryilmaz, 2015), something similar but not similar
enough to our case for comparison. Far from our case is the use of Twitter for
professional guidance, social support, personal empowering or broadly e-mentoring
novice teachers in online workshops (Pieterse and Peled, 2014).
Nevertheless, our results are similar to other previous studies, which use Twitter orsimilar tools for learning, due that our study support the good perceptions of the useof Twitter by students, and its positive impact in diverse questions related to theimprovement of learning. Actually, the literature about the incidence of Twitter on theperformance of students is still more reduced, although there are some examples of
the impact of Twitter on students learning (Buettner, 2013; Dhir et al., 2013), or oncollege students grade points (Junco et al 2011; Junco et al. 2013). Hence, Maguth etal (2010) showed that students using technology to access and analyze information,communicate and showcase learning, were successful in their pursuits and improved
the research production and presentation of results. Garrigos et al (2015) analyzed theuse of Facebook for the production and evaluation of assignments and showed diverse
impacts on the improvement of learning. For instance, they showed an improvementof more than 20% in the average marks and quality of these assignments, andprovided other diverse impacts on the improvement of the learning process ofstudents. More specifically, Junco et al (2011), and Junco et al (2013) in experimental
settings, using ANOVA, showed that Twitter significantly improves college student
grades points, apart from class participation and engagement in learning processes inways that transcend classroom activities. However, in the second study, Junco et al(2013) did not find significant differences in the effects of using Twitter to collaborate
within the class. In the same way Buettner (2013) and Dhir et al., (2013) also finds
some positive relationships between Twitter usage and learning outcomes. Our study
confirms these results, by showing the relevant incidence of the use of Twitter inclassroom activities, for improving the learning and success of students on a course.
We are conscious that the use of Twitter has also some limitations, such as it isexplained by Garrigós et al (2016a,b), and that our paper has some limitations, which
could open new lines of research, as it is an exploratory study. Hence a more deep
analysis about the uses, advantages and disadvantages of Twitter for educational
purposes is necessary. It could be also interesting to analyze some of these uses in
depth, or using bigger samples or samples in diverse geographical contests, or a deep
comparison with other platforms should be explored. For instance we detected in ourconversations to students the influence of other platforms that are more based onimages, such as Youtube.
These facts, apart from its practical point, obviously open new and important areas ofresearch that are often avoided in education. Anyway, our work opens new andimportant areas of research that are often avoided in education, and specificallyresearch to new empirical works. In addition, our results have some practical
implications. Hence, we posit that researchers, educators and practitioners should
show more interest in the use of Twitter within educational contexts. Following
Garrigos et al (2016a,b,) we consider that educators should develop new approaches
and strategies to help students use their networking behaviour to enhance theirlearning and development. Nowadays students, as digital natives, are very familiar

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with the use of social networks, and this is a fact that we cannot avoid, although, as
Garcia et al (2015) stresses, the final success will depend on the clear perception by
students of the objective of using this tool by overcoming the simple instrumental
vision of Twitter. Hence, we think that it is crucial that these kinds of initiatives be
spread in the university context, starting with educators who must enhance themotivation of students (Garrigós et al., 2016a,b) and some elements of enjoyment andsocial presence from Twitter (Noguera, 2015). Moreover, innovation is more likely tooccur in organizations that emphasize collaboration and teamwork, so enhancement ofmotivation and collaborative work are some of the key points of its use according toour perspective. Furthermore, previous studies show that Twitter can enhanceinnovation and creativity (Noguera, 2015). However as pointed out by Lin et al.
(2013) and Garrigos et al (2016a,b) as a classroom tool Twitter requires careful course
design.
Acklowledgement
We want to acknowledge financial support from Universitat Politecnica de Valencia,
PIME 2015/16

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Garrigos-Simon, F., Oltra, J. V., Narangajavana, Y., & Estellés-Miguel, S. (2016b).
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Pieterse, E., Peled, Y. (2014). A Chaperone: Using Twitter for Professional Guidance,
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Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of
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Software Model Design for Biometric Examiner Personal Verification

Sethapong Wong-In, Rangsit University, Thailand
Paniti Netinant, Rangsit University, Thailand
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
Nowadays the Examiner Personal Verification in most universities uses comparison
methodology to match a physical appearance of examiner to a student ID card. Thismethodology is simple by it is easily lead to an examination cheating. For instances,some students’ faces have been changed during study but their student ID cards are
not up to date. Some students might hire another person to impersonate them for theexamination. While some students may lost their student ID cards or student ID cards
get damaged. By these, it is inevitable for the proctors to face the above problems.
This paper proposes the applied Biometric Technology to the Examiner Personal
Verification by using fingerprint to verify an identity. This paper tends to create asoftware model to solve the problem not specific to any university for general.
Therefore, the software model is supposed to design to be the framework for adeveloper to develop software to suit each university standard in the future. To
develop good and acceptable software, the software model should be designed basedon a software design standard to ensure that our model shall follow and meet a quality
standard. This paper is designed a software model based on IEEE standard forInformation Technology-System Design-Software Design Descriptions (IEEE Std
1016TM-2009).
Keywords: Examiner Personal Verification System, Software Design, BiometricTechnology.

iafor
The International Academic Forumwww.iafor.org

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1. Introduction
Software model design for personal verification examiner of an examination using abiometric is a very important and essential process to every school, university, eveninstitute or organization where there is a process to personal assessment. The only
objective of examination is to assess competency of examiners or students. There aremany processes in examination, for instances a preparing basic information, room,
examiner list, proctors, data and time, etc. Besides, the one important process is an
examiner personal verification that emphasizes on accuracy, clarity, convenience andspeed.
Some academic institutes give a priority to an examiner personal verification, of
which there are some problems and challenges. Raising up two problems areintentional cheating i.e. hiring another person to impersonate for the examination orforgery and unintentional cheating i.e. lost and damaged a student ID card, unmatching of a personal to a photo on card due to no update. The challenge inexaminer personal verification is in case that there are such many examiners. Thus, it
is a time consuming in a verification and may cause to some errors.
An examiner personal verification system (EPVS) is to cope with these problems andchallenges, there is an idea to use IT to verify examiner personal identifications. The
issue of problem can be divided into four levels: The infrastructure, managing,
identifying, and reliability and by two points of view: non-IT, without information
technology and IT views, with information technology as illustrates in figure 1.

Figure 1: EPVS Problem issues
In an infrastructure level, this level concern about the infrastructure of Examiner
Personal Verification System and basic information to verify examiners, the datapreparation format are cared for. By the non-IT view, information is prepared in apaper base for an instance, a signed paper for examination participation while the ITview, a database is applicable. To transform non-IT view to IT view for this issue,
have to prepare Information from every paper into computer base.

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In a managing level, it is concern about how to control and manage the process in an
examiner personal verification. By the non-IT view, proctors would verify a student
ID card and a signed paper while the IT view can be verified in two ways: an active ora passive. Regarding of an active verification, an examiner has to react some activities
to the system i.e. a finger scanning, a pressing, or any other activities depending on a
specific IT system while a passive one, an examiner has no interaction with thesystem but the system itself will automatically verify, for instances, taking CCTVs toscan examiners’ faces while queuing to enter the room. To transform non-IT view to
IT view for this issue, have to analysis the non-IT process and reengineering it on
term of computer process. This issue is very important because if the software
designer understands every process of non-IT clearly they can design new system
without mistake.
In an identifying level, it is concern about a methodology to verify examiners. By thenon- IT view, proctors make decision by comparing a person with a photo affixed ona student ID card while in the IT view, various algorithms are applied for a decision
making to verify the real examiner, and however it depends on a methodology inmanaging level. For non-IT identify examiner by human decision might have humanerror. Sometime the real examiner have the old student card, make the proctor
confuse. To transform non-IT view to IT view for this issue will reduce the humanerror by using machine to make decision instead. Using machine for examiner
verification have many methodologies such as: apply user and password, Smart cardand biometric technology. Biometric technology is the good solutions to use what
people have, the most biometric that used in many applications include: retina,
fingerprint, palm, face, speech, iris, motion and others to the identified the real
examiner (Uddin, N., et al., 2011).
In a reliability level, the accuracy and reliability of system are focused, as both non-IT
and IT have to specify what index to be used and how reliable the index is. For
biometric technology uses biometric error to measure the efficiency.
Figure 1 show the issues that we could concern about in EPVS. Nowadays many
University and school try to apply IT Solution into their work.IT Solution in theuniversity have many system such as registration system, human resource system,
account system, asset management system, class management system and the others.
EPVS is sub-system of the University System but it more complicate than the othersystem.
2. Biometric Technology
An idea to bring Biometric Technology in verification and specifying identity is
widespread used in many patterns and various organizations, for instances, security
system, and people searching. BT is to use personal identity i.e. a fingerprint, a face, a
hand geometry, an iris and a voice of which using BT in an examiner verifying cansolve the problems such as a student ID card lost, a forgery, having an impersonate
and verifying simultaneous of examiners.
Biometric technology can divide into 3 issues (Choudhary, J., 2012) include: physicalbiometric, behavior biometric and chemical biometric. Physical biometric is concern
about physical measurement and include modalities such as face, fingerprints, irisscans, hand geometry. Behavior biometric is concern about the way in which a user

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performs such as speech, signature, gait, keystroke dynamics and other. Chemical
biometric is concern about chemical cue measurement such as perspiration and smell.
An important question of a biometric technology is how the best we can use thebiometric technology, regarding of a research (Prabhakar, S., Pankanti, S., & Anil J,
2003), there are a biometric technology in a comparison by five identities: afingerprint, a face, a hand geometry, an iris and a voice as well as by seven indexes:
barriers to an universality, a distinctiveness, a permanence, a collectability, aperformance, an acceptability and a potential for a circumvention.
In figure 2, each biometric technology has different advantages and disadvantages. It
is also stated that there is no a perfect biometric technology. The most efficiency touse a biometric technology depends on the methodology and the systemcharacteristics, for instances, it is indicated that using a fingerprint and an iris canmore identify a personal than using a voice. However, in tele-banking, the biometrictechnology by a voice is considered to use because a communication methodology isusing a voice, for instance.

Figure 2: Biometric Technology Comparison
The methodology to measure the biometric efficiency is biometric system error
indicators that have 2 types of errors: False Match Rate (FMR), mistaking biometricmeasurements from two different persons to be from the same and False Non Match
Rate (FMNR), mistaking two biometric measurements from the same person to befrom two different persons. Both FMR and FMNR is less is more. Using FMR or
FMNR to be the indicator is depending on what kind of application. For example thecriminal Identified System use FMNR to identify the criminal, the security system
might use FMR to identified person who have right to access.
To develop EPVS, with high quality, we have to develop software base on thestandard. Software Development has life cycle call Software Development Life Cycle(SDLC) include: requirement collect, analysis, design, coding, testing, implement andevaluate. Each step has own standard and some standard is propose on different issue.
The software development has many standards such as: European Space Agency(ESA), Institute of Electrical and Electronic Engineers (IEEE), and International
Organization for Standardization (ISO), Capability Maturity Model Integration

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Official Conference Proceedings(CMMI) by Software Engineering Institute Carnegie Mellon University USA, is focus
on the document in software development process. ISO/IEC JTC 1/SC 7 Softwareand systems engineering have many standards and projects under the direct
responsibility of ISO/IEC JTC 1/SC 7 such as: ISO 3535:1977 forms design sheet andlayout chart, ISO 5806:1984 Information processing. ISO Standard has focus on thestandard of international operator (Al-Qutaish, R., & Al-Sarayreh ,K., 2008). Instituteof Electrical and Electronics Engineers (IEEE) set the software development standinto many issue such as Standard of Software Requirement, Standard of Software
Design, Standard of Software Testing, Standard of Software Quality Assurance andothers. IEEE Software Standard is focus on the definition and concept ofmethodologies in software development. This paper is focus on software design
methodology so we use Software & Systems Engineering Standards Committee to be
standard.
Software design is very important, software designer have to create design model
form user requirements. If the software design model have good quality it’s easy tobuild software for the other rules in software development team. To develop theprocess view, the designer partitions the software into separate tasks (Kruchtenr, B.,
1995).
Software design technique can divide into 3 techniques: process-oriented design
technique, data-oriented design technique and object-oriented design technique (Yau,
S., & JEFFERY, P.,1986).
The software design standard is to get an effective EPVS. It is necessary to develop aquality software. Nowadays the biggest problem in software development is what notdeveloped to meet user‘s requirement. The cause of this problem is that there arevarious processes in software development which are information gathering, problem
analysis, designing, coding, testing, installing, training including document making. It
means to develop software, there need various personnel and roles whom possess
different point of views in software development which sometime it is misinterpreted
in communication and might cause the final results not meet users’ requirement.
Moreover, different roles may have their own views and might not be aware of theeffect of other views which can cause to an error in software development.
Software Design by IEEE standard (Software & Systems Engineering Standards
Committee, 2009) has specified view of software development as shown in figure 3
and indicated in different views in software development, a message conveying andgiving an example of different charts.

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Figure 3 : Software Design Viewpoint Standard by IEEE
From figure 3, there are many views in software development and current charts areunable to cover all views causing to the problems mentioned earlier. The researchpresents an idea to compile different views in software development to be closest to
one chart by presenting with Information Flow Diagram (IFD). By IFD, it can present
in view of Context Logical Dependency Information Interface State Dynamic
Resource in one chart of which the advantages are: all roles can see an overview ofsoftware development, operation between modules or processes, and effect inchanging some point in one chart. Example of IFD is indicated in figure 4.

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Figure 4: Example of IFD Figure
From figure 4, three diagrams include information flow diagram, interface flow
diagram and infrastructure flow diagram show in one picture. The Information flow
diagram show the information that use in each interface and show its flow to the next
interface. It’s also show the interactive between user and process. Interface flow
diagram show the graphic user interface flow that can make user more understandhow to use software than user manual in term of document. Interface flow diagram
can reduce the gap of understand between user and software developer because user
can see the final result of software development. The old school traditional softwaredevelopment uses the software prototype to show to the user. Software Prototype canmake user see the final design of software but if user want to change something it’sdifficult to change in Prototype. Figure 4 also show the infrastructure flow diagram tomake the implementer understand how to install the software into server andconfiguration the system and network. Three diagrams are the sample of multiviewpoint in software design that can reduce the complex ability and gap ofunderstand.
3.EPVS Framework
In order to develop the EPVS with the quality we not only focus on the software
design but also concern on the whole picture of the examination system.
Framework in developing EPVS software system is comprised of 6 main issues andshown in figure 5 as horizontal axel stands for Physical Device while vertical axel
stands for Methodology.

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Issue 1: Examiner Information – considers information of examiner, method andprocess in data collection and storage. This issue is concern about what the examiner
information is and how to gather them in to the system. Sometime the huge number ofthe examiner spent process time too much if we have not prepared the good
methodology for gathering the data.
Issue 2: Examination Information System (EIS) – considers on an examination
management system of which EPVS is part of this huge system. This system has toprepare exam room, exam schedule management and management in other issues. EIS
also manage the examination both the examination room assignments and theexamination proctor assignments in each room (Vasupongayya, S., Noodam, W.,
Kongyong, P., 2013),. This issue concern about how to connect the EPVS with thelegacy system in each university. Sometime the legacy system in the university is very
old and closes system; sometime have non-IT system.
Issue 3: The Result/ Output – consider an outcome from EPVS system i.e. outcome
format, quality and reliability. This issue concern about the output that sent out fromthe EPVS, Some university concentrates on the accuracy to be the first priority andprocessing time is the second. Some university focuses on the ease of use.
Issue 4: Biometric Technology – considers about format and algorithm. This issues
concern about which algorithm applied in EVPS. It’s depends on what type of
biometric that EPVS use. In the same biometric technology also have many algorithm
such as: Face recognition use neural network, Eigenfaces, Independent Component
Analysis and the others, fingerprint use the correlation-based techniques and minutiae
for alignment (Mir, A. ,H. , Rubab, S. , Jhat, Z. 2011).
Issue 5: EPVS – consider how to connect BT with EIS and how it works together ineach process. This issue concern about how to connect the biometric device with theexamination information system. Each type of biometric has many devices and many
vendors.
Issue 6: Intelligence System – considers applying intelligence system using hightechnology equipment. This issue concerns about how to make the EPVS to be theintelligence system or expert system by make it more automatic and passive system.
For example, apply new model of CCTV with facial recognition function while theexaminer walk into the examination room CCTV will verify each examiner
automatically, apply mobile with fingerprint scan function to be the device instead
signing name on paper. The Intelligence System issue can applied into remote accessfor online testing (Rodchua, S., Yiadom-Boakye, G., Woolsey, R. ,2011) for online
learning student.

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Figure 5: Framework in developing EPVS software system
Conclusion
In conclusion, solution to solve the problem in identifying the examiner by using
Biometric, need a model framework in development. To develop good software tomeet users’ requirement, it is necessary to meet the standard, in which here is referred
to IEEE Software Design Standard that be specified many points of view in design.
Efficient Software Design may lead to an efficient System Development. Therefore,
to make the Design more efficient, this research presents a way in software design byusing Information Flow Diagram which presenting many points of view to make therelevant personnel to see the same view in order to reduce any misunderstanding insoftware design.
IFD in this paper is just the example of using multi-viewpoint for software model
design. It still has to complete the notations and rules in the future. The IFD has theconcept of using diagrams based on the interoperate information between modules,
user and anything in term of information.

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References
Mir, A. ,H. , Rubab, S. , Jhat, Z., A. (2011), Biometrics Verification: a Literature
Survey , Journal of Computing and ICT Research, 5(2), 67-80.
Prabhakar, S. , Pankanti, S. , Anil, J. (2003) , Biometric Recognition: Security andPrivacy Concerns, IEEE SECURITY & PRIVACY MARCH/APRIL , 1(2) , 33-42.
IEEE Standard for Information Technology—Systems Design— Software Design
Descriptions, IEEE Standard 1016, 2009.
Rodchua ,S ., Yiadom-Boakye, G., Woolsey,R. (2011), Student Veri cation System
for Online Assessments: Bolstering Quality and Integrity of Distance Learning,
Journal of Industrial Technology , 27(3), 1-8.
Vasupongayya, S., Noodam, W., Kongyong, P. (2013), Developing Examination
Management System : Senior Capstone Project, a Case Study, World Academy of
Science, Engineering and Technology International Journal of Computer, Electrical,
Automation, Control and Information Engineering , 7(7), 1046-1052.
Philippe, B. Kruchtenr (1995) , The4+1View Model of Architecture , IEEE Software,
vol. 12 (6), 45-50.
Choudhary ,J. (2012), Survey of Different Biometrics Techniques, International
Journal of Modern Engineering Research (IJMER), 2(5), 3150-315,.
Uddin,M.,N., Sharmin,S., Shohel,H.,A. , Hasan,E., Hossain,S., Muniruzzaman(2011), A Survey of Biometrics Security System, IJCSNS International Journal ofComputer Science and Network Security, 11(10) , 16-23.
Yau, S., S., JEFFERY, J.,P. (1986),A Survey of Software Design Techniques , IEEE
Transactions on software Engineering, 12(6), 713-721.
Al-Qutaish,E.,R., Al-Sarayreh,K.(2008), Software Process and Product ISO
Standards: A Comprehensive Survey, European Journal of Scientific Research,
19(2),289-303.
Contact email: sethapongw@tmail.com, netinant1@gmail.com

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Conceptual Framework: A Mobile Software Model for Web Based Learning
Titiya Chomngern, Rangsit University, Thailand
Paniti Netinant, Rangsit University, Thailand
The Asian Conference on Society, Education & Technology 2016
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Abstract
This article presents an innovative project using a mobile software applications
technology for a Web Based on-line learning. Currently, mobile devices are very
more widely used in our society as we have seen the large number of delivered mobile
devices in each year. Therefore, we proposed the adaptive new technologies in an
education, a better learning. Learners can be study anywhere on networks. With arapid development of wireless networking technologies and an innovation in mobile
devices, a mobile learning has become another learning area. In addition, applications
technology for an on-line learning using the mobile software design is an Information
Flow Diagram (IFD) model. It is a model of an application structural design of a
prototype via the mobile learning on the web. This diagram will be the maininteraction with learners and designer according to user requirements. Systemdesigners can more easily understand the system design. Other than simplify thedesign system this can reduce the number of symbols used in the system design. There
have Interface Flow Diagram (InFD) describing the steps taken in a graphicalinterface in the system design. This objective of this research was to understand thedesign of mobile applications software based on web learning system using
information flow diagram (IFD) model. The purpose is guiding principles and tools
for mobile software design of the system. The current status of this research is on
developing phase.
Keywords: Mobile software design, Information flow diagram, Web-Based learning

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1. Introduction
English language in Thailand is one the most important languages to the study. The
studying of English language could help development of the countries. The
instructional media for learning used in education is so important. The device is used
as an instructional media of instructions to make the learners understanding thelessons more and more. The study has been developed to modern and current
situation. The learners interested studying in using a social network. The instructional
medias are available on the computer network system that will be the most importantrole. Therefore, in current situation, the study will be learning via an electronic media
for instance CD-ROMs, the Internet, the Intranet, an Extranet, TVs and satellites.
Electronic learning (E-learning) is the use of a communication technology as an
instructional media of a learning. It can promote learning with effectiveness,
especially the Internet coming into studying, and broadcast content through the
network system.
E-learning is an important instructional media of instructions. It allows learners toaccess lessons efficiently. There is the ease of learning, because the system isconnected to the device as the main component. Learners can learn without time
limits, quickly for lessons and save transportation cost. In addition, learners can learn
through any communication device. There don't need to go to a place of learning. The
device does not require identification. These types of instructional medias havevariety of forms, for instance, a Computer Assisted Instruction (CAI), a Web-Based
Learning and however, with the advancement technology of evolution devices
includes mobile device.
Mobiles are a portable device that can connect to the wireless data. It works like acomputer. For the most part there have multiple exchange contact information withyour computer. And most importantly, mobile device can add functionality by virtue
software mobile. Hence, an instructional media has been developed from computer
learning to mobile learning.
Many definitions exist of a mobile learning in the field. One definition of a mobile
learning is the use of electronic learning materials with built-in learning strategies fordelivery on mobile computing devices to allow access from anywhere and at any time
(Lcarn, 2014). Mobile learning can help learners acquiring knowledges by providingthem with digital information and learning materials. Hence, a mobile learning has theadvantages of convenience, expediency, and immediacy. Users of mobile learning
system will be also effectively promoting learning and motivation, and increase theeffectiveness of an education (Xie, & Huang, 2012).
I have had the opportunity to work in a telecommunications company. The company
is an Internet service provider in Thailand. For employee training, it is actually theimportant task of the company. There are new employees and have increase in eachmonth. As a result, trainers and employees will be busy to work every day. In
addition, in the classroom for training with a limited space and cannot train many
employees at the same time. We would like to solve the problem of their training. The
idea is to develop a research training, learning by an electronic equipment, because

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learning will be much easier. It can save time and place. Employees can start getting
into learning every time.
Hence, I have the idea of a structure designing prototype used an instructional media
on a Web Based mobile learning on the design of an Information Flow Diagram (IFD)
model. It is a prototype model of an application structural design for the mobile
learning on web. The diagram will be the main interaction with learners and designers
according to user requirement. System designers can more easily understand thesystem. Other than simplify the design system, this can reduce the number of symbols
used. There have Interface Flow Diagram (InFD) describing the steps taken in agraphical interface in the system. This objective of this research was to understand thedesign mobile applications software Web Based on-line learning system byInformation Flow Diagram (IFD) model. The current status of this research is on
developing phase.
2. Related Work
Khan has defined the course Web-Based is a teaching program for hypermedia thatteaching by taking advantage of the features and Internet resources to make learning
meaningful, promoting, supporting to learning in every way (Khan, 1997).
Kidakan has defined that a teaching on the web in any education may be able to use a
Web portal for a school in the media of multiple dimensions, or just offering some
information to the teachers, as well as take advantage of the communication on theInternet, such as the written response, in the post and the live text and voice.
(Marithong, 2000).
Adisak has defined e-learning (Electronic learning) is to learn its electronic meansthat e-learning was interpreted differently by their experience, and each one of them.
An e-learning is to use technology as a tool in the development of all the time. The
progress of technology for the written definition of E-learning is the technology,
especially the Internet to promote learning to teach. (PhuangSombat, 2013).
E-Learning is a teaching style or any form of the broadcast content through anelectronic media such as CD-ROM, the Internet, Intranets and Extranet or the TV or
Satellite etc. The studies of this nature have been introduced into the market in
Thailand for a while as a computer aid assistant of learning. An instructional web(Web-Based learning), an online learning (on-line learning) are distance learnings via
satellite or through online learning with videos and so on (Technology-based learning,2001).
Geddes has defined the m-learning that is to acquire knowledge and skills. There is atechnology of a portable category wherever and whenever. These results in a change
in behaviors that can be classified into four categories for accessing at any time. It
creates an environment for learning (Context). The m-Learning helps people to learn
from wherever there is a place to learn. For example, the instructors can be at any
time, collaborate between students and an instructor anywhere and anytime (Geddes,
2006).
Martin, Andueza and Carro have defined The teaching of mobile phones have a
different context from the education, because the educational via mobile phones on
the key instruments is the phone with a small and has been limited to learn from a

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mobile phone, it will be subject to the character of the school that has used mobile
phones. However, it is convenience to use an equipment (Martin, Andueza, & Carro,2006).
Monchai has believed that a teaching through a phone or a mobile learning (Mlearning) is a part of an e-learning. A mobile learning is yet another avenue of anelectronic media to support a distance learning that is a new way to the study to be inline with the new approach, and propose a freedom to study the lessons learned
through the screen of mobile phones or portable computers (Thainthong, 2004).
Amphol has defined that software design is a design technique. The system design
brings users in the form of a brush before creating the actual product. There are
specific requirements of design and the ability to apply knowledge of software
engineering used in the design. Creating a draft of a service delivering to a qualify aswell as programs that are designed to have no errors, must match the intended use
commodity and will need to make users felled more satisfied processes of thesoftware design. The software design process will look to run repeatedly. The systemneeds to be analyzed in the past. Both functionality and data components of thesystem convert to the design requirements. The terms of design comply with therequirements and can be used to communicate with the programmers (Amphol, 2006).
A mobile is a mobile communications equipment used to carry. This will be used as
the basis of the phone. Also it works like a computer because the device is portable;
its features are small, lightweight, low power consumption. It currently serves inseveral exchange contact information with computers. Software design is the designof the system software. The software is designed to help users, and works to meet theneeds of users. The software design must be designed to match the job description ofvarious software that have worked out differently. Each software design aims to makesoftware works better in different manners. Some structural features of the software
incorporate but operates differently. It could make to determine a control of softwarearchitecture (Mobile Software Design, 2004).
From the literature reviews, we have found that many online learnings demonstrate
the technology's evolution from education. An online learning has developed from an
instructional media of a web-based learning on the computer system, then a web
based learning on mobile devices. However, software design for an instructional
media discussed above might not serve the needs of an instructional creation.
Therefore, this research will be a new approach to design a mobile software that can
provide a prototype model of a mobile software design to match the general objectivesof the most uses.
3. Proposed Framework
We propose the conceptual framework that composes of two layers: an information
flow diagram (IFD) layer and an interface flow diagram (InFD) layer as illustrate infigure 1. An information flow diagram (IFD) is a diagram that show an information ofreceiving input data, output data, actions. Diagrams can present interfaces to describe
the form of symbols.
The environment of the system describes processes that will take place on eachscreen, and what steps of the system perform during the execution. The diagram also
shows the correlation of interaction databases. With a screen that an information is206

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used, users can get information of each screen in the system. Symbols uses in the
diagram composed of user interface, data store, and data flow.
An information flow diagram (IFD) layer composes of symbols as the following:•••

User interface uses for the user interfaces on one screen. This describes themain data input and overall results in the screen. It must include the number
and name of the screen specified by the user interface. Rectangles will
represent as a sign. Names and numbers and the description contained inside.
Data store is a symbol. The database is associated with any user interface
associated with each screen. The screen uses and interact the data from any
database. It uses a table symbol to represent a data store, and contains thename and number of the table in the symbol specified by the number does notneed any sort. However, it must be unique.
Data flow represents the orders of sequence for interactions of users. The
transmission between each user interface is used to display by the symbol of
the arrows. The arrows point to the destination of the data and a sentence
explains it.

Fig.1. Proposed Conceptual Symbols used in this system.
An information flow diagram (IFD) layer composes of symbols that explains thesystem steps will execute on each screen and determine the validity of the processes
running on the system. This information will be used in the interface flow diagram in
the next step, to describe the work and the relationship of each screen in view of thegraphics in interface flow diagram (InFD) layer.

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As illustrates in figure 2, an interface flow diagram (InFD) layer is a diagram thatshows the flow of information at a high level consisting of interfaces with theusers. This gives an overall picture of the system even more. It composes of threeelements that will demonstrate the relationship between user interface and the
database.
• User interfaces are important to show that each screen has someelements. There are cases where some user can interact with the system andwhat the system interacts with users. The system should make a similar userinterface in a graphical form. The shape depends on the size of the userinterface is actually used.
• Data store is a symbol of the database associated with a user interface showing
between each screen and the database.
• Data Flow uses to show the flow of information between the user interfaces or
between user interfaces and data store, using the arrow represents the flow of
information queries. The arrows point towards the end of queries of the users
and have labeled statement that interact with the system.

Fig.2. Proposed Conceptual Interface Flow Diagram used in this system.
From the mentioned above, this research is a conceptual framework model ofapplication structural design of a prototype via the mobile learning on web. We havedesigned a prototype structures to English learning. This conceptual framework is
designed of the system. There are design and explain given user to contact the system
direct. There are explaining process one process of each screen how it works, as well

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as information on results and action, within the screen. Users will be able to interact
with the system design. The model can represent the overall process of the system
including the flow information, the ordering of user’s interactions within the systemfrom screen to another screen in graphics user interface (GUI). An information flow
diagram (IFD) of English learning can use to deploy and develop for any mobile
learning.
However, the research has conceptual framework used to design the layout display
Information Flow Diagram (IFD) will be shown as part of the infrastructure,
Information and coordinate communication between the computer and the user
include all processes, no separation and support for accuracy. The clarity andflexibility of the system allows the user to understand system overview screen isdesigned to highlight the part contacting the user as primary. It does not matter what
the information will be received into the system or process. There are works with theinformation into the system, but are interested in just how users will interact with thesystem. However, there is nothing that interacts with users when users interact with
one occurred on a particular screen. Information Flow Diagram (IFD) will be toencourage the reduction of the number of relationships that do not relate to each otherout of the process in the system, such as a process 1 Process display command
information flow between the user and the screen will display the users run only,
which reduces unnecessary and the relationship of the individual processes in thesystem out. The symbolic relationship between a user and a screen with a databasethat is used to design the underlying structure of the system is clear, straightforward
and no symbol, too using the data can communicate with each other in each process.
4. Conclusion
This research paper proposes a mobile software model using an information flow
diagram to demonstrate how to develop a web based learning. The model has many
benefits for mobile software designers and developers. It improves expressional
ability in a mobile software design. The model also assists an instructional media,
development, and technological advances for m-learning. There are many medias of
instructions in mobile web based learning to enhance a learning efficiency. Learners
can be learned easily, quickly, anywhere, and anytime. M-learning has been collecting
critical content, bring the issue to determine the exact cause, and solve problems thecurrent situation. There are the design and development of a new mobile information
system. Our technique is a conceptual framework designing for a mobile prototype oflearning and teaching. The underlying structure and design are simple and clear,according to the software engineering design as well.

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References
Badrul, K., (1997). Web-Based Instruction Englewood Cliffs. New Jersey:
Educational Technology Publications.
Geddes, S.J., (2004). Mobile learning in the 21st century. Retrieved fromhttp://knowledgetree.flexiblelearning.nct,au/edition06/download/geddes.pdf
Lcarn, M., (2014). Workplace Learning Using Mobile Technology. M.Kalz ct
al.(Eds.), Introduction definition of mobile learning(250-257). Switzerland: Springer
International Publishing Switzerland.
Marithong, K., (2000). Technology education and innovation. Bangkok: Arun
Printing.
Martin, E., Andueza, N., Carro, R.M., (2006). Architecture of a System for Contextbased Adaptation M-Learning. In Kinshuk, Kope, R., Kommer, P., Kirschner, P.,
Sampson, D.G, and Didderen, P (Eds.), Computer Society (252-254). UK: IEEE
Computer society.
Mobile Software Design, (2004). Mobile Software Design. Retrieved fromhttp://welovebug.com/software-testing
PhuangSombat, A., (2013). E-learning Retrieved from http://portal.nurse.cmu.ac.th/ELearning/SitePages/Home.aspx
Technology-based learning, (2001). Technology-based learning. Retrieved fromhttp://thaiedunet.com/ten_content/what_elearn/html
Thainthong, M., (2004). E-Learning is learning solutions for the next education
technical development study, 14, no.43, (58-66).
WongUdon, A., (2004).Software Design Retrieved from http://kmutnb.ac.th/
Xie, A. & Huang, X., (2012). Advances in Computer Science and Education. (Eds.),
AISC(229-234). Berlin: Springer-Verlag.
Contact email: titiya.c@jasmine.com /netinant1@gmail.com

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The Reading Habits Among Library Users in Rural and Urban Areas of Sarawak,
Malaysia
Bronny Lawrence Nawe, Sarawak State Library, Malaysia
The Asian Conference on Society, Education & Technology 2016
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Abstract
In 2014, the Sarawak State Library commissioned a research to investigate libraryusers’ reading habits and leisure time activities in the state of Sarawak. The study was
conducted at seven town and fourteen village libraries, involving 843 respondents.
This study found out that 81% of the library users in Sarawak were self motivated toread. 97% of the users were interested in reading and read on their own; were selfinfluenced (81%); loved reading materials in their own language (90%); loved to readbooks about their cultures (94%); enjoyed going to library (93%); and their habit was
reading (73%). The library users read comparatively less outside the library; preferred
reading materials in Malay and English languages; and loved to read books written in
their mother tongues and about their cultures. 67% of library users were satisfied with
the Internet provision and they utilized the Internet to gain knowledge (57%), pleasure(46%) and for academic work (45%). While a great majority (88%) thought that theInternet enhanced academic competence, a reasonable number (64%) indicated thatthey were not sure about the library electronic resources. The comparative study onrural and urban library users provided significant differences. The users of urban
libraries enjoyed better access to information resources as compared to rural users.
The main causes of the problem were limited number of quality academic readingmaterials; obsolete collections; library staff attitude; lack of community engagement;
and lack of online services and flexible operating hours. Replications of high impact
initiatives; enhancement of resource sharing; recontinued programmes; and rebranded
programmes can rectify these issues.
Keywords: Reading habits, urban library services, rural library services, Internet
provision and access, community involvement, information resources

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Background to the Study
A study done in 2010 indicates that Malaysians read 8 to 12 books a year (NST,2014). This is a huge improvement compared to 2005, when Malaysians werereported to have read only 2 books in a year. Nevertheless, this figure is way behinddeveloped countries, whose citizens read 20 books a year. It is hoped that the reading
habits among Malaysians would continue to grow and eventually match that ofdeveloped countries.
Compared to the other states in Malaysia, the administrative set up of public libraries
in Sarawak is unique. It is decentralised in nature. There is the Sarawak State Libraryin the southern region of Sarawak with its regional centre further north in Miri, thenthere are the public libraries under the purview of the local authorities all over theland, and the mobile libraries operated by the Ministry of Local Government. In total
there are 270 public libraries of various categories – 1 State Library, 1 regional
library, 49 district libraries, 212 village libraries and 7 mobile libraries.
These public libraries operate on their own with their own funds and grants from theSarawak State Government. The Sarawak State Library plays advisory andcoordinating roles over these libraries. Quite frequently, technical assistance is also
extended to these libraries.
Hence, the library development and services in Sarawak is slightly not uniform. The
well-to-do local authorities prosper, while the poorer ones lag behind. Suchadministrative setup definitely influences the reading habits of public library users.
Occasionally, market surveys are conducted by the National Library of Malaysia toinvestigate the reading culture among Malaysians. However, a formal study focusing
on information-seeking behaviours and reading habits in Sarawak has never been
done before. It is high time that a research was conducted to uncover factors that needfurther enhancement; issues and concerns that require rectification or mitigation
efforts; and trends that entail proper addresses pertaining to reading habits in Sarawak.
Literature Review
At 93%, the Malaysian literacy rate is one of the highest in the world (Odekon, 2006).
However, the reading habits among Malaysians are considerably low, judging by the
number of books they in a year - twelve books. Reading has become an indispensable
activity which is vital for the knowledge society comprising knowledge workers of acountry. Palani (2012) has discussed the various benefits and methods of improving thereading habits. The author explains that reading shapes good personalities, brings new
ideas, develops positive thinking, and inspires right attitude.

Shahriza & Hasan (2007) defines reading habit as a kind of real experience andinvolves many complex skills. According to Kaur & Thiyagarajah (1999), reading
habits refer to regular tendencies in reading behaviours. Mohini et al. (2012) state agood reading habit is necessary for a healthy intellectual growth that would in turninspire creative and innovative minds. Reading can increase our knowledge, at the212The Asian Conference on Society, Education & Technology 2016

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same time, it also builds maturity and character, sharpens our thinking, and widens
our awareness in variety issues such as social, economic or political (Teh, 2013).
The education system is among the few factors that influence reading habits. Pandian(2000) argues that students in Malaysia only read for the sake of passing examinations
and fulfilling the school requirements. Most of the time, students would read
specifically to seek and gain information in order to get excellent academic
achievements (Pandian, 1997). Education system needs people to read a lot of
academic reading; this is because they need to read for knowledge on their subjects, tocomplete their academic task and for their academic excellence (Fairbain & Fairbain,2001). According to Dent & Goodmen (2015) there is a strong and positive
correlation between reading frequency and academic achievements. Another study on
reading and achievement relationship in Ghana (Owusu-acheaw & Larson, 2014)
confirmed that reading habit has influence on academic performance and there is arelationship between reading habit and academic performance. In 2013 the Borneo
Post reported that there was sharp decline in reading habits among young working
adults who have completed their tertiary education. Among the policy makers,
information professionals and educationists, this is a major concern.
The encouragement and presence of other people is another factor that affects reading
habits. Pandian (1997) argues that when we are exposed to people who read regularly,
we will develop a positive attitude towards reading. According to Yusof (2010),
family members, peers and close friends have strong and positive influence on reading
habit. In a study on rural libraries in Ghana, Dent (2008) highlighted the importanceof role of families in shaping up the reading interest of family members. Wheninterest in reading is built up in an individual, it drives that individual to read on his
own, as opposed to assigned reading says Hughes-Hassell and Rodge (2007).
Noorhidawati & Forbes(2008) and Saikia (2013) stress that printed books are the most
preferred library materials among library users. The presence of the digital age,
however, warrants the utilization of electronic resources in the library. The majoradvantage of electronic resources is faster and wider access to information. Hence,these resources can be used to promote library use. Another factor that can used topromote library is people involvement or community engagement.

According to Massachusetts Library Association, Youth Services Section (2005)
involving young people in the planning and delivery of library services or in planningpurchases can ensure that their interests and needs are addressed and has been foundto play a cricial role in attracting their peers to the library. Lakshmi et al. (2011)
argues that in any type of library, the user plays a vital role in planning, designing andintroducing new information services and in assessing the quality of remaining
services, facilities and their utilities. Arranging materials by genre or identifying
materials of interest to young people can spur the use of the library collections says
Sissons (1997).
Objectives of the Study
The main objectives of the study are toa)to investigate the reading mindset and leisure activities of library users;

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b)
c)
d)

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to determine the extent of the reading habits based on diverse influences;
to identify emerging needs of library users; andto realign and restructure reader development strategies.

Research Methodology
A mixed method comprising qualitative and quantitative approaches is employed inthis research. The questionnaire consisted of 96 open-ended questions and 15 closeended questions. There are 843 respondents selected from 21 public libraries ofvarious categories, representing the 7 selected administrative districts in Sarawak.
Data are gathered via face-to-face interviews conducted at the selected libraries. The
raw data are subsequently coded and tabulated in Statistical Package for Social
Sciences (SPSS) to be analysed. Data analyses include, but not limited to, frequency
analysis and cross-tabulation analysis.
Findings and Discussiona) Demographics
In terms of gender, there are more females than males - 60.9% are females and 39%
are males. Most of the users are teenagers. 51.2% of them are in the age range of 1119 years. Next, the age range of 20-29 years at 20.7%, the age range of 10 years andbelow at 10.5% and finally, the age range of 40 years and above at below 10%.
In terms of marital status, most of the users are single - 76.9% of them are single and21.8% are married. This is obvious since generally most of the users are teenagers.
Ethically, the biggest group are the Malays at 37.8%, followed by the Ibans at 31.6%,
Chinese at 15.1% and finally, the Melanaus at 7.8%.
In terms of academic achievements, a reasonable majority belongs to the primaryschool level (35.5%), while the upper secondary school level constitutes 23.2% andlower secondary level, 19.9%. This clearly shows a great majority of the library users
are young students. Majority of the users are from the private sector at 49.7%
followed by those from the public sector at 43% and finally, others at 7.3%.
b) Library membership
Surprisingly, most of the library users are not members of the library. Only 49.3% of
the users are members of the library, while 50.71% are non members. There is a clear
indication that the library promotion needs to be intensified. The users enjoy going to
the library because of the reading materials (64.5%), the conducive environment(18.5%), the activities (13.3%), the Internet/computers (5.8%), interest (3.1%) andfinally, the facilities (2%).
In terms of frequency of going the library, most of the users (22.1%) visit theirlibraries once a week, while 20.8% of them visit the library on alternate days. At
every visit to the library, most users (43.9%) spend 1-2 hours, while 30.5% of themspend 2-3 hours and 14.5% spend only an hour.

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A great majority of the users go to their libraries to obtain information (71.3%), toincrease knowledge (61.7%) and to study (51%). This indicates that users regard thelibrary as a knowledge and information hub and storehouse. At the library, the users
read books of their interest (81%); read their own books (35.2%); read newspapers(27.5%); read magazines (38.3%); have discussion with friends (45.8%); borrow andreturn books (37%); access the Internet (26.7%) and relax (25.9%). This suggests thatthe library is well used by the public.
d) Sources of information
The sources of information that users seek in the libraries are varied. The main ones
are the reference collection or section at 67.1%, followed by the magazines at 37.4%,
the newspapers at 31.8%, reference librarians or officers at 30.8% and finally, theInternet at 30.1%. This clearly suggests majority of the users are independent.
e) Motivation
It is heartening to note that most of the user (81.1%) are self-influenced and selfmotivated to read. Other influences include friends or peers at 50.1%; mother at
49.0%; teachers at 42.1%; father at 41.5%; siblings at 26.1%; relatives at 16.3%; andlibrary staff at 9.1%. This clearly indicates the users’ close associates influence themto read. Unfortunately, the library staff is not part of this close association, indicating
a concern that needs to be address accordingly.
f) Preferred languages
In terms of the languages of the reading materials, most users (90.2%) prefer Bahasa
Melayu or Malay, while 58% of them prefer English. The other languages are Iban
(15.3%) and Chinese (14.8%). The main reasons for liking these languages arebecause they are good at it; they can understand better; because of academic
requirement; they feel motivated; and because more reading materials are available inthese languages. This suggests the majority languages are instrumental for theirenhanced reading.
g) Favourite pastimes
Contrary to common belief that the social media is topping the chart of favourite
pastimes among Sarawakians, the most favourite hobbies of the library users arereading at 73.4%, listening to music at 68.9%, browsing the Internet at 64.7%, andwatching television at 57.9%. All these are closely related with their reading passion
and interest to seek knowledge. Some other hobbies are using email (41.8%), hanging
out with friends (35.2%), shopping (34.9%), playing computer games ( 33.5%),
cooking (31.9%), travelling (30.4%) and writing (diary, blog and poetry) (23.0%).

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Most of the users read for one hour (33.2%) and 2 hours (26.8%). 23.2% of the users
reads for less than 1 hour and 11.2% of them reads for 3 hours. This response
substantiates the above response that the majority read for pleasure.
i) Started reading
A majority, (33.8%) of the users started visiting the library at the age range of 7-9
years old, followed by the age range of 12 years and above at 27.0%. Some (21.9%)
users started between the ages of 10-12 and some (14.3%) between the ages of 4-6.
This confirmed the demographic responses on age. A substantial number of users(46.4%) started reading between the age 7-9 years old. 25.7% and 12.6% of users
started reading between the age of 4-6 years old and 10-12 years old respectively.
This finding indicates the users start to read when they are in primary schools, whichis considered slightly late.
j) Reasons for liking the library
A significant majority (84.9%) of the users likes going to the library because of thebooks or library materials followed by 57.3% because of the conducive environment
and 54.9% because of the air-conditioned environment. Other reasons for liking thelibrary are because of the magazines at 53.3%, the newspapers at 44.8%, the Internet
at 41.4% and the discussion area at 13.6%. This suggests that the public libraries are
well-utilised for the acquisition of information and knowledge.
k) Customer service
Though a great majority (81.7%) of the users say that library staff is user-friendly, areasonable number (18.3%) users indicate that library staff is not very welcoming.
This finding clearly suggests that customer service is a reasonable concern that needssome kind of improvement or enhancement.
l) Library collections
Even though majority (46.6%) of the users state that there is adequate readingmaterials in their libraries, 30.5% of them say that the reading materials are in
sufficient. 22.6% of them has mixed feeling or unsure. In term of rating for librarycollections, 50.5% of the users rate them as good, 33.7% rates them as average, 9.9%
rates them as excellent and 5.9% rates them as poor. These responses implies thatsome kind of improvements are needed to rectify the “insufficient” as indicated by
30.5% of the users and the “average rating” by the 33.7% of the users.
m) Circulation
Some of the users (20%) borrow 2 books, a few more (12.6%) borrow 1 book, whileothers (12.8%) borrow 3 books in a month. However, 32.8% of them do not borrowbooks at all. These are the non-members who read their own books; those who use thelibrary materials in-house; and those who use the library facilities only. Books

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borrowed range from fictions at 41.1%, academic at 26%, comics at 19%; scientific at
12.9%, adventure at 11.2% and cook or recipes at 8.5%.
In terms of book loan or lending period, a significant number of users (76.8%) aresatisfied with the loan period, yet a few others (23.2%) are not. This suggests that theloan period needs improvement. While majority of the users (73.6%) are satisfied
with the number of books issued, a reasonable number (26.4%) show concern and are
not satisfied. This suggests that there is need to increase the maximum number ofbooks that can be borrowed at one time.
n) Retrieval
Most users (69.6 %) can locate reading materials with ease, while a few others(16.5%) have difficulty in retrieval. 13.8% of them are unsure or have mixed feeling.
This clearly suggests that there are minor issues that need to be addressed. Further
probing revealed that the library materials are easily located as they are properly
catalogued, labelled and arranged.
o) Information and communications Technology (ICT)
While majority of the users (78.7%) show satisfaction about computers in theirlibraries, a reasonable number (12.6%) are not satisfied. The rest have mixed feeling.
Further probing revealed that the causes of this dissatisfaction are there are notcomputers provided; the computers are stolen or not working; and not enoughcomputer. A significant majority of the users (69.4%) say that the Internet provision issatisfactory, but the rest (30.4%) are not satisfied. This suggests that there is plenty
room for the ICT infrastructure to be improved.
Some users (56.6 %) utilize the library Internet service for gaining generalknowledge; a few others (45.4 %) utilize it for pleasure; another few (45.0 %) utilize
it for academic purposes;, and others (18.4 %) utilize it to do job related things. This
information indicates positive use of the Internet in the library.
q) Operating hours
A great majority of the users are satisfied with the opening hours of their libraries.
However, a reasonable number (14%) show concern and are not happy with the
opening hours. This clearly suggests that the library opening hour must be improvedin terms of length and timing.
r) Community engagement
A large majority (77.0%) of the users do not participate in the library activities at
local, state or national level. Further probing revealed that they do not participate as
they are not interested; they lack the time; they lack information; and they are notgiven the opportunity. This is surprising, alarming and a major concern that needs tobe addressed accordingly. A fair number of users (22.4%) however do participate inactivities organised by their libraries.

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The top 10 suggestions from the users on how to improve the library services are:
a)
b)
c)
d)
e)
f)

Provision of quality reading materials.
79% *Update, expand and diversify collections
63% *Improve customer service
59% *Enhance community engagement
59% *Improve library accessibility.
57% *Improvefacilities
printingand 53% *photocopying
Meet the demand of the community
51% *Provision of online services
49% *Flexible service hours.
45% *Reaching out to the community
43% *

h)
g)
i)
j)

* Multiple responses set
These suggestions reaffirm earlier discussion that the library materials need
improvement in terms of diversity, depth and remit. They also reconfirm earlier
findings that customer service and community involvement on the library activities
need enhancement.
s) Urban and rural comparison
The differences between the readings habit of users in the urban and rural areas ofSarawak are summarised below:

¨

Urban
More Non members
2-3 hours
Once a week
Weekends
Self
Friends
1-2.5 hours¨

12 years old

¨
¨
¨
¨
¨
¨

Variables / Elements
Category of Users
Time Spent in the Library
Frequency of Visit
Preferred Library Days
Reading Influences¨

Length of Reading Time
Started going to the
Library¨

RuralMore Members
1-2 hours
Once a week
Weekdays
Self
Friends and mother1 hour¨

7-9 years old

¨
¨
¨
¨

¨

As discussed earlier, strategies and action plans to instil reading habits among thelibrary users at an earlier age are required to handle the late “Started going to the
Library” issue face by both the urban and rural libraries. There are more non members
using libraries in the urban areas and this situation needs to be addressed accordingly
via appropriate action plans as well.

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Recommendationsa) Awards
The library users’ self-influenced and self-motivated reading habits need to becommended and recognised in a variety of award schemes such as praises, gifts,
displays, promotion, awards and publicity. Such schemes can further propel them toenhance their positive attitude towards reading and motivate them to promote reading
to their peers and family members.
b) Nurturing
The library users’ great positive reading habits and passion for reading indicate thatthey have an excellent baseline to be further nurtured and strengthened. This can beaccomplished through the constant and consistent provision of quality and userspecific reading materials. Such nurturing is capable of creating a positive ripple
effect when nurtured users start to enhance their reading interest and motivate others
to have positive attitude towards reading.
c) Competency building
The library staff needs to interact more with users to add value to the healthy reading
culture. This necessary means the need to use more interpersonal skill and customer
service competency. Most library staff speaks both Bahasa Melayu and English, butthere is need to teach them local dialects to attract more patrons.
d) Structured activities
Though library activities or programmes are conducted periodically, there is a need to
improve these programmes by redesigning and structuring them to meet the needs ofdifferent categories of users. This definitely involves engaging the communities indetermining what they require and expect of their libraries.
e) Community engagement
In developing and implementing the library services, it is necessary to involve thecommunities to which the library services are targeted to. Only they know what is bestfor them. Many a time, library services failed to meet their objectives because theneeds and expectations of the target groups are not taken into consideration in thedesign and development stage of the services.
f) Enhancement of ICT
While some users are satisfied with the Internet provision, a fair number is unhappy
with the Internet connectivity. In addition to that, reasonable majority of the users are
not sure about the presence electronic resources. Most users believe the Internet
enhances their academic competence. This clearly suggests that there is strong need to
update the provision of the Internet and ICT in the library.

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The library collections need to be enhanced in terms of variety, format, depth andremit of the subject areas. It was found that users expect constant replenishment ofreference books and provision of books on their subjects of interest. Meeting their
expectations in terms library collections will further motivate and boost up theirreading interest.
Action Plans
The study has highlighted areas that need to be improved further and issues that need
to be alleviate to improve the service quality of public libraries in Sarawak. Various
strategies and action plans have been determined to handle these areas or issues.
a) Replication of high impact initiatives
Since its establishment in 2000, the Sarawak State Library has embarked on various
programmes to elevate its service quality in terms of delivery, contents and coverage.
These high impact programmes are made possible via collaborations and community
engagement exercises. Held annually, each of these initiatives on average can draw
1,500 to 3,000 participants or beneficiaries at one time. Already successful at the statelevel, the strategy now is to replicate these programmes at the town and district levels
and subsequently to the rural communities.
The Children Literature Festival can attract up to 3000 participants at one time and it
has been successfully organised since 2004. Both the Local Culture Competition and
the Knowledge Camp attract 1,500 participants each. The most recent high impact
programme was the DIY (Do-It-Yourself) Carnival or the Makers Movement which
attracted 2,000 participants. This programme was co-organised with schools, the local
authorities, non-government organisations and the US Embassy via its Lincoln Corner
Sarawak.
b) Resources sharing
Resource sharing has been part and parcel of the Sarawak State Library. It is one of
the approaches to reduce cost of operations, eradication of duplication of efforts andmaximisation of resources. Enhancement of resource sharing in term of bulk loan
service to the town and district libraries can to certain extent solve the problem of
inadequate library resources in some of the public libraries. Bulk loan service involves
lending of library resources in large quantity to eligible recipients, which in turn lendthese resources to their users.
The expansion and intensification of the inter-library loan between the public libraries
can also help to alleviate the problem. Consortium purchase of online resources isamong the best option to rectify scarce electronic resources among the public libraries
in Sarawak.

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Official Conference Proceedingsc) Enhancement of on-going programmes
There are initiatives put in place to by the Sarawak State Library to develop thehuman resource of public libraries in Sarawak. Staff of these libraries is given basic
trainings in library management in stages. These trainings comprise of workshops,
attachments and bench-marking visits inland and abroad. Obviously from findings ofthe study, the development of human resource in terms of customer service andservice delivery needs to be improved further.
The ubiquitous library programme, commonly known as “U-Pustaka”, is a resource
sharing platform involving major state libraries, a number of special libraries and the
National Library of Malaysia. Through this web-based platform, library resources canbe identified, requested and borrowed from almost anywhere and anytime in
Malaysia. The great advantages and benefits of U-Pustaka can be extended to thetown and district libraries as part of the resource sharing programmes. This entails
greater collaboration effort between the Sarawak State Library and the public
libraries.
d) Recontinued programmes
The research suggests the necessity to acknowledge active users and active
collaborators for their efforts and participations. There is a need to nurture libraryusers to further enhance their interest in reading and habit of going to the library.
Recontinuing some of the adjourned or halted programmes to handle this situation isjust about the right time. These programmes include the giving of awards andrecognition to the most frequent users or frequent borrowers. The Home LibraryCompetition and the Public Library Competition, which were held annually in thepast, will be revived, intensified and fine-tuned as well.
e) Rebranded programme
The study highlights that library users in the rural areas started reading an the age of 7
- 9 years old, while those in the urban areas started reading at 12 years old. At thisjuncture, it is necessary to introduce a reader development early intervention
programme. This programme instils reading habits at the earliest possible stage - inthe womb and the first six months after birth. The Sarawak State Library has been
embarking on one such programme at a small scale at the headquarters level. This
programme, which has been rebranded twice from “born To Read” to “Every Book A
Child” to the current one “The Reading Seeds”, will be enhanced accordingly andextended throughout Sarawak. Collaboration and community engagement are again
critical success factors in the successful implementation of rebranded programme.
Conclusion
The study has uncovered areas of concern pertaining to the reading habit of libraryusers in Sarawak. Major areas of concern include low membership among libraryusers and their lack of participation in activities organised by their libraries. The remitand diversity of the library collection is another area that raises concerned. The
provision of ICT and Internet connectivity, especially in the rural areas of Sarawak

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are also issues that need to be addressed accordingly. Based on the success of anumber of initiatives and programmes of the Sarawak State Library, action plans havebeen identified to improve these weak spots and to alleviate areas of concerned.

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Using SQL in CBR for Similarity Retrieval: The Case of the TQF Advisory System
Putsadee Pornphol, Phuket Rajabhat University, Thailand
Suphamit Chittayasothorn, King Mongkut’s Institute of Technology Ladkrabang,
ThailandThe Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
Case-Base Reasoning (CBR) is a methodology that stands out as one the most useful
artificial intelligence techniques. The essential idea of CBR is to answer user’s queries bycomparing them with problems in the case base that have been solved and determines themost similar one. Case retrieval is a procedure that a retrieval algorithm finds the mostsimilar cases to the present problem. While conventional database management systems
offer restricted query flexibility, systems that can create similarity based queries, forexample, those found is case-based reasoning research, would improve the utility of data
resources. This paper explains a strategy for building case-based systems utilizing a
conventional relational database (RDB). The similarity computing in which databasequeries retrieve similar cases are presented. The implementation utilizes Structured
Query Language (SQL) to find such similar cases.
Keywords: Case-Based Reasoning (CBR), SQL, Similarity Retrieval, Advisory System

iafor
The International Academic Forumwww.iafor.org

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1. Introduction
Case-based reasoning (CBR) is a method for solving a new problem that occurs bybringing a solving method that has been used for solving similar problem in the past to bea guideline for future problem solving. Case-based reasoning has been used for solving
problems in various fields such as medicine, engineering, finance, banking, education,and tourism. Case-based reasoning is a suitable problem solving method because it issimilar to human’s thought process which uses past experience for solving present
problem and learns from what happens [1] [2]. The important thing for Case-based
reasoning is how to store old cases and a method for determining the similarity between a
new case and all old cases that will give a case that is the best answer or the most similarone.
For the determination of similarity of Case-based reasoning, there are many ways such asnearest neighbor, induction, statistics, neural networks, fuzzy logic, and production rules.
Case-based reasoning that uses SQL to determine the similarity of cases, store the casesin relational databases. DBMS is responsible for managing the data in that database. ThenSQL statements are used to determine the similarity of the new case and the old cases.
When a user of the system needs to compare a new case to find a matched old case stored
in the databases, there is a problem when using SQL for finding the similarity because
relational database queries only give exact match answers. However, for Case-based
Reasoning, the answer does not have to be a 100% match of a new case and an old case.
Therefore, the use of SQL to determine the similarity of a new case and the stored oldcases needs to define conditions or formats that support the use of SQL for finding thesimilarity of the new case and the old cases that cover all conditions.
We propose the use of SQL to find the similarity of a new case and the old cases stored in
the database by presenting the cases with 100% similarity (Exact Match), with somesimilarity, and without similarity for the development of TQF Advisory System of thecurriculum development.
2. Problem Statement of the research
At present, education is one of the businesses that are highly competitive because ofmodern technology that allows people the ability to choose various forms of education
including in the education system at various institutions or to learn by themselves withvarious online media that provide vast and wide-open knowledge. The important thing of
education, in addition to a teacher who has knowledge and the readiness and willingness
to study of students, is the curriculum which can provide a framework or guideline forproviding knowledge to students as well. Therefore, in the development or improvementof the curriculum, the developer can have a format for providing guidance whichframework of concept should be developed in order to have graduates with knowledge
exactly as specified.
The TQF Advisory System is an information system developed by using the Case-based
reasoning technique in the development of the system in this work. The data of approved

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curricula are stored in a database and will be used as cases for various curricula.
Curriculum developers can use them as a guideline for developing the curriculum by
specifying the suitable direction of framework of each curriculum. For example, if auniversity wants to develop its computer science curriculum within the TQF standard, thesystem developer can refer to cases that are approved computer science curriculum fromthe database for curriculum development.
Using Case-based reasoning to develop a system can provide feedback to the curriculum
developer through a case of the similar curriculum from other institutions in order toevaluate the developing curriculum. To determine the similarity of a new case and all oldcases, the system of this work uses SQL programs to find the similarity.
3. Case-based reasoning in the research
Algorithm which are deployed in case-based reasoning (CBR) include nearest neighbor,
induction, fuzzy logic and SQL retrieval.[3]Nearest neighbor techniques are probably the most broadly utilized technology as a partof CBR since it is available in the majority of CBR tools. Nearest neighbor algorithms all
work in a comparative manner. The similarity of the problem case to a case in a caselibrary for every case characteristic is resolved. This measure might be multiplied by aweighting component. At that point the total of the similarity of all attributes isdetermined to give a measure of the similarity of that case in the library to the objective
case [3].
Induction techniques are generally utilized as a part of CBR since a lot of the morecapable industrially accessible CBR tools give this facility. Induction algorithms, forexample, ID3, fabricate decision trees from case histories. The induction algorithms
recognize patterns amongst cases and separate the cases into bunches. Every bunchcontains cases that are comparative. A prerequisite of induction is that one target casecharacteristic is defined. Basically, the induction algorithms are being utilized asclassifiers to group comparable cases together. It is accepted that cases with comparative
problem descriptions will allude to comparative problems and henceforth comparative
solutions [3].
Fuzzy logics are a method for formalizing the typical handling of fuzzy linguistic terms,
for example, excellent, good, fair, and poor, which are connected with differences in an
attribute depicting a characteristic. Any number of linguistic terms can be utilized. Fuzzy
logics inherently represent notions of similarity, because good is nearer (more similar) to
excellent than it is to poor. For CBR, a fuzzy preference function can be utilized tocompute the similarity of a single attribute of a case with the relating attribute of thetarget [3].
At its most straightforward form, CBR could be executed utilizing database technology.
Databases are effective method for storing and recovering substantial volumes of
information. In the event that problem descriptions could make well-formed questions it

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is clear to retrieve cases with identical descriptions. The issue with utilizing databasetechnology for CBR is that databases retrieval using exact matches to the queries. This isordinarily enlarged by utilizing wild cards, for example, “WESTp” matching on“WESTMINSTER” and “WESTON” or by specifying ranges, for example, “1965”.
Using wild cards, Boolean terms and other operators within queries may cause a query
more general, and subsequently more inclined to retrieve a suitable case, however it is nota measure of similarity. In any case, by increasing a database with clear knowledge of therelationship between concepts in a problem domain, it is conceivable to utilize SQL
queries and measure similarity [3-5].
4. Similarity Retrieval
To determine the similarity of a new case at the parameter level, the procedure is asfollows:
1. Specify the intended similarity range:
Table 1. Exact Matching and Level of Similarity Value
Exact
Level of Similarity Value
Matching
High
MediumLow
100%
100<Similarity
80<Similarity
60<Similarity
value >=80
value>=60
value>0Not
Matching
Not found

Table 1 shows the specification of similarity between a new case and old cases from theanswer from using SQL queries to determine the similarity including 1) if the answer for
similarity between the new case and old case is 100% then the similarity value between
the new case and old case is “Exact Matching”, 2) if the answer for similarity between
the new case and old case is from 80% to under 100% then the similarity value between
the new case and old case is “High”, 3) if the answer for similarity between the new caseand old case is from 60% to under 80% then the similarity value between the new caseand old case is “Medium”, 4) if the answer for similarity between the new case and oldcase is from over 0% to under 60% then the similarity value between the new case andold case is “Low”, and if there is no answer then the similarity value is “Not Found”.
2. Find the similarity value between the new case and old case using thefollowing procedure:a. Specify a new case to determine the similarity valueb. Specify a parameter for the new case in a) that will be used as acondition to determine the similarity valuec. Find the similarity value of the new case by using the parameter fromb) for comparing between the new case and old cases whether the new case is similar towhich old case and at what similarity level as defined in Table 1.
d. Store the obtained similarity value from 3) in a similarity table in the
database.

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The similarity of the new case and old case of the overall parameter in each side isdetermined as follows:

The similarity value is determined from the similarity table obtained from thedetermination of similarity at the parameter level. To determine the similarity value at theoverall level, the sum of each parameter in each case will be determined and then thehighest sum of each parameter in each case will be determined. Finally, the highest sumof each parameter in each case will be used to determine the highest value in order todetermine the similarity value.
5.

The TQF Advisory System
Web GUINew Case
Results

TQF-Advisory System

Old Cases

Similarity Definition
Admin

Curricular Developer

SQL Spec.
Similarity =!

SQL Spec.
Similarity =".#...

SQL Spec.
Similarity =".$Commercial-RDBMSFigure 1. TQF Advisory System Architecture
The TQF Advisory System is a system that was developed as a tool for curriculum
developer in higher education of Thailand to be able to see the overall picture that the
curriculum prepared will eventually causes the students to possess knowledge in which
direction under the 5 aspects of regulatory framework in each curriculum including 1)
Ethics and Morality, 2) Knowledge Development, 3) Intellectual Development, 4)Interpersonal Relationship, and 5) Numerical Analysis, Communication, and Information

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Technology Skills or the developed curriculum has the characteristic similar to the same
curriculum from which institution so that it can be used as a reference or a guideline.
Figure1 shows TQF Advisory System architecture that illustrates the operation of thesystem, which includes two types of user. The first type is a user who is a curriculum
developer, who is a user that use the work system to inspect or test the curriculum
development that develops the characteristic of each curriculum or at the curriculum level
it is similar to the same curriculum of which higher education institute in Thailand. To
use it, user specifies the course information and the 5 aspects of responsibility
information of the course whether it is a Primary Responsibility, Secondary
Responsibility, or Not Relevant. The information that the user inputs will be comparedwith the information of the same course from other institutions that is stored in the
database whether the course information in all five aspects of responsibility is the same asor similar to those of which institution. For the use in this part, user can update thecurriculum mapping of the course according to user requirements to emphasize on any of
the five characteristics, if found that the overall characteristic of the course is notconsistent with the idea before storing that course into the database.
For the administrator (Admin), the admin will be responsible for storing the curriculumof each institute that has been developed and approved by the Office of the Higher
Education Commission. Admin will store the details of curriculum mapping of eachcourse of various curricula in the database.
Table 2. Example of Introduction to Database Curriculum Mapping [6]Subject

Ethic and Morality

8311202
Introduction
to database

1

2

•

•

3
ᴑ

4
ᴑ

5

6

Knowledge
Development
7
•

1

2

•

3
ᴑ

4
ᴑ

5

6

•

Intellectual
Development
7

8
ᴑ

1

•

2
ᴑ

3

4
ᴑ

Interpersonal
Relationship
1

2

•

3
ᴑ

4

5
ᴑ

Numerical
Analysis
6

1

•

2
ᴑ

3

4

•

Table 2 shows the curriculum mapping of the course Introduction to Database that shows
the 5 aspects of responsibility of the course that the curriculum developer specifies forstudents to be responsible. The solid circle represents the Primary Responsibility, thecircle represents the Secondary Responsibility, and an empty slot means Not Relevant.
TQF information are stored in the database whose schemas are shown in Figure 2.
University_Curriculum

Subject

U_ID

SubjectID

U_NAME

U_ID

SCRV
Subject_ID

SubjectName

Subject_Description Unit

Case_Similarity
Characteristic

Responsibility

NValueSubject_ID

Characteristic

Figure 2. TQF Advisory System Relational Schema

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USimilarity

NSimilarity

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The determination of the Similarity at the course level is a similarity comparison of a new
course with courses stored in the database. The screenshot shown is shown in Figure 3 forthe determination of the similarity. The procedure is as follows:a) User specifies the course title in order for the system to find whether thiscourse matches any course stored in the database. The result will show a description of
the course along with the title for the user to double-check that the course is what the userneeds. For example, if the user specify the name “Introduction to Database” the answer
from the search system will show the course title with the words “Introduction to
Database” and also show a description of all courses that are the answer in order for theuser to verify that the specified title matches the course stored in the database.
b) The user specifies the parameters to be used as a condition for determining
the similarity. For this research, the parameters used as condition in determining thesimilarity are the responsibility value of the course according to the characteristic in each
aspect including Primary Responsibility (PR), Secondary Responsibility (SC), and Not
Responsibility (NR).
c) The system will search the similarity of the course by using the course
information from step a) and the responsibility parameters of the course from step b) todetermine the similarity level of the above information with the courses stored in the
database. The similarity level is classified into 4 levels including “Exact Matching”,“High”, “Medium”, “Low”, and “Not Found”.
d) The results from step c) are stored in the Case_Similarity Table in the
database which contains the subject ID (SubjectID), characteristic of the course(Characteristic), the names of the institutions with similar similarity value (USimilarity),
and the similarity value of the course (nSimilarity) that the user specifies in a) thesimilarity value specified in b). A partial of a Similarity Table is shown in Table 3. The
information obtained in this step will be later used as data for determining the similarity
level of the curriculum.
Table 3. Similarity Table (partial)
Case_Similarity
SubjectID
Characteristic
8311101
Ethics andMorality
8311101
Intellectual
Development
8311101
Interpersonal
Relationship8311101
Knowledge andDevelopment
8311101
Numerical
Analysis8311107
Ethics andMorality

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USimilarity NSimilarity
U1
100
U1

86.66

U3

86.66

U2

73.33

U1

73.33

U1

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Case_Similarity
SubjectID
Characteristic
8311107
Intellectual
Development
8311107
Interpersonal
Relationship8311107
Knowledge andDevelopment
8311107
Numerical
Analysis

USimilarity NSimilarity
U1
80
U4

80

U3

80

U2

60

Figure 3. TQF-Advisory System Input Screen for Curricular Developer
Figure 3 shows the input screen of TQF Advisory System for the curriculum developer
showing an example of finding the similarity of the course Introduction to Databasewhich is a new case with some details explained as follows: Ethics and Morality of newcase has similarity = 100% or “Exact Matching” with the course Introduction to Databaseof “U1” (old case), meaning the all responsibility values including Primary
Responsibility, Secondary Responsibility, and Not Responsibility of both new case andold case are the same. For Knowledge Development of new case, the similarity = 73.33%

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Official Conference Proceedingsor the similarity level of “Medium” with the course Introduction to Database with “U2”when the Primary Responsibility of new case = 1 when the Primary Responsibility of oldcase = 2, Secondary Responsibility of new case = 2 when Secondary Responsibility ofold case = 3, and the Not Responsibility of new case = 5 when Not Relevant of old case =3.
The responsibility values for all aspects of each course that is a new case and the obtained
similarity will be stored into the database. For this system, they are stored into theCase_Similarity table and when the system developer is satisfied with the result, theinformation of this new case will become an old case for use in the future.
The determination of the similarity at the curriculum level is a comparison of the new
curriculum that user wants to find the similarity against curriculums stored in the
database. The determination of the similarity at the curriculum level will use informationon the similarity at the course level that is stored in the Similarity Table instead of taking
stored data of all courses for the consideration. This is due to the fact that the informationin the Similarity Table are cases which are the result from filtering out cases that are not
relevant. So, accessing data for determining the similarity at this level is faster [7].
Figure 4 shows the SQL query which is used to determine the similarity at the curriculum
level.
SELECT Max(SumOfnSimilarity) AS MaxOfSumOfnSimilarity
FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity);

Figure 4. SQL to find Curriculum Similarity
USimilarity

MaxOfSumOfnSimilarity
U1

419

Figure 5. Results from SQL in Figure 4.
Figure 5 shows the results for the determination of the similarity of the new curriculum(new case) against the existing curriculum (old case) of institution “U1” when
considering the similarity of the characteristic of all courses at all aspects of characteristic
and the curriculum of “U1” has the highest similarity. Therefore, it can be concluded thatthe new curriculum that is being developed (new case) is similar to the same curriculumof institution “U1”.
SQL statements for finding the similarity of the curriculum in the overall characteristic ofeach aspect of the curriculum are shown in Figure 6.
Curriculum Characteristic
Ethics and Morality

SQL for finding Curriculum Similarity for a curriculum characteristic
SELECT USimilarity, Max(SumOfnSimilarity) As MaxOfnSimilarity

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FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity,
Case_Similarity.Characteristic
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity, Case_Similarity.Characteristic
HAVING (((Case_Similarity.Characteristic)="Ethics And Morality"))
ORDER BY Sum(Case_Similarity.nSimilarity) DESC);
Knowledge Development

Intellectual Development

SELECT USimilarity, Max(SumOfnSimilarity) As MaxOfnSimilarity
FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity,
Case_Similarity.Characteristic
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity, Case_Similarity.Characteristic
HAVING (((Case_Similarity.Characteristic)="Knowledge Development"))
ORDER BY Sum(Case_Similarity.nSimilarity) DESC);
SELECT USimilarity, Max(SumOfnSimilarity) As MaxOfnSimilarity
FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity,
Case_Similarity.Characteristic
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity, Case_Similarity.Characteristic
HAVING (((Case_Similarity.Characteristic)="Intellectual Development"))
ORDER BY Sum(Case_Similarity.nSimilarity) DESC);Interpersonal Relationship

SELECT USimilarity, Max(SumOfnSimilarity) As MaxOfnSimilarity
FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity,
Case_Similarity.Characteristic
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity, Case_Similarity.Characteristic
HAVING (((Case_Similarity.Characteristic)="Interpersonal Relationship"))
ORDER BY Sum(Case_Similarity.nSimilarity) DESC);

Numerical Analysis

SELECT USimilarity, Max(SumOfnSimilarity) As MaxOfnSimilarity
FROM (SELECT Case_Similarity.USimilarity,
Sum(Case_Similarity.nSimilarity) AS SumOfnSimilarity,
Case_Similarity.Characteristic
FROM Case_Similarity
GROUP BY Case_Similarity.USimilarity, Case_Similarity.Characteristic
HAVING (((Case_Similarity.Characteristic)="Numerical Analysis"))ORDER BY Sum(Case_Similarity.nSimilarity) DESC);

Figure 6. SQL statements for finding the similarity of the curriculum in the overallcharacteristic of each aspect of the curriculum

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6. Conclusion
Case-Based Reasoning is a methodology widely used in many fields such as education,
tourism, medicine, or other industries because it is a method that uses data from the past
to support the decision making for the present situation like TQF Advisory System which
is an information system developed using Case-Based Reasoning and SQL to find thesimilarity level between new case and old cases both at the course and curriculum levels.
Users can use the data from this work as a guideline for the development of a curriculumin order to choose the direction of the development.

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7. References
Aamodt, A., and Plaza, E.: ‘Case-Based Reasoning : Foundational Issues, Methodological
Variations, and System Approaches’, AI Communications, 1994, 7, (1), pp. 39-59
Kolodner, J.L.: ‘An Introduction to Case-Based Reasoning’, Artificial Intelligence Review,
1992, 6, pp. 3-34
Watson, I.: ‘Case-Based Reasoning is a methodology not a technology’, Knowledge-Based
System, 1999, 12, pp. 303-308
Portinale, L., and Verrua, A.: ‘Exploiting Fuzzy-SQL in Case-Based Reasoning’. Proc. The
Fourteenth International Florida Artificial Intelligence Research Society Conference, Key
West, Florida, USA2001 pp. Pages
Schumacher, J., and Bergmann, R.: ‘An Efficient Approach to Similarity-Based Retrieval
on Top of Relational Databaases’, Advances in Case-Based Reasoning, 2003, 1898 of theseries Lecture Notes in Computer Science, pp. 273-285
OHEC: ‘National Qualifications Framework for Higher Education in Thailand’, in Editor(Ed.)^(Eds.): ‘Book National Qualifications Framework for Higher Education in Thailand’(2006, edn.), pp. 1-27
Burkhard, H.-D.: ‘Case Completion and Similarity in Case-Based Reasoning’, ComSIS,
2004, 1, (2), pp. 27-55
Contact email: proud.it.pkru@hotmail.com
Contact email: suphamit.ch@kmitl.ac.th236

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The Applications and Effectiveness of Smart Campus in Taiwan Thematic
Research Project
Fang-Chen Chuang, Digital Education Institute, Taiwan
John Liao, Digital Education Institute, Taiwan
Ting Yi Shao, Digital Education Institute, Taiwan
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
In recent years, many countries have introduced ICT-related applications in learning,energy saving, management and others on campus in attempt to alleviate the burdenof teachers and administrators and to improve the effectiveness and results oflearning. To help Taiwan’s enterprises to provide products and services in line with
the international development and to meet the needs on campus, the Industrial
Development Bureau of Ministry of Economic Affairs in Taiwan launched a thematic
research project, inviting 3 system integrators in Taiwan to develop comprehensive
systems which cover six different aspects, including learning, social, governance,
management, energy and health. So far, thirty five example schools have established.
The collected information of the six aspects is integrated. The result after introducing
the ICT applications is apparent, and the schools with good practices of the ICT tools
has obtained solid and clear results or improvement in learning, governance, security
and etc. For example, a junior high school in the remote area has seen the
improvement of students’ scores of the senior high school entrance exam by over50%.
Keywords: Smart campus, education, Taiwan, Smart learning

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Introduction
According to the statistics of the Ministry of the Interior of the Taiwan government,
the population in Taiwan is 23,373,517. As for the statistics from the Ministry of
Education of the Taiwan government, the number of the students and teachers inschools totals 5,381,933, sharing 23% of Taiwan’s whole population. The number ofschools in Taiwan is 11,426 in 2013. The teachers and most students spend at least 8hours in schools. Therefore, from the number of schools, teachers and students, thepeople and the activities in schools take a very important part in the society. The
services and innovative applications provided to schools have significant meanings to
the whole society.
In recent years, many countries in Asia promote smart campus actively. Most
applications are focused on smart learning, smart social activities and smart
management. For example, the Japan projects, “Future School Promotion Project” and“Learning Innovation Project”, are the launched respectively by the Ministry ofInternal Affairs and Communicaitons and the Ministry of Education, Culture, Sports,
Science and Technology. According to Japan Ministry of Internal Affairs andCommunication (MIC)’s report (2013), Ministry of Education, Culture, Sports,
Science and Technology has collaborated with MIC to work on “Future School
Promotion Project”, a 4 years project started with 10 primary schools in the fiscal year
2010. Then, 8 junior high schools and 2 special support schools participate.
Meanwhile, “Learning Innovation Project” of MEXT was implemented in the same
20 schools (10 primary schools, 8 junior high schools and 2 special support schools).
Interactive whiteboards and tablets in some elementary schools, junior high schools
and supportive schools have been used as examples to locate problems or issues. [a]Also, the Chinese government also provided national guidelines or launched various
plans to promote smart learning, like “National Outline for Medium and Long-term
Education Reform and Development (2010-2020)” [b], “Ten-Year Development Planof the Informatization of Education (2011-2020)” [c] and the “China Action Plan for
Digital Education 2020” [d]. The mentioned guideline and plans were intended to
improve various aspects of digital and information education so as to strengthen
education and foster talents.
Literature Review
As for the study of the smart campus, Estisilat-BT Innovation Center [EBTIC] (2010)[6] provided its definition and scope about smart campus which covers 6 aspects,
including “iLearning”, “iSocial”, “iGovernance”, “iManagement”, “iGreen” and“iHealth”. These aspects can work independently and inter-dependently to integrate
campus with interactivity. The following is the brief introduction of each aspect:
1. iLearning: The eLearning or any other eresources of learning to form an holistic
learning environment.
2. iGovernance: The governance inside and outside campus.
3. iGreen: Energy saving or harvesting for sustainability with ICT tools.
4. iHealth: Prevention and epidemic alert healthcare system and various tools.
5. iSocial: Networking and communication.

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6. iManagement: Various management, maintenance, surveillance and others in acentralized fashion.
Figure 1: The 6 aspects of iCampus

Methodology and Method
From 2002 to 2011, Taiwan has implemented “Taiwan e-Learning and Digital
Archives Program” and has laid the foundation of Chinese digital contents andfostered the talents in this field. Thanks the development in these 9 years, the Chinesecontents and materials had been digitized successfully. According to the e-Learning
Industry Output Value Report 2013 (Industrial Development Bureau of Ministry of
Economic Affairs, 2013) [7], the e-Learning industry was categorized into 4 groups,
including digital materials, platforms, learning services and hardware. The percentageof the output value of each group is 37.85% for hardware, 37.18% for learning
services, 19.13% for digital materials and 5.85% for platforms.

Figure 2: The percentage of the output value of the 4 groups in the e-Learning
Industry in Taiwan (Industrial Development Bureau of Ministry of Economic Affairs,
2013)
The maturity of the talents and the industry helps the promotion of the smart campus.
In order to promote the smart campus industry, the government introduced thethematic research project with the participation of the enterprises. 4 strategies go withthis thematic research project. First of all, the government promotes the standard inline with that in the international community. Secondly, the government promote
innovative smart services and solutions of the integrated cloud services so as to form
the industrial value chain of the smart campus industry. Thirdly, example schools in
the rural and urban areas are established for field verification and to narrow the gap
between the country and the cities. Also, the experiences are very helpful for the
potential customers or clients in the international market. Finally, the government

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endeavors to assist the enterprises in Taiwan to succeed in the market overseas andestablishing the image of international brands.
The promotion encourages the enterprises in Taiwan to integrate the technology orapplications of the green industry, wearable devices, learning devices, cloud platforms,
information services and others so as to form a comprehensive value chain to becompetitive in the market.
The international standards are introduced to integrate the software, software andservices in order to solve the compatible problems of different systems or equipment.
In order to achieve this goal, there are two parts in the process. Firstly, enterprises areinvited to form the special interest groups and starts the system interface integrationof cross-disciplinary applications in order to promote the integrated standards among
the 6 aspects of smart campus. In addition, the “Education Cloud” services are also
integrated, including the database of the learning records, learning portfolio, schoolrolls, health, school affairs and others.

Figure 3: The stages to develop the e-Learning Industry (Industrial Development
Bureau of Ministry of Economic Affairs, 2013)
Conclusion
The purposes of the smart campus thematic research project are to integrate hardware
and software for the supervising department’s convenience of management among
schools, to provide a future-oriented learning environment and to narrow the gap
between the rural and urban areas. So far, the following things have been achieved.
(1)35 example schools in Taiwan and 9 example schools overseas: The thematic plan
has the participation of 3 major system integrators in Taiwan, including WistronCorporation, Delta Electronics and MiTAC Information Technology Corp. By
bringing the resources of the big enterprises, these 3 companies are able to link thesmall-and-medium enterprises to develop the innovative services or applications in
the 6 aspects of smart campus. 35 example schools are dispersed in 9 counties in
Taiwan, and 9 example schools are established respectively in China, Thailand andVietnam.
(2)Collaboration with overseas partners: In order to have close co-operation with theoverseas market, the enterprises in Taiwan work with their overseas partners. For
example, one of the partners in Vietnam has helped Taiwan enterprises enter theVietnamese market by providing the products or services of smart classrooms, digitaltextbooks and training. Based on the long-term partnership, 4 example schools are

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established there for the schools and the government in Vietnam to know the benefitsof smart campus.
(3)Participation in innovative services or applications: The thematic research project
also collaborate with other education related organizations, like Institute forInformation Industry [III] to implement the innovative models of services orapplications. “The Small School Alliance” is one of the successful works. III has
been commissioned by the Industrial Development Bureau of Economic Affairs to
implement the national plan called “e-learning Industry Cross-Domain Advancement
Plan” [9]. The enterprises joining the thematic research project of smart campus also
participate in the activities of Small School Alliance.
Small School Alliance is intended for the small-sized schools in Taiwan to obtain
good education resources in an economic way. When these schools enjoy the
resources provided to them, they can also share their special lessons with others. For
example, the schools in the mountains can share their special ecosystem in theirenvironment.
The resources are not just in Taiwan. The activities of exchanges are also held withthose in Singapore, Vietnam and Malaysia. The English teachers from the Philippines
are connected with the students in Taiwan to bring special learning experiences tostudents and to improve students English. This kind of real-time interactive online
lessons also brings apparent improvement in different subjects. For example, thelevel-Based, real-time adaptive English lessons result in distinguishing outcome:25.74% progress in metropolitan school, while 38.18% progress in remote schools.
After completing the full English, long-distance, level-based English courses taught
by foreign teachers, the research results showed that the average score of progress forthe whole class at schools in metropolitan areas is 17.73, with a rate of 25.74%; theaverage score for schools in remote villages is 21.2, with a rate of 38.18% （Theresult of performance belong to the plan sponsored by the Industrial Development
Bureau of Ministry of Economic Affairs and will be posted for the reference of thegeneral public in Taiwan according to its schedule. The detailed implementation will
be presented in this December in IEEE TALE2016 in Bangkok, Thailand.）The Table
1 shows the results of 2 schools joining the real-time interactive English lessons.
Table 1. Comparison of Level-based English learning progress between
urban and rural schools
Degree of progress in
Degree of progress inGroupings based on levelurban schools
rural schools
High achievement
19.59%
15.98%
Middle achievement
25.67%
33.91%
Low achievement
101.04%76.37%
Average of the whole class25.74%
38.18%
Also, Baolai Junior High School, a junior high school less than 100 students in the
remote area, has seen the improvement among the students of the middle level in theirsenior-high-school-entrance-exam scores by over 50%.

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References
Department of Statistics of Ministry of Education of Taiwan (R.O.C.) Retrieved from:https://stats.moe.gov.tw/
Department of Statistics of Ministry of Education of Taiwan (R.O.C.). (n.d). Numberof Provincial, County and Municipal Level Schools in Taiwan 39-2013 School Year.
Retrieved from:http://depart.moe.edu.tw/ED4500/cp.aspx?n=1B58E0B736635285&s=D04C74553D
B60CAD[1] Department of Statistics of Ministry of the Interior of Taiwan (R.O.C). (2014).
Interior Statistics Week Three Report in 2014（Analysis of 2013 Population
Structure）.Retrieved from: http://www.moi.gov.tw/stat/news_content.aspx?sn=8057
Digital Education Institute of Institute for Information Industry. (2014). The
Promotion and Development of Taiwan Smart Campus Industry, p.27-28. Retrieved
from http://www.epark.org.tw/2014_digital_taipei/files/05.pdf
Du, Z.Y. (2012). ICT in education in China: Practices and Experiences, p.4. Retrieved
from
http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2012/presentat
ions/Du_Zhanyuan.pdf
Industrial Development Bureau of Ministry of Economic Affairs, Taiwan (R.O.C).
(2013) e-Learning Industry Cross-Domain Advancement Plan. Retrieved from:http://www.epark.org.tw/eng/Industrial Development Bureau of Ministry of Economic Affairs, Taiwan (R.O.C).
(2013) Year-end Implementation Report of 2013 Project, p.4. Retrieved from:http://www.epark.org.tw/images/20140415032454image_6.pdf
Industrial Development Bureau of Ministry of Economic Affairs, Taiwan (R.O.C).
(2013). The Output Value of eLearning Industry under 2013 Project, p.5-2. Retrieved
from: http://www.epark.org.tw/images/20140415033415image_6.pdf
Japan Ministry of Internal Affairs and Communications (MIC). (2013). Future school
Promotion Project, p. 4 Retrieved fromhttp://www.itu.int/ITU-D/finance/work-cost-tariffs/events/tariff-seminars/Japan-13/do
cuments/Sess5-2_FutureSchool_Kobayashi.pdf
Ministry of Education of the People’s Republic of China. (2012). Ten-YearDevelopment Plan of the Informatization of Education (2011-2020). Retrieved fromhttp://www.edu.cn/zong_he_870/20120330/t20120330_760603.shtml
Ng, J.W.P., “White Paper on the Intelligent Campus (iCampus)”, Etisalat-BT
Innovation Center (EBTIC) white paper, Abu Dhabi, UAE, Version 2.1, May 2010, p.
2.

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The Central People’s Government of the People’s Republic of China. (2010).
National Outline for Medium and Long-term Education Reform and Development(2010-2020) Retrieved fromhttp://www.gov.cn/jrzg/2010-07/29/content_1667143.htm

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A Study of the Online Learning Environment in the B.A. (English) Program of
Sukhothai Thammathirat Open University, Thailand
Narinthip Thongsri, Sukhothai Thammathirat Open University, Thailand
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
This study aims to study the interactivity patterns of online learners, as well as thefactors influencing interactivity patterns based on the principles of constructivism
theory. It makes use of a survey, which stresses that the learners play the role oflearning constructors by themselves in a socially constructed environment. According
to social constructivism, learners express their opinions to construct knowledge basedon personal experience, including their collaboration with other learners and/or
instructors.
The findings from the Constructivist On-Line Learning Environment Survey(COLLES) questionnaire showed that the item ‘Tutor support,’ which is thecomponent of the theory of social constructivism, was at the highest degree ofagreement, while the least agreement is on the item of ‘Peer support’. The
questionnaire results were confirmed in student group interviews and in focus group
discussions which learners volunteered for. The factors influencing this may likely bethat most learners value tutor support much more than peer support for learning in theuniversity online environment. Also, they are all distance learners who are part-timelearners, and may prefer learning in traditional ways to collaborative learning or
constructivism, and there are also variations in terms of age, learning experience,
background, career, etc.
Moreover, they mostly agree on the correlation of the online learning curriculum withthe 5 learning domains of the Thai Qualification Framework (TQF) comprising
ethical and moral development, knowledge, cognitive skills, interpersonal skills andresponsibilities and analytical and communication skills.
Keywords: Social Constructivism, Tutor Support, Peer Support

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Introduction
Since its foundation in 1978, Sukhothai Thammathirat Open University (STOU) has
cultivated a distance learning system that makes quality higher education accessible to
all who wish to further their studies. STOU is committed to offering equal
opportunities in education for all people and promoting education which people canaccess without limitations of time or place. This affordable and convenient systemenables students to study by themselves without having to attend conventional classes,
and it provides students in different locations with the freedom to study according totheir individual circumstances and interests. Besides, in accordance with theuniversity policy of the “open” university, there are no selective measures to screen
applicants. Students are able to continue their careers, study simultaneously in otherinstitutions, and take control of their own intellectual development by choosing froma variety of instructional activities. Self-guided instruction is mailed to students at the
beginning of the semester through integrated media comprising textbooks,
workbooks, audio and visual materials, supplementary reading materials, radio andtelevision programs, computer-assisted instruction and e-Learning. In addition,
students are able to access face-to-face instruction and guidance at regional andprovincial study centers.
In terms of internal academic organization, the university is divided into 12 schools.
Each school is responsible for the planning of the curricula and the provision of
instruction in the group of subjects it supervises. The programs offered by theseschools range from certificate programs up to doctoral programs. The School of
Liberal Arts, one of the schools in STOU, is responsible for developing curricula,providing foundation courses in the bachelor’s degree programs for every school, andoffering certificate, bachelor’s, master’s and doctoral programs in liberal arts subjects.
Under this school, the English department is responsible for offering foundation
courses and programs for practicing English skills for STOU students.
Online English Language Learning in the B.A. (English) Program
After three decades of distance education in the certificate program in English for
specific purposes via printed-based teaching materials, a new challenge appeared.
With the integration of the Internet into a large number of fields including language
learning, the English department of STOU saw an opportunity for launching an online
B.A. program in English. First, we produced a number of new online courses inEnglish language learning in order to prepare for the start of the online program.
Subsequently, in 2011 the program was launched online using two Learning
Management Systems (LMS): D4L+P and Moodle, and our first group of 99 students
graduated in 2013.
This first group of 99 students graduated from the B.A. program in English which isthe first online distance language learning program of Sukhothai Thammathirat Open
University (STOU). Several follow-up studies on the students’ satisfaction with theprogram have been carried out. For example; graduate and employer satisfaction withthe program has been studied and a survey has been carried out on the correlation
between the program curriculum and the Thai qualifications framework (TQF) for
higher education. In general, these studies confirmed the success of online distancelanguage education, focusing on student/peer and student/teacher interaction as the246The Asian Conference on Society, Education & Technology 2016

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main focus of language learning. The study specifically monitors learner interactivity
in the online English program by focusing on learner construction of knowledge
according to the social constructivism principle. However, up to now there has notbeen any study assessing the efficacy of online teaching using a constructivist online
learning environment survey.
The Theory of Social Constructivism and the Online Learning
One key concept of Vygotsky’s social constructivism theory is that knowledge
construction is both a social and cognitive processes. Knowledge and meanings areactively and collaboratively constructed in a social context mediated by frequentsocial discourse. In a social constructivist learning environment, effective learning
happens only through interactive processes of discussion, negotiation and sharing.
Guidelines from social constructivism has been widely accepted in investigating
learner knowledge construction in various fields, such as mathematics, science,technology, pharmacy, and others. For the field of language learning, several research
projects have been conducted to investigate the students’ perception on each of thescales based on social constructivism theory, comprising Professional Relevance,
Reflective Thinking, Interactivity, Tutor Support, Peer Support and Interpretation of
Meaning. The research findings by Galvin (2012) confirmed that there were somestudents who are reluctant to interact with others in the online learning community.
However, Peer Support is a voluntary activity which supports students’ online
learning experience. Giving or being given advice from peers is beneficial to students
in an enhancement of their learning from teachers. In addition, the study by Ware(2008) underlined online language learners may be satisfied with the peer feedback
but they prefer direct advice given by their teachers.
For this study, it has been used to examine the learning collaboration among online
distance learners in the B.A. English program. In light of the social constructivist
theory, the quality of the learning management system D4L+P is studied. Regarding
the other LMS, Moodle, while it has been used as the platform for doing assignmentand course content delivery, it is currently not used as a place for online group work
activities for learners.
The University Online Learning Management System: D4L+P
D4l+P stands for Design for Learning plus Portfolio. It is the online learning
management system that supports collaborative learning developed from T5 Modellearning design (T5 refers to task, tool, tutorial, team and instructor interaction). Thismeans “learning is about the learner making an effort to engage in their own
learning”. Distance learners must devote their time to constructing knowledge within
a limited time frame. There should also be support for learners to work and constructtheir knowledge. In this LMS, learners are first assigned collaborative work, thengive feedback to peers. They must also consider peer feedback on their own work. At
the end, learners cooperate with their team members to finish the final piece of workthat will be posted on the system. Overall, the learning design under this model
focuses on the learning process rather than the product. The overall scheme of online
assignments in this LMS are as follows (Sataporn, 2014):

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Figure 1: The overall scheme of online assignments in D4l+P
Task 1: Learning by Doing and Problem Solving
In the first step, or Task 1, students are assigned to do individual work where they
have to study the information in their resources. These resources can be certain pages
in their textbooks or study guide, video/audio clips, or links to online learning objects
prepared by the instructors. The first attempt students make to submit their firstassignment is not the end of their chance to learn from doing that task. In doing thisstep, they create their meaning of the topic covered by the task and solve the problem
challenged by the task. Their study with the resources has to be more active, focusedand meaningful as well, as they do not just read or listen passively but try to get thefull meaning out of what they study.
Task 2: Learning from examples and comparing work
After the first step, they move on to Task 2, to view their peer’s work for Task 1.
They then give feedback on each piece of work. By doing this, they have anotherchance to think about the task. By comparing their work with their peers, they canalso learn from the examples their peers set. They have a chance to give suggestionsof how to do the task to other learners as well, if they find that their work does not yet
meet the requirements set by the instructors. Learners can also defend their work at
this stage when they see that their peer’s interpretation of the task is different from
how they see it. Students are motivated to do this task as well because they know that
their feedback will be given marks from the peers who receive it.

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Task 3: Learning from Feedback and Improving One’s WorkThe next step is Task 3, where students are able to view the feedback given by theirpeers in Task 2. In this step, they have to judge how useful each piece of feedback is
for them and assess it accordingly. During these two steps, students learn more about
the content covered by the task.
Task 4: Learning from Sharing One’s Work in the Community
In the last step, or Task 4, students work in teams to share their ideas and work
together to do the assignment, which is an extension of Task 1. After the team leader
submits this assignment, every team member gets into the system to assess theirteammates’ contribution. The marks each member gets from this teamwork arefactored into his/her total marks. The system is so strictly set that if students fail to do
any of tasks 2-4, they will not be awarded the marks for that piece of module
assignment given to them by their peers.
Live Instructor Time: Learning from Instructor and Signposting
Live Instructor Time, is when the instructor gives feedback on student work andanswers students’ questions at an appointed time. Actually, throughout this process,the chat room is open 24/7 for them to communicate with their team, classmates, andinstructor. This learning process keeps them active and engaged with each weekly
assignment, so that some students get into the habit of working online nearly every
day over the course of the semester (almost 4 months or 15 weeks).
Briefly, the D4L+P learning employs both pedagogy and digital learningtechnologies. The pedagogy includes a constructivism belief about how one learns(Task-based, and Problem-based Learning Concepts). Each task submission is locked
after the due date is over. As each task submission due date is set as the time frame
throughout the course, students also get to practice managing their time, since they are
responsible for task submission. They are also responsible to their peers, as their
feedback has to reach them before the deadline in order for it to be responded to. In
all, this study mainly involves an investigation of learner interactivity in constructing
knowledge by interacting with other learners and/or teachers in the D4L+P learning
environment, which is set up in accordance with the principle of social constructivism
theory.
Objectives
1. To study the online learners’ interactivity patterns in accordance with social
constructivism theory
2. To study factors affecting online learners’ interactivity patterns in the online
learning environment in the program
Methods
There were both quantitative data collected from the online questionnaire andinterview data obtained from the interview and the focus group in this study. The

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quantitative data was collected from the groups of samples who enrolled in the courseof 14423 Professional Experience in English in the first semester of the 2014
academic year, as well as the first group of graduates in the program who volunteered
for filling in the online questionnaire. More interview data were collected from thesamples who volunteered for participating in the interview and focus group sessions.
The online questionnaire respondents
The first group of 148 graduates and another group of 61 current students (the 2014
academic year) in the B.A. English program were asked to fill out the online
questionnaires giving their opinions on each questionnaire items. The main part of
the Constructivist On-line Learning Environment Survey (COLLES) questionnaires
used in this study reflect the scales developed by Taylor and Maor (2000) based on
the theory of social constructivism. The scales are concerned with student perceptionsof a virtual classroom environment that helps reconstruct themselves as bothreflective and collaborative learners. The online questionnaire of this study is mainly
designed to measure student perception of:• Professional Relevance – the extent to which engagement in the on-lineclassroom environment is relevant to students’ professional worldviews and related
practices.
• Reflective Thinking – the extent to which critical reflective thinking is occurringin association with online peer discussion.
• Interactivity – the extent to which communicative interactivity is occurring online between students and between students and tutors.
• Interpretation of meaning (Making sense) – the extent to which students and tutor
co-construct meaning in a congruent and connected manner.
• Tutor support (Cognitive demand) – the extent to which challenging andcommunicative role modelling is provided by tutors.
• Peer support (Affective support) – the extent to which sensitive and encouraging
support is provided by peers.
In addition to the constructs of the theory of social constructivism above, theresearcher has added more questionnaire constructs into the online questionnaire. The
following constructs are also used to examine more details or components of D4L+P,
which is the Learning Management System used in the program.
• Overview of online learning environment – the extent to which the online
learning environment provided in the course assists practicing language learning
skills.
• Learning contents – the extent to which the learning contents provided in the
online learning course are useful, appropriate and beneficial to student language
learning.
• Components in learning environment – the extent to which all other components
provided in the online course (resource links, live chat, and web boards are beneficial
to student language learning.
• Online activities – the extent to which the online activities provided assist in
constructing the language learning community.
• Peer evaluation – the extent to which feedback from peers as well as feedback topeers is helpful.

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In order to collect the information from learners concerning their perceptions on the
online English curriculum program, another construct on TQF below has been added
to the questionnaire. According to the Thai Ministry of Education, The Qualifications
Framework for Thailand’s higher education system (TQF) is designed to support
implementation of the educational guidelines set out in the National Education Act, toensure consistency in both standards and award titles for higher education
qualifications, and to make clear the equivalence of academic awards with those
granted by higher education institutions in other parts of the world. The Framework ismeant to provide appropriate points of comparison in academic standards for
institutions in their planning and internal quality assurance processes, for evaluators
involved in external reviews, and for employers, in understanding the skills andcapabilities of graduates they may employ.
• Correlation with the Thai Qualifications Framework for higher education (TQF)– the extent to which the online language learning in the course is relevant to the 5learning domains of the Thai Qualifications Framework for higher education: ethicaland moral development, knowledge, cognitive skills, interpersonal skills andresponsibility, and analytical and communication skills.
The interview and focus group respondents
There were 15 students who volunteered to be interview respondents and 29 students
who volunteered to participate in the focus group interview.
Results
The following graph displays the results from the analysis of the online questionnaire
which comprises two main items: the group of questions applied from theConstructivist On-line Learning Environment Survey (COLLES) and another groupof questions concerning the overall perspectives of the learning environment of the
B.A. program. The graph display the mean scores for twelve questions of the online
questionnaire which its web link was sent to the group of students who volunteered
for this study after their end of the 4-year program.

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Figure 2: Overall perceptions of students’ online learning environment (N = 47)
Note: The numbers on the left signify the mean scores of each online questionnaire
items
From the analysis of the online questionnaire, the results can be divided into twoparts: the mean score of response to the question items from the social constructivist
theory (COLLES) and the mean score of response to the additional question
concerning the overall perspectives of online learning environment as in the following
table.

Table 1: Overall perceptions of students’ online learning environment
In the following tables, the mean of each component of the 12 groups of questionnaire
items is displayed in each table.

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Table 2: Respondents’ perception on the relevance of the online learning and theirprofessions
For the item “Relevance” which is drawn from the theory of social constructivism, theoverall respondents’ perception is at the high degree of agreement (mean = 4.06).
Concerning ‘Online learning increases my professional skill’ is at the high degree ofagreement (mean = 4.20). It is followed by the perception concerning ‘I have learned
how to improve my work’ (mean = 4.06), ‘What I have learned is important for myprofession’ (mean = 4.00) and ‘What I have learned is related to my profession’(mean = 3.97).

Table 3: Respondents’ perception on the Reflection on the online learning
environment
For the item “Reflection” which is drawn from the theory of social constructivism, theoverall respondents’ perception is at the high degree of agreement (mean = 4.12).
Concerning ‘I have revised my learning method’ is at the high degree of agreement(mean = 4.23). It is followed by the perception concerning ‘I have revised myopinions’ which has the same mean value as the item ‘I have revised the learning
contents which I have read and learnt’ (mean = 4.17). The least agreement is on theitem ‘I have revised my colleagues’ (mean = 3.93).

Table 4: Respondents’ perception on the Interaction in the online learning
environment

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For the item “Interaction” which is drawn from the theory of social constructivism,
the overall respondents’ perception is at the high degree of agreement (mean= 3.88).
Concerning ‘I explain my idea to other students’ is at the high degree of agreement(mean = 4.36). It is followed by the perception concerning ‘Other students respond to
my ideas’ (mean = 3.89), ‘I ask other students to explain their ideas’ (mean = 3.70)
and ‘Other students ask me to explain my ideas’ (mean = 3.57).

Table 5: Respondents’ perception on the Making Sense from the online learning
environment
For the item “Making sense” which is drawn from the theory of social constructivism,
the overall respondents’ perception is at the high degree of agreement (mean = 4.17).
Concerning ‘I have a good understanding of what the teacher explains’ is at the highdegree of agreement (mean = 4.29). It is followed by the perception concerning ‘The
teacher shows that he/she understands my opinion well’ (mean = 4.27), ‘I understandmy friends’ opinion’ (mean = 4.21) and ‘My friends show that they understand my
opinions’ (mean = 3.93).

Table 6: Respondents’ perception on the Tutor Support from the online learning
environment
For the item “Tutor Support” which is drawn from the theory of social constructivism,
the overall respondents’ perception is at the high degree of agreement (mean = 4.31).
Concerning ‘My teachers encourage me to learn’ is at the high degree of agreement(mean = 4.34). It is followed by the perception concerning ‘My teachers are goodmodels in evaluating peers creatively’ (mean = 4.32) and the item ‘My teachers
support my online activities and help me when I need it’ has the same degree ofagreement as the item ‘My teachers are good guides communicating information’(mean = 4.30).

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Table 7: Respondents’ perception on the Peer Support from the online learning
environment
For the item “Peer Support” which is drawn from the theory of social constructivism,
the overall respondents’ perception is at the high degree of agreement (mean = 3.70).
Concerning ‘My friends value my online work’ is at the high degree of agreement(mean = 3.83). It is followed by the perception concerning ‘My friends gave me
valuable feedback on my work’ (mean = 3.78), ‘My friends encourage or support meto join them in online learning’ (mean = 3.61) and ‘My friends are aware of myparticipation’ (mean = 3.57).
To conclude from the analysis of the COLLES questionnaire, the item ‘Tutor
Support’ is at the highest degree of agreement and ‘Peer Support’ is at the lowest. It
could be seen that most samples in this study are still in need of support from theirteachers order to interact with others in the environment. This could also be incontradiction with the focus of the social constructivist principle in that learners
should collaboratively learn to construct their own knowledge and teachers are justthe facilitators.
The following tables illustrate the result from the analysis of the questionnaire
constructs focusing on the components of the D4L+P online learning system.

Table 8: Respondents’ perception on the Overview of the Online Learning
Environment

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For the item ‘Overview of Online Learning’ which is the additional items apart fromthe constructivist items in the questionnaire, the respondents’ perception concerning‘Learning management of online learning in the curriculum assists me in applying mylearning to other fields.’ is the highest degree of agreement (mean = 4.40).

Table 9: Respondents’ perception on the Learning Contents in the Online Learning
Environment
For the item “Learning Content”, the respondents’ perception concerning ‘The
learning contents and activities in all courses are beneficial and assist me in learning
English.’ is the highest degree of agreement (mean = 4.34).

Table 10: Respondents’ perception on All Components in the Learning Environment
For the item ‘All Components in the Learning Environment’, the respondents’
perception concerning ‘The data under the Resources button are beneficial for doing
activities.’ is the highest degree of agreement (mean = 4.25).

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Table 11: Respondents’ perception on Online Activities
For the item ‘Online Activities’, the respondents’ perception concerning ‘I willcontinue practicing English by myself.’ is the highest degree of agreement (mean =4.31).

Table 12: Respondents’ perception on Peer Evaluation
For the item “Peer Evaluation”, the respondents’ perception concerning ‘Knowing
there will be peer evaluation helps motivate me to finish the assignments.’ and ‘I haveevaluated my friends’ online work without any problems.’ are the same highest
degree of agreement (mean = 4.06).

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Table 13: Respondents’ perception on The Relationship with the TQF according to
the 5 Learning Domains
For the item ‘The Relationship with the TQF according to the 5 Learning Domains’,
the respondents’ perception concerning ‘The learning management in online learning
helps me gain knowledge from the courses.’ is the highest degree of agreement (mean= 4.51).
To conclude, from analysis of questionnaire constructs focusing on the components of
the D4L+P online learning system, it is shown that there is the highest degree ofagreement on the item ‘Correlation with TQF’ and ‘Overview of online learning’
respectively. It could be stated that most learners agreed that the online learning
program in the study is beneficial for them in assisting their study as well as the
program in correlating with the TQF’s 5 learning domains. Meanwhile, the lowest
agreement is on the item ‘Peer Evaluation’, which seems to show that learners do notmuch rely on their peers in evaluating their work.
Discussion of the results of the study
The questionnaire results can be reviewed and analyzed as follows.
Teacher-led learning environment?
There is a general perception among the questionnaire respondents that there is an
optimum correlation for TQF and Tutor support. Students consider that the online
course is correlated with the 5 learning domains of TQF (mean = 4.39) which is thehighest degree of agreement on the questionnaire. Meanwhile, for the group of items
applied from the theory of social constructivist, the respondents’ perception
concerning ‘Tutor Support’ is the highest degree of agreement. It seems students inthis study prefer to have tutor support that they expect their tutors almost always(mean = 4.31) to encourage, praise, and value their online participation and to be
empathic and responsive to them.
These results might prompt us to reflect that students prefer to rely on the teachers
and regard teachers as their authority. How can we persuade them to reconsider their
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uncertainty with the new learning environment, with the English learning or even withboth of those issues?
High satisfaction close to the maximum degree
Students generally have indicated very high satisfaction in the items concerning
online learning environment in this B.A. program. They consider that the online
learning environment used in all courses of the program assists them in understanding
the learning content, constructing their own knowledge and practicing language
learning skills (mean = 4.27). They also perceive that the learning content of theonline learning courses is clear, appropriate and beneficial for learning and practicing
English (mean =4.23).
High degree of agreement for the question items from the social constructivist
theory (COLLES)
Many questionnaire items applied from components of the theory of social
constructivist obtain high degree of students’ agreements. Students in this study agree
that they themselves and their fellow students as well as tutors very often (mean 4.17)
are able to understand the messages posted on the electronic forums or course web
board. Likewise, students prefer to be engaged often (mean = 4.12) in thinking
critically about their own ideas and other students’ ideas, and about how they arelearning. In addition, students find that their participation in online activities isbeneficial for practicing English and teamwork skills and it enhances their sense oflearning community as well as their English skills (mean 4.09). Also, students
consider their online learning to be almost always (mean = 4.06) interesting anddirectly related to their professional practice. In fact, some students intend to become
English teachers after completing the program. Similarly, students have indicated thatthey are highly satisfied with all components of the learning environment comprisinginformation provided under the resource link, the live chat, course web board andgroup web board (mean = 4.04).
Lesser agreements on peer support and interactivity constructs
Overall, students’ opinions about peer support show (mean = 3.70) that students do
not place much value on encouragement, admiration, feedback or awareness ofparticipation from peers. Similarly, agreement on the interactivity construct (mean
3.88) seem to show that most students in this study agree that their involvement
through online communication with peers and teacher in the online learning
environment is on the lower level compared with other items of the social
constructivist theory.
These results are interesting in that although we provide the student centered learning
environment (D4l+P and Moodle) for our program, students seem not to value thepeer support and interactivity. This might be a result of several causes. First, mostThai students are familiar with the ‘spoon-fed’ learning system both in the typical andvirtual classroom. Mostly, they have been taught by the classroom teacher without
training tolearn by collaborative learning especially in language learning. Teachers are theirauthority and take control in all cases in the classroom. Learning by working in teams

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with their peers, brainstorming and sharing knowledge among their peers seem to be a
new approach for the Thai learning system. Second, it is one of our university
policies that we are an open university and we must accept all variable background of
students in terms of their age, learning background, language proficiency and etc.
Last, most Thai students may have never been trained to express their ideas in classbecause they may be afraid of losing face. They always just passively listen to theteacher and keep quiet. However, there are some students who are confident to do so.
The difference of peer support
Given the above finding, the results from the peer support construct are seemingly
different (mean = 3.70). As the constructs underpinning the peer support scale lie atthe pedagogical heart of our online environment, we might expect that students would
value highly the opportunity to interact often with fellow students, they would value
and appreciate peer support. It is not surprising that the sample group of students who
are our questionnaire respondents do not agree much with an importance of the peer
support item. This might be because almost all of the students in the program are parttime, and their backgrounds are diverse in terms of profession, work experience, levelof English, age and gender. Also, most students have been using English in theirwork for a period of time, some are senior or high-ranking officers with long work
experience, so they do not seem to rely much on peer support. Results from this study
contradict one of the constructivist principles that collaborative learning orinteractivity among learners can promote active learning. Teachers should also be
trained to apply the concept of constructivism to create a learning environment that
promotes active learning in order to acquire knowledge, as in Holzer (1994). For
Thailand, there is a study by Nomnian (2012) which investigates an application of theconstructivism principles to language teaching. It is found from this study that
constructivism cannot be achieved if students do not focus on doing their classactivities and teachers do not motivate them to participate, but they rather focus on theuniversity entrance exam. This research also strengthens the importance ofconstructivism that a real learning environment should be created to facilitate andpromote the learning skills focused on in constructivist theory.
Since quantitative data alone cannot shed further light on these results, we must turnto other data sources in order to make sense of this apparent anomaly. From theinterviews with volunteer students in this study, we can draw the following
conclusions:
1. Learners’ diversity
Online distance learners are different in terms of their background knowledge
especially in English. Some can give advice to their peers as long as they have theconfidence to do so but others are not able to.
2. Team work
There are both advantages and disadvantages to doing the team work. It is good toexchange knowledge and ideas in order to help in clarifications but some friends do
not assist, some always say that they just agree with others, some do not listen toothers but just believe in their idea and etc. Some students should attempt to do theirwork themselves before asking to others for help. It was common to encounter thekind of person who always asks for help without doing the work for themselves. On
the other hand, there are many good team members who always help others and show
kindness in all matters such as registering, preparing for the exam etc.

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3. Online activities
There a several online students’ behavior, some are very active in posting on theforum. For example a student mentioned on the interview that “I always go to post on
the course web board at the very beginning in order to know friends, then I will stayin contact on the phone in order to help each other.” Some said about their teammember that “I know some friends who give much or less helps, it depends on eachindividual.” While another student claimed that “I was not given much help fromothers because some do not know about the course either.”Conclusions and recommendations
This study has made evident several points of perception among the online learners in
the program, which uses a learning management system set up based on aconstructivist theory.
1. Most online learners in this study agreed that the online learning in this program iscorrelated with the five learning domains of the Thai Qualification Framework forhigher education (TQF), comprised of ethical and moral issues, knowledge, cognitive
skills, interpersonal skills and responsibility, and analytical and communication skills.
The highest percentage of their perception score is that they believed they gained
knowledge from the program.
2. The online learners in this study reported that they valued teacher support inparticipating in the online activities. They also believed in teacher guidance andexpected teachers to be available most of the time. This is similar to the findings in astudy by McLoughlin and Marshall (2000) that assistance given to online learners canincrease cognitive growth and understanding and it is much better to create learnercollaboration than to have them work independently. However, McLoughlin andMarshall (2000) also found that more capable teacher support and peer support are
valuable to online learners. This finding differs in part from this study’s because most
students in this study did not place great value on peer support.
3. The online learners in this study did not attract great value to either their peer
support or interactivity. This might be that because they are experienced learners who
have been working for some years. The results from this study may be on thecontrary to some previous studies for example Galvin (2012), which showed that theparticipants benefited from peer support when they gave and/or received academic,
practical and emotional support. In addition, there is a study by Ware and O’Dowd(2008) that indicates that the feedback provided by peers is often limited in scope andaccuracy.
Recommendations from this study are as follows:
1. Teachers should monitor, guide and also give regular feedback to each individual
online assignment.
2. The university should provide for sufficient staff in order to give feedback to each
student’s work. This can lend to an improvement in quality of the online learning
system of the program.
3. There should be more training for students in terms of their responsibility inparticipating in online activities, which should be supportive of their peers.

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The limitations of this study are as follows:
1. The conclusions from this study are limited to the particular context of the first twogroups of graduates of the B.A. (English) program at the Sukhothai ThammathiratOpen University. There were two groups of volunteers: the first was a group who
agreed to complete the online questionnaire and the other group was those who wereinterviewed for the study.
2. The online learners participating in the context of this study are all distancelearners, and most are part-time learners and come from many parts of the country.
Therefore, they are diverse in terms of their background, learning experience,
profession and expectations for study in the program. That might have affectedstudent perceptions and opinions shown in responding to the online questionnaire aswell as the interview.
3. When this study was carried out, there were two learning management systems
used as the university online system: D4l+P and Moodle. However, D4L+P is the
only system for most courses that is as a platform for online group activities. The
Moodle is currently used only as a platform for course content and online assignments
for a few courses.
Recommendation for further study
Further studies could address several issues. For example, an analysis of the benefit
of online activities in order to compare the results of students who participate in the
online activities with those who do not. Besides, there could be a comparison of theefficiency of the two learning management systems currently in use (D4L+P and
Moodle).
Acknowledgements: First, I would like to thank all the B.A. (English) program
students who took part as the subjects of this study. Also, thanks to Sukhothai
Thammathirat Open University for funding this research. Last but not least, special
thanks to Mr. Christopher Hinkle for his kind assistance in editing this paper.

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References
Galvin, R.J. (2012). Peer support: enhancing the online learning experience.
Retrieved from http://dx.doi..org/10.1504/IJIL.2012.047309
on 3 November 2015.
Holzer, (1994) Siegfried, From Constructivism …to Active Learning, The Innovator
No.2
McLoughlin, C. and Marshall, L. (2000). Scaffolding: A model for learner support inan online teaching environment. Proceedings Contents at Teaching and Learning
Forum 2000.
Nomnian. S. (2012). Constructivism: Theory and Its Application to Language
Teaching. Retrieved fromciteseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.553.6134
on 3 November 2015.
Sataporn, S. (2014). Online learning to meet the challenges in ubiquitous learning:
The case of STOU. Proceedings Contents presented at Shanghai Open University,
China 30-31 May 2014.
Taylor, P. & Maor, D. (2000). Assessing the efficacy of online teaching with theConstructivist On-Line Learning Environment Survey. Proceedings Contents at
Teaching and Learning Forum 2000.
Ware, P.D. and O’Dowd, R. (2008). Peer feedback on language form intelecollaboration. Language Learning and Technology, February Volume 12 No.1,
pp: 43-63.
Zhen, M. (2010). Social Constructivism & Cognitive Development Theory.
(powerpoint slides) Retrieved fromhttp://www.slideshare.net/sinkyzheng/social-constructivism-cognitive-developmenttheory on 11 July 2015.
Contact email: Narinthip.tho@stou.ac.th263

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An Interactively Application of Fairy Tales for Preschool Children
Zi-Han Wang, Chung Shan Medical University, Taiwan
Ru-Jiun Tseng, Chung Shan Medical University, Taiwan
Hsiao-Ping Lee, Chung Shan Medical University, Chung Shan Medical University
Hospital, Taiwan
Tzu-Fang Sheu, Providence University, Taiwan
Yun-Ting Huang, Providence University, Taiwan
The Asian Conference on Society, Education & Technology 2016
Official Conference Proceedings
Abstract
There are many classics fairy tales, the Grimm's Fairy Tales, Hans Christian Andersen
fairy tale, Arabian Nights, etc. which are well known by every child across the world.
These stories not only are interesting, but also have educational value.
The rapid development of mobile devices and the increase in their use by preschool
children, revealing how technology plays an important role in this generation.
Technology makes content more engaging through interaction, particularly e-book.
Instead of being bounded by limitations of traditional paper books, multimedia
applications open up a new world in reading. In view of this, the main purpose of thisresearch is to develop a set of interactive learning applications, based on the fairy tales
as learning background for preschool children. To achieve this purpose, themethodology adopted multiplatform game development in C# with Unity, in
Windows 10. The Android 5.0.2 version of the smart phone system was used as theimplementation platform.
This Interactive Application includes the interactive learning prospect that allows theincorporation of animation, moving pictures and sounds which extend the ability topresent materials that encourage children’s interaction with the subject matter. In
addition, this system adds interaction features with readers and discussion questions,
including puzzles, multiple-choice, true-false questions, sums, etc. This application
provides a thinking platform for the children. It helps in the child to develop thereasoning, logic, imaginative skills and capacity for independent thinking.
Keywords: Fairy tale; Preschool; E-book; Smartphone

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Introduction
There are many classical fairy tales, for example, Grimm’s fairy tales, Hans ChristianAndersen fairy tales, and Arabian Nights, which are known by every child across theworld, and these stories are still very famous nowadays. These fairy tales are not onlyinteresting but also full of educational value. Therefore, more and more parents andkindergarten teachers choose fairy tales as materials for children to discuss. There is a
research showed that early literacy education is important for children as it establishes
the foundation of reading and writing skills which is essential for future education,
furthermore, it can help in the development of children’s emotion, thinking, andlanguage (Chew & Ishak, 2010).
The mobile devices develop rapidly nowadays. One of the biggest mobile company,
Ericsson, expected that in 2015, seventy percent of people across the world have atleast one smartphone in 2020, and the age of using mobile devices is decreased. There
are more and more parents will use smartphone as the bridges between them and theirchildren. However, most fairy tales are still paper books, it is rare to see theapplication of fairy tales in the app store. Instead of being bounded by limitations of
traditional paper books, multimedia applications provide more convenient choice ofreading. Therefore, this study transforms traditional paper fairy tales into e-books. E-books are easier to collect and carry. We use sounds and animation to demonstrate
fairy tales. Based on plot, the study will design relative games to increase interest.
There is a recent review said that iPads for learning corroborates are easy to use, havea positive impact on student engagement, increasing motivation, enthusiasm, interest,
independence and self-regulation, creativity and improved productivity (Clark &Luckin, 2013; Pegrum, Oakley, & Faulkner, 2013). Our application uses smartphone
and tablets as platform because their operation method is similar to iPads and most of
the people know how to use them now.
Pictures and sound play important roles in children’s learning. There is a researchshowed that pictures play a great role in children’s lives and reinforce children’s
knowledge about the environment, creating a sense of confidence (Gonen & Guler,
2011). In addition, the research indicated that sound could make children absorb new
knowledge more effectively while the children are reading. Therefore, this study adds
pictures and sound in the application to let children understand the knowledge which
we want to express to them easily.
The most important idea of this application is that interactive function with users will
be added. There is a research shows that an interactive learning environment turns
passive students into active learners that fully engaged (Moore, Fowler, & Watson,
2007; Dufresne, Gerace, Leonard, Mestre, & Wenk, 1996). Another research also
shows that with the use of e-book can grab the users’ attention and the users can be
more motivated (Zhou, Cheok, Tedjokusumo, & Omer, 2008), and it helps children
understand word’s meaning and storyline better, thereby contributing to thedevelopment of their vocabulary (Fathi, 2014). There are many kinds of games will be
put into each fairy tales including puzzles, connect to dots, choice, count, true or false
etc. Children could train different ability by playing these games, for examples, achild could increase their logic ability by playing puzzle games. After each fairy tale,
the application will add several questions, parents could discuss them with their child.

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During the discussion between parents and child, parents could understand their kid’s
thought deeper. The generation gap can definitely and effectively reduce between thechildren and the parents by communicating, the atmosphere of the family will increase,and parents could convey correct concept and behavior to children.
MethodThe main development software of this study is Unity and the methodology of it is C#
in Windows 10. The Android 5.0.2 version of the smart phone system was used as theimplementation platform.
The 3D characters and animals in the stories will be created by AutoCAD and thebackground of stories will be made by Photoshop. After this, we will import them into
Unity.
The reasons for that we use Unity as our development software are:
It is friendly for users to develop 3D-games with Unity.
Unity provides two programming languages- C# and JavaScript, and thedeveloper could choose one of them which is familiar to him.
Unity could release on multiple platforms and it is easier and more convenience
than others software.
Hypothesis
The study is specifically designed for preschool children. Compared to the same age
children, they could think independent and expressed better on communication skills
after using this system. Parents are not only understand the thought of their children
better but also enhance home’s atmosphere and decrease the generation gap between
them during the discussion. There are a few steps to develop the system. First, thedesigned stories of the system. Second, objects, sounds, animation, the interaction
added to the system. After integrating the basic functions, the system inputted
feedback to us from users. Finally, developers will solve these problems instantly.
Conclusions and Future Work
The multimedia applications open up a new world in reading, instead of beingbounded by limitations of traditional paper books. Therefore, this study makes paper
fairy tales transform into e-books after adapting and designing stories content andadds interactive function. Utilizing these methods is not only making children
concentrate on learning fairy tales but also comprehend the implication clearly instories. The rate of participation in learning will also be increased. In addition,
children could express their thought and point of view with parents through final
discussion questions. Besides learning the skills on communicating, it provides abridge of communication between parents and children to make parents understandtheir children’s thoughts better.
The study has completed adapting the content of fairy tales. Take Snow White forexample, the castle will be designed to puzzles. By playing puzzles, children’s abilityof logic could also be increased. Another example is that we will add a true or false

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question on whether Snow White takes the apple which bad queen give her. Aftereach fairy tale, there are some questions for children. For example, if there is a
stranger knocks the door, what should they do? If the stranger claims that he isrelative, should they open the door or not?
This study is mainly developed on Android system currently. After developing on
Android system, we will expand our application on iOS system. The study will also
add English version in the future; therefore, children could not only have fun onreading fairy tales but also learn English in the same time. Finally, we will add
feedback function to get users advice directly and rapidly. It also plays an importantrole for us to improve our application.

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References
Chew, F. P., & Ishak, Z. (2010). Malaysia flok literature in early childhood education.
In world Academy of Science, Engineering and Technology, 66, 557-563.
Clark, W., & Luckin, R. (2013). What the research says iPads in the classroom.
London Knowledge Lab, 9-13.
Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996).
Classtalk: A Classroom Communication System for Active Learning. Journal ofComputing in Higher Education, 7, 3-47.
Fathi, M. I. (2014). The effect of electronic books on enhancing emergent literacy
skills of preschool children. Computer & Education, 79, 40-48.
Gonen, M., & Guler, T. (2011). The Environment and Its Place in Children’s Picture
Story Books. Procedia Social and Behavioral Sciences, 15(2011), 3633-3639.
Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: a study of the
adoption of mobile handheld technologies in western Australian independent schools.
Australasian Journal of Educational Technology, 29(1).
Verhallen, M. J., Bus, A., & de Jond, M. T. (2006). The promise of multimedia stories
for kindergarten children at risk. Journal of Educational Psychology, 98, 410-419.
Zhou, Z. Y., Cheok, A. D., Tedjokusumo, J., & Omer, G. S. (2008). wlzQubesTM-Anovel tangible interface for interactive storytelling in mixed reality. In The
international journal of virtual reality, 7(4), 9-15.
Contact email: janet09750001@gmail.com

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Development of Japan’s e-Government:
My Government as a Step Towards a Ubiquitous G2C Networked Society
Noriko Asato, Library and Information Science Program,
University of Hawaii at Manoa, USA
Asian Conference on Society, Education & Technology 2016
Abstract
Since the early 2000s, the Japanese government has strived to escape various socioeconomic problems, and also tried to use information technology (IT) to solve these
problems. The major implementation of IT strategies designed to transform thecountry from a bureaucracy into an open e-government is scheduled to occur between
2016 and 2017. These were supposedly designed to build infrastructure to promotelegislative and administrative efficiency. However, the most revolutionary aspect isthe development of a citizen-centered system. E-government service is aninternational trend and symbolizes, to some extent, how democratic and open acountry is. Japan’s joining the trend signifies its intention to achieve true
democracy—not merely a political slogan, and to invite the citizens to participate.
This paper takes a critical social and policy approach to examine the last decade ofJapan’s IT strategies and also examine its newly launched e-government system. The
paper argues that the government in creating the system has viewed citizens as
passive recipients of e-government services. In order to truly transform the nation into
an IT society, people need to become active participants to shape e-government.
Some educational opportunities will be suggested to help move towards that goal.
Keywords: e-government, open government, Abenomics, Japan, IT strategies, IT
society, efficacy, government services

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Introduction
In the early 1980s, Japan was a rising economic superpower. Its economic miracle
was inspiring or threatening to other developed economies. However, a decade later
the Japanese miracle peaked and crashed, triggering twenty years of spiraling
deflation. Japan went from being the No. 2 economy in the world to No. 3 and thenation lost hope and vision. Prime Minister Shinzo Abe was re-elected in 2012 andagain two years later on the strength of promises to rebuild Japan’s economy. This
paper focuses on his most recent term and in particular how information technology
played a central role in his political agenda to remake Japan under his Abenomics
vision and how it is tied with the creation of e-government.
Following his September 2015 re-election, Abe announced the “Three Arrows of
Abenomics 2.0” as his game plan. The goal of this economic strategy was toaccelerate his first three arrows of Abenomics, but from different angles to help thenation escape years of economic deflation. He also claimed this would address the
problems of Japan’s low fertility rate and aging population. It aimed to increase
Japan’s GDP by about 20 percent to 600 trillion yen by 2021. He argued that in such asociety, “each and every one of Japan’s 100 million citizens can take on active roles”[1]. Some officials viewed this as a real challenge when the workforce is diminishing
due to the graying of society [2]. Abenomics 2.0 envisions women and senior citizens
as vital yet underutilized human resources, and demanded that various policies shouldbe established to ease their way into the workplace. Those policies were designed toreduce the number of women leaving work to nurse children or provide eldercare by
improving social security and other support. Japanese society previously expected thatwomen would leave the productive labor force after marriage in order to raise theirchildren and/or take care of parents and in-laws since Japan has fewer nursery schoolsor senior care homes per-capita than other developed countries. Abe believed that
continuing women and seniors in the workforce would boost productivity andspending, which would jumpstart the economy. The Ministry of Health, Labour andWelfare reported that between 2011 and 2012, about 95,000 men and women left theworkforce in order to take care of elderly relatives [3].
In 2013, the Abe Cabinet pronounced its Declaration to be the World's Most
Advanced IT Nation as one means to carry out the growth strategy. It envisioned aJapan along the following lines:
1) A society that encourages the creation of new and innovative industries andservices and the growth of all industries2) The world’s safest and most disaster-resilient society where people can live
safely, with peace of mind, and comfort3) One-stop public services that anyone can access and use at any time
To some extent, this was not new. Ever since 2001, earlier administrations hadpromoted their own IT vision. For example, the 2006 New IT Reform Strategy’sslogan was “realizing ubiquitous and universal network society where everyone canenjoy the benefits of IT” [4]. These IT visions overall produced more failures thansuccess. The most incisive criticism was that “many citizens have yet to experience
the outcomes of that development” [5].

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This paper will examine to what extent Japan has made progress to become thesociety depicted in the vision described in the 2013 IT Strategy; especially, focusing
on the aspect ofgovernment public services. It argues that although the IT
infrastructure and system itself have been moved closer towards a citizen-centered IT
environment, the current scheme still sees citizens as passive recipients of e-services
and does not incorporate them as active participants or agents to influence and shape
the government and foster innovation. The paper also investigates current educational
opportunities for women and senior citizens who want to gain or improve their IT
skills for re-employment and for greater participation in e-government.
Literature Review
Many Japanese studies on the development of e-government highlight their interestson technical and administrative challenges to implement e-services. Those include
studies addressing difficulty coding the variety of Kanji Chinese characters [6],cryptographic algorithms for user identification [7][8], and implementing newtechnologies to compensate users’ lack of IT skills [9][10]. Others looked at soft
resources, such as a customer relationship management system [11], development of
human resources [12], record management [13], and technical, administrative factors
to realize e-government [14]. The digital divide or user’s IT skills have not been
extensively discussed in terms of the advancement of e-services in Japanese literature.
Although many ‘how-we-do’ reports exist, they are not necessarily related to egovernment. They are mostly pilot or community projects to provide or support forsenior citizens to acquire Internet skills and information literacy through volunteer
organizations [15][16], universities [17], and public libraries [18]. Outside of Japan,
the majority of e-government studies related to the digital divide have also been fromthe viewpoint of the technological, system improvement and adjustments [19][20],with the exception of Sipior and Burke’s study that highlighted a community
education opportunity to train socially-disadvantaged, IT illiterate people to become
participants in e-government [21]. This paper suggests that parallel to thetechnological invention, an e-government service model should include somemechanism to raise citizens’ IT skills and information literacy. As those previous
studies illustrate, e-government planners, researchers usually focus primarily ontechnological questions, and to a lesser extent focus on HCI. However, policymakers
also need to provide IT training at various levels, especially for those in the shadow ofthe digital divide. By doing this, as systems develop, users should still be able to takeadvantage of these expanding services. The author hopes this paper would encourage
policymakers to make IT education an integral part of modeling e-government
schemes.
The Development of e-Government in JapanThe development of e-government in Japan began with the e-Japan Strategy approvedby the Yoshiro Mori Cabinet in 2001. The Strategy consists of four policy areas:establishing e-government, ultra high-speed network infrastructure, facilitating ecommerce, and nurturing high-quality human resources. The e-government plan was
explained as “all the administrative procedures [would be] available via the Internetby 2003” [22]. Following the initial strategy, a series of white papers on IT, policies,
and acts were established to transform the nation into one of the most advanced
networked societies. The e-Japan Strategy II (2003) would allow the central and local

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governments to build administrative portals to offer “one-stop/nonstop” services [23].
By 2010, the New IT Reform Strategy (2006) aimed 50% of applications to beprocessed online by both national and local governments. While those early initiatives
produced significant progress on building IT infrastructures with some attention tousability, the 2008 IT Strategic Headquarters’ review included the following
criticisms:• More than half of online services were not used in a given year. They need
improvements to become easier and more accessible to the extent that users
perceive the convenience.
• Only about 1.8% of citizens have a “basic resident registration card” which isnecessary to use e-government services.
• The IT infrastructures between prefectural and city/district/town/village
offices do not work well together, which limits potential cooperation between
offices.
• Electronically submitted files are still printed on paper at government offices.
Government workers need education and training on how to maximize eservices.
In short, IT should be harnessed to become a useful and convenient system forcitizens [24]. Reflecting these criticisms, during 2009-2012 under a coalition
government led by the Democratic Party of Japan (DPJ), the provision of egovernment was revised. However, none of these schemes became fully implemented
until the Liberal Democratic Party (LDP), which ruled Japan for most of the postwar
era, regained control over the Diet in 2013. In the next section, we will examine an
Abe Government’s approach which made a major breakthrough to become anadvanced IT nation.
Striving for a Citizen-Oriented System
The newly-elected Abe Cabinet passed bills to establish the “My Number System”
and a “Government CIO,” and issued the Declaration to be the World's Most
Advanced IT Nation. It promised to take down vertical organizational barriers andimplement IT measures to provide convenient e-government services, reform national
and local governments’ information systems, and reinforce IT governance [25]. The
national government developed the shared government platform, Kasumigaseki Cloudto connect ministries and agencies to consolidate hardware to cut expenses and toshare information and streamline functions [42]. The local government LAN(LGWAN: Local Government Wide Area Network) is also able to share information
held by prefectures, cities, towns, and villages. The LGWAN-ASP (application
service provider) further allows exchange of information and provides services
between all local and national governments [26]. Cloud computing and other IT
services are the underpinning of the Japanese e-government, which enable “youth,
women, senior citizens, caregivers, and handicapped persons” work and make theirwork free from specific locations [27]. On the basis of the networked IT
infrastructures, e-services were designed with the viewpoint of primarily citizen’s
convenience and government efficacy. Figure 1 illustrates this scheme.

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Figure 1. My Government Services [28]Access Points
The plan called for citizens to be able to interact with government offices via various
channels, such as cable television, PC, mobile phone, and in-person, in order to obtainnecessary certificates and other documents from their homes, convenience stores, andother locations 24-hours a day.
My Number and My Portal
Following years of planning, the Japanese government has been implementing the“My Number” system during 2016 and 2017 as a key tool for administrative
procedures related to social security, taxation, and disaster response. Somewhat like asocial security number in the United States, a My Number is a twelve-digit reference
assigned to an individual citizen in order to improve administrative efficiency, publicconvenience, and fair taxation and welfare [29]. Using My Number, citizens cancheck their own government information and oversee how these records are used bygovernment agencies. “My Portal” is to facilitate such queries. More importantly, My
Portal will allow individuals to submit forms and fees, which traditionally required
obtaining multiple departments’ records and documents. The following sections will
explain various services as a part of My Portal, the My Government platform [30].
One-Stop Service
Historically, the Japanese government is infamous for being bureaucratic andunresponsive. Providing convenient services has never been its priority. Although it
has been improving, recent financial constraints have created enormous challenges for

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local governments and agencies to quickly respond to citizens’ various needs.
According to a government study, currently paperwork regarding a move requires
seven visits and 13 documents in various offices, such as schools, police, local
Department of Transportation, etc. Thus, we can see that this “One-Stop Service” idea
as the conceptualization of e-government is quite revolutionary in Japan. If My
Government is successful as a shared government platform, the plan is to open it to
the private sector. For example, hospitals might be able to send bills to national healthinsurance system and also annotate users’ private medical record. The goal is toeliminate redundant systems and integrate networks. In addition, all government
information systems will be shifted to cloud computing, in turn drastically cutting
costs [31]. The service is estimated to save approximately $1 billion/year forgovernments, private sector, and individuals combined [32].
My Post (e-PO Box)
This free and secure service will allow citizens to receive important documents andinformation sent from government agencies and eventually companies they choseover the Internet. The users of My Post are able to receive bills and statements via email, pay them electronically, and archive records in their e-PO Box. The government
envisioned that it, if successful, would eventually break down the boundaries between
public and private sector information and help stimulate new businesses.
Push Service
Japanese local governments provide a wide range of information on various services
through pamphlets, newsletters, mailings, and websites; however, there is no
guarantee that the right information is received by the citizens needing it. A
notification system or “Push Service” is developed to approach users from thegovernment instead of waiting for citizens’ applications or requests. The Push Service
selects the target individuals and sends appropriate information directly to their My
Portal. For example, a city office could send information on a vaccination to mothers
who have children of a certain age using My Portal. At the same time, in My Post, themothers could download a voucher from the city office to receive free vaccinations at
a local clinic. Unlike a print approval form sent to their homes, a mother who isvisiting her parents house could receive the notification by logging onto her My Portal
and get her child vaccinated at the closest neighborhood clinic. The hope is that
senders and receivers could select desired information levels and topics, rather than bebombarded with irrelevant information, i.e. information overload. By using an official
system people can also have greater trust compared with public e-mail, which often
contain scams targeting vulnerable citizens.
Convenience Stores
Although convenience stores came to Japan from America, they have greatly
developed since and become integral parts of Japanese life in small towns and innercities alike. Convenience stores already offers kiosks where people can wire money,
reserve tickets, and pay utilities, but it was a major innovation to make them part of egovernment. Its proliferation was especially attractive to the government, as it tried tosave funds by merging smaller municipalities and closing government offices. The
administrative kiosk in convenience stores is similar to an ATM machine. With

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his/her My Number and password, users can request, receive, and pay at the kiosk[33]. It is an economically advanced system for all participants. For example, for
citizens living in Ichikawa City in Chiba, they could save about $20 per transaction
including transportation costs and time missing work, and will save about $3
million/year (based on processing 470,000 certificates). For the city office, thebenefits include responding users’ requests promptly, reduce expenses for labor,
equipment, and office supplies. Even after subtracting expenses paid to participating
convenience stores, the city office would save about $2.8 million/year.
Digital Divide and e-Government
Although the IT infrastructure and administrative systems have been greatly
improved, in terms of becoming a citizen-centered system that could enhance qualityof life, it can be noted that citizens are not yet adequately seen in the scheme as active
users of IT in society. In the aforementioned 2013 IT Strategy, an IT society wasenvisioned as making people free from various disadvantages, such as homeboundwomen with babies, people with disabilities, senior citizens and people living inremote areas by employing cloud computing and IT services. The government hopedthat this would encourage greater social participation, flexible employment, such as
telework by all citizens to help address the nation’s problems: a low birth rate and thechronic shortage of labor. Besides the groups mentioned above, foreigners,
immigrants, and unemployed youth (especially those in the so-called “lostgeneration”) are also members of Japan’s digital divide, who need special attention.
No IT strategy or plan alone will be truly successful if people are unable to fully
adopt the technologies. The following sections will examine the current status of IT
readiness for seniors and women in Japan, as examples of groups not yet addressed by
Japan’s e-government model.
Senior Citizens and Women as Workforce
In 2014, fully one fourth of the Japanese population is age 65 or older, which marked
the highest percentage in its history. Statistics show that the employment rate of thesesenior citizens (defined as people 65 or older) is equivalent to 10% of the national
workforce and this percentage has been increasing each year for ten years. It is thehighest rate among developed countries. Senior citizens as well as women have been
perceived as a not-fully-tapped resource to solve various social problems. The
government established legislation and other measures to encourage seniors to stay inor even return to the workforce. According to the 2006 White Paper on National Life,
compared with the United States and European countries, Japanese men who are in
their 60s show a much higher employment rate, so did Japanese women in their 60s.
On the other hand, the same survey indicated that there were many seniors in their 60s
who could not find a job even if they wished to work. Among the respondents,
companies planning to hire people over 60 represented only 10.9% while those withno plans to hire in the age group was 36%. Over 30% of the latter companies,
regardless of their size, claimed they had “no appropriate jobs for them.” To thequestion “what do you think should have been done in order to become re-employed,”participating senior citizens responded that they needed to obtain “professional
knowledge and skills (51.2% for men, and 48.5% for women),” and “computer skills(41.9% for men, and 33.8% for women)” [34].

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The same study also examined the circumstances surrounding employment of women
after pregnancy and parenting. It found that women who had left the workforce formore than two years felt their abilities deteriorated in areas such as proposing
projects, presentations, management, foreign languages, and computer skills. Whenthe participating companies were asked why recruitment had not reached the quota
they wanted to hire, 44% of the respondents gave “a lack of ability, experience, andqualifications” of candidates as their reasons. In order to support women’s return to
the workforce, the study suggested that during their leave period, women should
receive various training at vocational-development schools administered by thenational or local governments.
However, there are many factors preventing women to receive such education. The
White Paper on National Life showed the graduates of vocational schools had a good
employment rate (between 60% and 76%), and more than 60% of the students were
women; however, in order to be admitted, candidates need to meet some conditions
and pass an entrance examination. Therefore, many of them (35.7%) were young
people under age 30. [35]. Further, those programs or schools may not be located intheir community, so job seekers may need to spend hours commuting and face otherexpenses. If they are taking care of small children or family members, this may be
impossible. It would be even harder for senior citizens to seek such training or
education. Therefore, the majority of the disadvantaged population, women, seniors,
immigrants, and people with disabilities need educational opportunities that are freeof charge, conveniently located in their communities, and provide resources andtraining with comfort. Although none of the government studies and documents on
Japan’s IT development mentioned public libraries as a resource, many aspects of theinstitution meet these conditions. There are more than 3,200 public libraries in cities,
towns and villages nationwide. In addition, the 2015 Ministry of Internal Affairs andCommunications’ report indicated that citizens’ most used government online service
was the public library (60.2% of all services offered) such as reserving books,
followed by e-services at cultural and sports facilities (55.7%), such as making
reservations. This demonstrates that public libraries are well used and are alreadybecoming key parts of citizens’ online life, which indicates great potential as an
educational facility for community members to receive information literacy andtraining. Japanese librarians interested in developing IT labs and vocational IT classes
might look at colleagues in the United States where public libraries have a long
history of leading in this area as a learning center to counter the effects of the digital
divide.
Conclusion
Much of this paper may be seen as a series of government white papers pointing tovarious digital government futures, but we should recognize that this is alreadybecoming a reality. A 2015 government report on online use of administrative
procedures revealed that 2,669 procedures are already available online. Although it
might sound counter-intuitive, the government reduced to this number by 1,099
procedures from the previous year, after conducting a cost-benefit analysis, whichfound many online services were not utilized [36]. The report also showed a 1.3%
increase of online processed administrative documents from 2013, which accounted
for 45.4% of all procedures. For local governments, online processed cases rose to47.1%, which marked a 1.9% increase from the previous year [37]. However, neither

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national nor local government online usage rates met the goal set in the New IT
Reform Strategy (2006), processing “at least 50% of applications and filings online byboth national and local government by FY 2010” [38].
There are many possible reasons contributing to the shortcoming. One scholar,
Nemoto criticizes that the government restrictions on businesses such as e-commerce,
e-voting, e-books, and Internet distribution of broadcast TV. He argued that without arelaxation of those regulations, Japan will not be able to advance as an IT nation [39].
In his 2014 comparative study of e-government systems between Japan and Korea,
Shimada pointed out a major factor why Korea was more successful in becoming an
e-government. He found that Korea’s success at becoming one of the most advanced
networks was because the national government has a much stronger top-down control
over local administrations. In contrast, Japanese e-government is more of a bottom-up
operation, where the national government creates legislative regulations andguidelines for local governments to follow but does not enforce them [40]. Thismeans that each municipality, prefecture, and national office may have greatly
invested in their own software, which was created around their own needs rather thanon developing systems that are interoperable and citizen-centered.
It is far too early to analyze the success of Japan’s e-government initiatives, since2016 is a transition year with the implementation happening just now. However, thedigital divide certainly exists for people with certain socio-economic backgrounds.
The digital divide can be addressed using multiple channels supported by advanced ITfor delivering public services, which is the current approach of Japanese egovernment scheme. The expensive IT infrastructure to be built received many
criticisms especially in the early stage, but it meets the present nation’s IT literacy
level and needs. This approach echoes the description of custom-centered services
that Helbig and Gil-García called for. They stressed that “policies aimed at reducing
the digital divide, should consider the specific type of gap they are aiming to bridge
and the multiple perspectives carried with them.” [41]. However, only by providing
education and access, can unemployed women, senior citizens, and the disadvantaged
population be truly integrated into Abe’s vision of Japan as a leading IT society with ahighly functioning e-government system.

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References
Press Conference by Prime Minister Shinzo Abe, Prime Minister of Japan and His
Cabinet.
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Heisei 24-nen ban, Hataraku Josei no Jitsujo [Conditions of Working Women, 2012]
MinistryofHealth,LabourandWelfare.
http://www.mhlw.go.jp/bunya/koyoukintou/josei-jitsujo/dl/12c.pdf p. 86.
IT Strategic Headquarters. New IT Reform Strategy. 2006, Cover page.
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IT Strategic Headquarters. i Japan Strategy 2015. 2009, p. 3.
http://japan.kantei.go.jp/policy/it/iJapanStrategy2015_full.pdf ; T. Nemoto, “IT New
EraandParadigm
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WebComputerReport,
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T. Enami, “Kanji Characters in Japan-Remaining Big Challenges of e-Government,”
Journal of Information Processing and Management, 57 (5) 2014, pp. 298-306.
R. Yamaguchi, “Transition of Cryptographic Algorithms by Japanese e-Government,”
Journal of the Institute of Electronics, Information, and Communication Engineers 94(11) 2011, pp. 938-943.
T. Fujiki, A. Sato, Y. Kumagai, T. Kaji, S. Hane, S. Tezuka, and K. Okada,“Development of a Speed up Method of Certificate Validation Service,” Information
Processing Society of Japan, 52 (2), 2011, pp. 621-632.
K. Kumamoto, W. Kodama, and K. Yasukawa, “Proposal of Digital Divide Solution
by Extension of Regional WiMAX Coverage Using RoF.,” Technical Report of
IEICE. LQE, 111 (415) 2012, pp. 263-268.
M. Kawarasaki, K. Konishi, M. Ohara, and T. Igarashi, “Method of Adding
Telephone Interface to Web Service (Implication to the Selp-Care Support System forLife-Style Diseases”, Computer Science and Engineering, 2 (2) 2012, pp. 1-8 . DOI:
10.5923/j.computer.20120202.01
M. Honda, “Constructing Local Government CRM -its merits and demerits,”
Abstracts of Annual Conference of Japan Society for Management Information 2010,
pp. 1-4.
T. Ide, “System Education for Development and Management of the e–Government,”
Joho Shori Gakkai Kenkyu Hokoku, Konpyuta to Kyoiku, 100, 2004, pp. 33-39.

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Y. Kanazawa, “The Concern about Preservation of Digital Documents, andPositioning of Microfilms,” Records Management : Journal of the Records
Management Society of Japan (46), March 2003, pp. 21-32.
T. Shimada, “The Fundamental Problems about e-Government”, Office Automation,
25 (1) 2004, pp. 21-26.
A. Mori, T. Sodei. H. Arai, S. Sawaoka, A. Suzuki, N. Kubo, and K. Horiike,“Network Construction of Preventing Social Isolation of the Elderly by Using ICT,”
Shakai Johogakkkai (SSI) Gakkai Taikai Kenkyu Happayou Ronbun-shu, Sept. 2013,
pp. 3-6.
M. Kaneko, “A Role of Volunteer and Local Communities for the Community
Development in the Information Technology Age,” Bulletin of Miyazaki Municipal
University Faculty of Humanities, 10 (1) 2002, pp. 23-37.
N. Ashida, “The Elderly ICT Training Community for Regional Activation”, Seibi
University Review, 4(1), 2013, pp. 1-20.
T. Shihoda and A. Tachibana, “A Study of Intellectual Quest of the Elder Users in
Public Libraries,” Human Sciences Review, Andrew’s University, 45, 2014, pp. 175204.
F. Bélanger and L. Carter, “The Effects of the Digital Divide on E-government: An
Empirical Evaluation,” Proceedings of the 39th Hawaii International Conference on
System Sciences, 2006.
B. Niehaves, K. Ortbach, and J. Becker “The Demographic Challenge: Aging and
Depopulation and theirConsequences for E-Government -A Case Study,”
Proceedings of the 42nd Hawaii International Conference on System Sciences, 2009,
pp. 1-8. https://www.computer.org/csdl/proceedings/hicss/2009/3450/00/05-06-04.pdf
J. Sipior and B. Ward, “Bridging the Digital Divide for e-Government inclusion: A
United States Case Study,” Electronic Journal of e-Government, 3 (3) 2005, pp 137146. www.ejeg.com
Cabinet Secretariat, Act on the Use of Numbers to Identify a Specific Individual intheAdministrative
Procedure.
2013.
http://www.cas.go.jp/jp/seisaku/bangoseido/pdf/en3.pdf
ITStrategic
Headquarters,
e-Japanhttp://japan.kantei.go.jp/policy/it/0702senryaku_e.pdf

StrategyII.

IT Strategic Headquarters, IT Seisaku Rodomappu [IT Policies Roadmaps], 2008, p. 4.
IT Strategic Headquarters. Declaration to be the World’s Most Advanced IT Nation.
2013. http://japan.kantei.go.jp/policy/it/2013/0614_declaration.pdf
LGWAN (Local Government Wide Area Network) , 2013.
lis.go.jp/data/open/cnt/3/177/1/LGWAN-2511.pdf

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IT Strategic Headquarters. Declaration to be the World’s Most Advanced IT Nation.
P. 20.
Created by the author based on various government documents and charts.
Mai Nanba Shisutemu [My Number System], Ministry of Internal Affairs andCommunications. http://www.soumu.go.jp/kojinbango_card/01.html
Taisetsu na Yubinbutsu ga PC de Ikkatsu Kanri Dekiru Yoninaru ‘Denshi Sisho
Bako’ Towa? [What is e-PO Box where we can manage important mail using PC?]
Gazetto Tsuushin. 2016. http://getnews.jp/archives/1465437
IT Strategic Headquarters. Declaration to be the World’s Most Advanced IT Nation.
Jisedai Denshi Gyosei Sabisu Kiban-tou Kentou Purojekuto Chiimu, “Jisedai Denshi
Gyosei Sabisu (e-Wansutoppu sabisu) no Jitsugen ni Muketa Gurando Dezain [AGrand Design for the Realization of a Next Generation e-Government Service (e-One
Stop Service)],” 2007, p. 19.
Local Authorities Systems Development Center, “Konbiniensu Sutoa ni okeru
Shomeish-to no Jido Kohu Donyu Kento no Tebiki [Guide to Introducing Automatic
Insurance of Certificates at Convenience Stores],” 2011. https://www.jlis.go.jp/lasdec-archive/cms/resources/content/30995/KonbiniKofu-tebiki1.2.pdf
Japanese Cabinet Office, “Kokumin Seikatsu Hakusho [White Paper on National
Life],”
2006,
pp.
118-140.
http://www5.cao.go.jp/seikatsu/whitepaper/h18/10_pdf/01_honpen/index.html
Ibid.,
pp.
91-97;
Japan
Times
articleabout
Abenomics
http://www.japantimes.co.jp/news/2015/09/24/national/politics-diplomacy/abeoutlines-new-goals-abenomics-20-rise-gdp/#.V1Eo9mYhtoX

2.0

M. Honda, “Challenge and Possibility of Digitization of the Administrative Procedure
Considering from a Suspension Case and a Non-realization Case,” IPSJ SIG
Technical Report, 60 (11) 2013, pp. 1-8.
Ministry of Internal Affairs and Communications, “Heisei 26-nen ni Okeru Gyosei
Tetsuzuki Onrain-ka-to no Jokyo [A Report on Online Administrative Procedures in2014],” 2015, pp. 1-2. http://www.soumu.go.jp/main_content/000391722.pdf
IT Strategic Headquarters. New IT Reform Strategy. 2006, p. 32.
T. Nemoto, p. 33.
T. Shimada, “Comparative Study of e-Government in Japan and Korea,” Japan
Society for Information and Management, 34 (4), 2014, pp. 116-129.
N. Helbig and J. Gil-García, “Understanding the Complexity in Electronic
Government: Implications from the Digital Divide literature,” Proceedings of the282

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Eleventh Americas Conference on Information Systems, Omaha, NE, USA, August
11th -14th, 2005, pp. 1-11. http://www.enricoferro.com/amcis2005_final.pdf

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Collaborative Construction of Advance Organizers as A Learning Event for Online
Instruction
Wan-Ling Liao, National Taiwan Normal University, Taiwan
Chang-Hwa Wang, National Taiwan Normal University, Taiwan
Yu-Hsuan Chen, Taipei College of Maritime Technology, Taiwan.
The Asian Conference on Society, Education & Technology 2016
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Abstract
Instructional strategies for online learning vary from face to face learning in many
aspects. However, only a few studies suggested appropriate strategies for online
learning. Classic instructional theories such as advance organizer has been proved tobe effective for teaching. It is traditionally developed by professional instructional
designers. But in a collaborative construction online learning environment, the rolefor developing advance organizer may shift from instructional designers to thelearners.
In this study, we proposed to employ user-developed advance organizer as a learning
event after they have learned instructional contents. This instructional event may beconsidered as a reinforcement for newly learned knowledge. After regular instruction,
learners will be asked to develop their own advance organizers collaboratively, andinstructor will provide interactive feedbacks during the collaborative construction
process.
This study will employ Google Sites to create the collaborative learning environment.
Selected topics on Experimental Statistics course will be the subject matter to betaught. Research subjects will be Master’s students. They will be assigned to either
experimental group or control group and several sub-teams will be formed to perform
collaborative works. The difference between the experimental group and control
group is that the former uses the collaborative construction of advance organizer to be
the reinforcing strategy but the latter uses practice-and-drill type of exercise as thereinforcing strategy. Posttests will be given to both groups to evaluate the learning
outcome and investigate the significance of using collaborative construction ofadvance organizer as reinforcing strategy.
Keywords: advance organizer, collaborative construction, online learning

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Introduction
The concept of advance organizers has been used in education for a long time. Somestudies pointed out that advance organizers has a positive impact for learning
performance and learning attitudes (Ambard & Ambard, 2012; Jafari & Hashim,2012). Another study compared the learning effectiveness of different types ofadvance organizers. Learners not only had a positive attitude but also indicatedadvance organizers could help them to dismantle the course and emphasize importantconcepts (Chen & Hirumi, 2007). And the other study explored the effect of visualadvance organizers and the result showed that advance organizers could promote theEnglish reading comprehension (Lin & Chen, 2007). During the past 50 years, many
aspects regarding the application of advance organizer have been dicussed, including
teaching strategies, learning retention, and learning satisfactions.. However, there
were less studies paying attention on who should be the designers of the advanceorganizers.
The Cognitivism include Piaget’s cognitive-developmental theory, Vygotsky’s social
constructivism, Ausubel’s meaningful learning theory and Bruner’s discovery
learning theory. And the similarity argument of these theories are that learners’
knowledge is not directly instilled by teachers, but construct their own knowledge
through interacting with the environment. However, Lu (2011) mentioned that inrecent years, the development of Web2.0 brought a new way of network cooperative
learning, so people can participate actively, share resources and create knowledge
together. That means people interact with the online environment to build knowledge
and become the constructor of knowledge. EIn the constructive online learning
environment, the instructional methods as well as the role between instructors andstudents are very different from the traditional instruction. Learners have more control
over their learning while teachers become assistants alongside them.
The purpose of this study is to employ Google Sites to create the collaborative
learning environment, and propose to employ user-developed advance organizer as alearning event after they have learned instructional contents. After regular instruction,
learners will be asked to develop their own advance organizers collaboratively, andinstructor will provide interactive feedbacks during the collaborative construction
process. After the online instruction, we will evaluate the learning outcome, learning
experiences and investigate the significance of using collaborative construction ofadvance organizer as a reinforcing strategy.
Collaborative Construction of Online Learning
The concept of the collaborative learning comes from the constructivist teaching,emphasizing that the way of acquiring knowledge is not through the teacher but
student take the initiative to learn. The construction of knowledge is not necessarily
only an individual process of exploring learning but may be influenced by groups
which have a social interaction (Seng & Yu, 2005).Based on the characteristics ofcollaboration, the network technology Web2.0 provides a new learning channel andcollaborative space, and supports the interaction, feedback and maintenance ofinterpersonal relationship. Some educational researchers believe that Web2.0 system
is one of the potential educational technologies which can be used to assist teachingand enhance learning outcomes (Alexander, 2006).

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For the past few years, some studies reported that the development of the joint
construction of narrative brought a strong dynamic in a social learning environment
which allowed learners making lots of knowledge-building conversations (Barron,2003). The collaborative learning focuses on the real problem situation or learning
tasks, leading learners to solve problems or complete their learning tasks, and isconsidered to be an effective teaching method to promote a form of online learning
community (Gersh,2001).In traditional learning, the learning environment was led byteachers. In a constructive learning environment, learners are encouraged to learn
from each other, and accommodates a variety of learning styles. In other words,
instructors and textbooks will not be the only sources of information.
The Application of Advance Organizer
Ausubel (1960) believed the development of learners’ cognitive architecture wasderived from reforming materials, combined with their original cognitive architecture,and produce a new cognitive architecture. Ausubel thought that the most importantfactor was the learner’s cognitive architecture to determine whether the new learningmaterials were effective for learners.
Yang (2006) mentioned that the advance organizer could make a meaningful link
between students’ past experiences and new knowledge. That is, advance organizer
was a bridge between students’ cognitive structure and the instructional materials.
Prior studies have proved that advance organizer has positive effective for learning
outcomes or learning attitudes (Ambard & Ambard, 2012; Hashim, 2002; Chen &Hirumi, 2007; Lin & Chen, 2007).
Chien, Jen and Lai (2011) pointed that the application of advance organizer could
make the organization and structure of the teaching more complete, and makestudents got the point more easily. Li (2009) found that the content of advanceorganizer must be closely related to the content of learning in his study. Chen, Hirum
and Zhang (2007) mentioned there has no obvious effectiveness of advance organizer
may because of its loose structure and its guide for use was not detailed.
According the concept of advance organizer and the results of past studies, we canunderstand the real situation of applying advance organizer in teaching, and help us todevelop principles to evaluate advance organizer.
Learning Experience
Based on social constructivism, people work together and complete a task. The aim of
constructing knowledge actively is a characteristic of a powerful learning
environment. Liaw (2003) mentioned that a web-based learning environment provides
students with more equal opportunities for retrieving information and interacting witheach other actively because it has appropriate characteristics such as hyperlink
networks, and synchronous or/and asynchronous communication.
So and Brush (2008) pointed out that student’s perception of collaborative learning
would influence satisfaction. Strijbos and Laat (2009) indicated that a greater sense of
responsibility can increase an individual group member’s awareness to the group’s
goal and subsequently increase group efficacy. The positive interdependence will be

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generated when the performance of a single group member depends on theperformance of other members, and it can enhance internal cohesion.
Dewiyanti, Brand-Gruwel, Jochems and Broers (2004) mentioned thatstudents’participation in collaborative learning makes important contributions togroup members when they are collaborating to solve a problem or to accomplish atask. And they explained the important elements which may influence
studentsparticipation are course characteristics, individual characteristics, different
aspects of collaborative learning process and satisfaction.In Liaw and Huang’s (2006)
study, learners’ feelings and learners’ attitudes toward a collaborative e-learning
environment were investigated. They considered five elements when designing a
web-based computer support collaborative learning environment: learners' attitudes,
environmental characteristics, environmental satisfaction, collaboration activities,
learners' characteristics, and environment acceptance.
In conclusion, there are various types of factors will affect learning experience. In thisstudy, we will integrate these possible factors and modify its contents to develop themeasures to examine learners’ experience in accordance with our research purposes.
MethodIn this study, we employ Google Sites to create the collaborative learning
environment. Fundamentals of Experimental Statistics for Master’s students will be
the subject matter to be taught. Participants will be assigned to either the experimentalgroup or the control group and several sub-teams will be formed to perform
collaborative works. After regular instruction, posttests will be given to both groups toevaluate the learning outcome, investigate the learning experiences and thesignificance of using collaborative construction of advance organizer as reinforcing
strategy. Research framework is shown in Figure 1.

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Experimental Group
EmploysCollaborative
construction ofadvance organizer tobe the reinforcing
strategy

Online collaborative
construction learning

Control Group

Learning outcomes

Employspractice-and-drill
type of exercise as thereinforcing strategy

Independent Variable

The performance ofdeveloping advanceorganizers

Learning experiences

Experiment

Dependent Variable

Figure 1: Research framework
Participants
All 26 participants will be Master’s students selected from a major university of
Taiwan who enrolled for the Experimental Statistics course. They have an average ageof 23 and will be separated to 7 groups mixed of males and females. Each groupconsists of 3 or 4 students. The 26 participants finally form 4 experimental groups and3 control groups.
Procedure
The major learning events will be designed separately for the experimental group andthe control group with equal loads. The experimental group will be assigned to use thecollaborative construction of advance organizer, the control group will use
practice-and-drill type of exercise as the reinforcing strategy. A 3-week online
learning activity is designed for the experiment.
In order to explain the collaborative construction online learning process, anorientation will be given to all participants. At the same day, instructor will introduce
the principles of advance organizer to the experimental group and will give theExperimental Statistics pretests to both groups.
In the beginning of the collaborative construction online learning, two groups will be
asked to watch some learning questions related learning objectives deigned byinstructor on Google Sites. Then they will need to collect materials, share information
with their group members, join their group discussions, collaborate and organize their289

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information and write down the answers blow the questions. At last, the experimentalgroup will need to follow the guidelines to develop their own advance organizers
collaboratively and the control group will need to complete an exercise
collaboratively. During the collaborative construction process, instructor will provide
interactive feedbacks to participants. Learning process of two groups has shown in
Figure 2 and Figure 3, and the different learning events had marked in red.

Figure 2: The learning process of the experimental group

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Figure 3: The learning process of the control group
After the collaborative construction online learning, the Experimental Statistics
posttests and the questionnaire of learning experience will be given to both groups.
And then will invite three experts to evaluate the questionnaire for the performance ofadvance organizer.
Instrument
Questionnaire for advance organizer is designed to examine the performance of theadvance organizer developed by each experimental group. This questionnaire consistsof two variables, the content and structure of advance organizer. There are about fivequestions in each variable. The format of all questions is a Likert-type scale, ranging
from 1 (strongly disagree) to 5 (strongly agree).
Questionnaire for Experimental Statistics test with 21 questions is designed to
examine the variety of students’ academic achievements during the collaborative
construction online learning. Questions are designed according to the teaching
objectives and learning contents.
Questionnaire for learning experience with about 36 questions is designed to evaluate
how students feel and experience during the collaborative construction online learning.
It consists of five variables including the environmental characteristics, environmental
satisfaction, individual characteristics, collaborative learning experiences,collaborative learning satisfaction. The format of all questions is a Likert-type scale,ranging from 1 (strongly disagree) to 5 (strongly agree).

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In order to gain a deeper understanding of learners’ true feelings and learning
difficulties in the collaborative online learning, we will develop a semi-structured
interview outline according to research problems. It consists of three variables
including the performance of collaborative construction, learning experience andlearning event.
Expected Result
This paper proposed an innovative learning strategy for collaborative construction
online learning that may enhances the effectiveness of learning. Although thisresearch is still ongoing, we expect that the following questions may be answered:
1.
2.
3.

Is there an impact on learning outcomes while the role for developing advanceorganizers shifts from instructional designers to the learners?
Would there be a relation between the performance of advance organizers
developed by learners and their learning outcomes?
What are learner’s perceptions and experiences during this collaborative
construction of online learning?

This work expects to provide teachers with applicable strategies for designingcollaborative construction of online learning. In the future works, instructional
designer can focus on how to enhance learner's learning motivation or compare theeffects of using different types of advance organizer as learning strategies.
Acknowledgements
This work was supported by the Minister of Science, Taiwan
104-2511-S-229-001 -], [MOST 104-2511-S-229-002 -].

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References
Alexander, B. (2006). Web 2.0: a new wave of innovation for teaching and learning?
EDUCAUSE Review, 41, 32-44. Retrieved September 8, 2010, fromhttp://www.educause.edu/ir/library/pdf/erm0621.pdf
Ambard, P. D., & Ambard, L. K. (2012). Effects of narrative script advance organizer
strategies used to introduce video in the foreign language classroom. Foreign
Language Annals, 45(2), 203-228.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of
meaningful verbal material. Journal of educational psychology,51(5), 267.
Barron, B. (2003). When smart groups fail. Journal of the learning sciences, 12(3),307-359.
Chen, B., & Hirumi, A. (2007). Investigating the use of advance organizers as an
instructional strategy for web-based distance education. Quarterly Review of Distance
Education, 8(3), 223-231.
Chen, B., Hirumi, A.& Zhang, N. J. (2007). Investigating the use of advanceorganizers as an instructional strategy for web-based distance education. Quarterly
Review of Distance Education, 8(3), 223-231.
Chien, F. M., Jen, C. I. & Lai, Y. L. (2011). Effectiveness of collaboration in
exploratory teaching project between university and elementary school: a case forsocial studies. The Journal of Regional and Social Development Research, 2, 1-36.
Gersh, S. O. (2001). Technology’s role in creating the shared learning environment.
Multimedia Schools, 8(5), 48-51.
Hansen, L. M. (2002). Defining inquiry: exploring the many types of inquiry in thescience classroom. The Science Teacher, 69(2), 34-37.
Jafari, K., & Hashim, F. (2012). The effects of using advance organizers on
improving EFL learners’ listening comprehension: a mixed method study. System: An
International Journal of Educational Technology and Applied Linguistics, 40(2),270-281.
Li, C. H. (2009). The use of advance organizers to prepare college students to listen in
the foreign language classroom. Taiwan Journal of TESOL, 6(1), 83–110.
Liaw, S. S. & Huang, H. M. (2006). Investigating Learner Attitudes toward a
Collaborative E-Learning System. Proceedings of the 10th International Conference
on Computer Supported Cooperative Work in Design, 1-5. IEEE.
Liaw, S. S. (2004). Considerations for developing constructivist web-based learning.
International Journal of Instructional Media, 31(3), 309-321.
Lin, H., & Chen, T. (2007). Reading authentic EFL text using visualiazation and293

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advance organizers in mutimedia learning environment. Language Learning &Technology, 11(3), 83-106.
Lu, P. C. (2011). A study on the Influence of blog learning communities onundergraduates' knowledge constructions in arts general curriculum. Journal of
Research in Education Sciences, 56(2), 137-174.
Seng, J. L. & Yu, M. S., (2005). An adaptive, collaborative, and constructive
interaction design in e-learning. Electronic Commerce Studies, 3(4), 331-358.
So, H. J. & Brush, T. A. (2008). Student perceptions of collaborative learning, social
presence and satisfaction in a blended learning environment: Relationships andcritical factors. Computers & Education, 51, 318-336.
Strijbos, J. W. & Laat, M. F. D. (2010). Developing the role concept forcomputer-supported collaborative learning: an explorative synthesis. Computers in
Human Behavior, 26, 495-505.
Yang, L.L.(2006). Implement of didactics and reception learning. Research andDevelopment in Science Education Quarterly, 61-74.

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Exploring Learning Effects of Using Different Scaffoldings on Problem-Based
Learning
Che-Yin Hsiao, National Taiwan Normal University, Taiwan
Chang-Hwa Wang, National Taiwan Normal University, Taiwan
Yu-Hsuan Chen, Taipei College of Maritime Technology, Taiwan
The Asian Conference on Society, Education & Technology 2016
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Abstract
The essence of problem-based learning is to construct knowledge, to share knowledge,
to approach their goal, and to solve the problems. However, in online collaborative
construction environments, environmental changes and personal characteristics willconsiderably affect the effectiveness of the problem-based learning. Therefore, online
instructors need to provide facilitations to help learners completed their learning tasks.
In this study, our aim is to develop several strategies that employing scaffolding
theory to facilitate online problem-based learning, three types of scaffoldings are to be
included: meta-cognitive scaffolding, procedural scaffolding, and blended scaffoldingthat integrates the first two. The effects of various scaffolding schemes will be
explored in terms of learning performance. Google Site platform will be used tocreate the online constructive environment. The subject-matter for the problem
solving instruction is electricity generation. The research subjects will be fifth gradersfrom a selected elementary school. They will be divided into three groups: procedural
scaffolding group, meta-cognitive scaffolding group, and blended scaffolding group.
Each group will be guided by different strategy, and they will learn related knowledge
from problem solving. We will evaluate their learning outcomes of three groups toanalyze the differences of the three groups.
Keywords: problem-based learning, meta-cognitive scaffolding, procedural
scaffolding

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Introduction
Problem-based learning (PBL) is defined as learner-centered learning. Learners
discuss the issues through open-ended questions, and then build team knowledge asappropriate. Online learning overcomes space constraints, allowing rapid exchange of
information, and effective team building. environments, environmental changes, andpersonal characteristics will affect the construction results (Zheng & Zhuang, 2008).
Learners’ self-construction of their learning content may be difficult. Students need toadapt to a new environment and learn new technology and new information to do so(Johnson & Johnson, 1996). In addition, individual differences also cause unequal
participation of students. In cyberspace, student’s learning processes are more
self-directed with compared to traditional classrooms learning. Such self-directed
learning processes need to be guided, assisted, and monitored by online instructors.
(Lee, 2010). Previous studies indicate that incorporating scaffolding instructional
strategies with online collaborative learning results in better learning outcomes. In
recent years, scaffolding strategies have widely been used in the network softwaretools, courses, and other resources to help students to achieve successful learning.
Although the teacher plays a important role in the instructional process, the student isalso an active participant so that scaffold interactions are a function of participationby the teacher and the learner. (Puntambekar & Hubscher, 2005).
Currently, metacognitive scaffolding was commonly used in construction learning
programs. Metacognitive scaffolding can help learners recall prior knowledge, sothat learners take the initiative to recall the knowledge learned in the past and take theinitiative to find relevant information. On the other hand, procedural scaffolding uses
web site maps, operating procedure instructions or navigation maps, etc., to clarify
learning steps to reduce cognitive load and elucidate the learning objectives.
Sharma and Hannafin (2007) suggested that a complete learning activity is most
likely to be achieved if there are a balance and fusion between the metacognitive
scaffolding and the procedural scaffolding. Therefore, in this study, we attempt topropose a blended scaffolding strategy, combining the cognitive hints provided fromthe metacognitive scaffolding and the operational guidance provided by procedural
scaffolding.
This study will discuss the impact of different types of scaffolding in online
problem-based learning courses, we attempt to propose an improved scaffolding
strategy, combined with the meta-cognitive scaffolding and procedural scaffolding’s
characteristics. Through this study, we will set up the cognitive scaffolding, theprocedural scaffolding and the blended-scaffolding into the problem-based learning
course and explore the different level effect brought by different scaffolding strategies.
In addition, we also concern to students whether they have different influences on thesatisfaction of the course and learning process after the course.

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Literature Review
Scaffolding in the Online Environment
Scaffolding theory is widely used as a teaching strategy. It is originated from
Vygotsky's (1978) sociocultural theory of cognitive development, emphasizing adults
and experts as sources of children's social experience and knowledge. Wood, Bruner,
and Ross (1976) defined scaffolding as adults or experts providing appropriate
assistance in the learning process and helping learners to achieve learning goals until
they are able to complete the task independently. Scaffolding is adjustable andflexible, and it can help students with different learning skills, backgrounds, andlearning styles (Ling & Harun, 2014). When adults or experts construct thescaffolding, they must have a common understanding of learning objectives withlearners, monitor and assess learners at any time in terms of progress and status,
revise the contents of the scaffold as appropriate, and give support and feedback(Azevedo, Cromley, Winters, Moos & Greene, 2005).
Quintana et al. (2004) found that the environment of network communication
technology flourished with provision of appropriate scaffolding that can reduce thecognitive load of students and help students manage their learning tasks. Use thescaffolding in online environment is also helpful to logical thinking and the correct
use of the strategy. Sun, Wang, and Chan (2011) also mentioned that digital
scaffolding can enhance learning motivation.
Past studies have well categorized scaffoldings. Hill and Hannafin (2001) argue thatmentors need to provide different types of scaffoldings in different learning situations.
They specified four categories of scaffoldings: conceptual, procedural, metacognitiveand strategic. In this study, we will employ procedural scaffolding and metacognitive
scaffolding as they seem to be more appropriate for online environment.
Procedural scaffolding helps learners understand how to use learning resources so thatthey can understand their learning needs. It also can reduce students’ cognitive load,so they can focus more on the main learning tasks, it is usually presented as simple
text guidance for the site map, and such learning maps are able to guide students
learning resources (Hill & Hannafin, 2001). Procedural scaffolding allows learners toadapt to unfamiliar learning environments, reduce cognitive load, and focus more on
learning activities (Molenaar & Sleegers, 2014).
Metacognitive scaffolding can help students assess their prior knowledge and learning
deficiencies; it is presented like simple hints or questions about the learning
objectives and content, and it helps students organize their knowledge (Hill &Hannafin, 2001). Reiser (2004) states that the knowledge problematizing and addition
the course can help students to make basic inferences about concepts and to think
about whether their ideas are correct.
In line with the above discussion, we understand the advantages of the scaffolding
application in the network environment, and we will try to use metacognitive
scaffolding and procedural scaffolding simultaneously in the PBL courses in thepresent study. Sharma and Hannafin (2007) also pointed out that procedural
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learning topic. However, there is a need to strike a balance between learning activities
to improve the degree of completion.
Employing scaffolding strategies in problem-based learning
PBL is defined by Barrow and Tamblyn (1980) as the process of question-realizing
and problem-solving, which allows learners to control the path of learning. As such,
PBL is closely related to our daily life. PBL is an approach to learning where
curricula are designed with problem scenarios central to student learning in eachcurricular component (Savin-Baden & Wilkie, 2006). The purpose of using PBL
includes learning knowledge building, enhancing problem-solving skill, andpromoting self-directing and learning motivation (Barrows, 1986).
In recently years, PBL is not just used with face-to-face teaching—it is also applied tothe online environment. Savin-Baden and Wilkie (2006) asserted that PBL in an
online environment is not an approach to replace the traditional form of learning, but
is about complementing and developing what is already in existence. In online PBL,
students use web-based tools to share information and construct knowledge.
Fund (2002) examined the effect of scaffolding in a computerized environment for
students solving problems about science in a simulation of laboratory experiments.
With this study finding showed that scaffolding provides a structured component of
the course and provides a framework for problem solving. The scaffold has apowerful influence on learning outcomes. On the other hand, Hmelo-Silver, Duncan
and Chinn (2007) pointed out the PBL is a powerful and effective model of learning.
When an instructor applies the scaffolding in PBL, it can reduce the cognitive loadand help students to learn in complex domains.
PBL is a learning mode that focuses on discussion, sharing, and problem solving.
Scaffolding can be used as a guide in the discussion process, helping to enhance thelearner's discussion and improve the interaction between the groups.
Objectives of the StudyIn this study, we will use different scaffolding strategies in PBL online course,
including meta-cognitive scaffolding and procedural scaffolding, and a blended
scaffolding that combines the two characteristics. This study intends to answer thefollowing questions:
1. In the online problem-based learning, which scaffolding type is more effective to
guide students’ learning?
2. When we provide different scaffolding supports in the same course, does
blended-scaffolding or single-scaffolding yield better learning outcomes?

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Research Methodology
Methods
This experiment will be created using Google-Site, a web-based collaboration
platform. The subject of the course is “Electricity in Taiwan.” In this course, a
student-led learning process, the mentor will give assistance. At the beginning of thecourse, it will be explained in the classroom to the student. They will need to share
information, discuss problems, and construct knowledge on the platform. In addition,
the learning content of each group is the same; the difference is that they will receive
different additional assistance.
Participants
The experiment subjects fifth graders from a selected elementary school who enrolled
for the science course. They will be divided into 9 groups for three categories: 3
meta-cognitive groups, 3 procedural groups and 3 blended groups.
ProcedureThis experiment will execute for 3 weeks. Before the course beginning, instructor will
introduce about the meaning of PBL, and how to use the platform. Learning activities
process shown as Figure1.

Figure 1. Learning activities process
At the beginning of the course, the learner will be informed about the subject. Everygroup then begins to discuss with the members to search and figure out for relevant
information they found. The scaffolding will be mainly built in this step. The detailsof the different scaffolding types are described below:

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Cognitive hints assist learners to recall the past experience and think about how tosolve a problem. Examples are as follow:
1. I have seen on television many nuclear-related news items; have you seen anyof these? You can share with the members any information you have fromsuch sources.
2. Nuclear power generation does not seem to be an excellent power generation
option. Maybe you can start looking for some information about nuclear
power generation with your teammates and share it with us.
We want use life-related issues to attract the attention of students; problematizing
meta-cognitive scaffolding can lead students to think, and promote group cooperationand discussion (Molenaar & Sleegers, 2014).
(2) Procedural Scaffolding: Discuss step hints
Procedural scaffolding focus on the steps to complete the learning task, giving hints
as to what the learner needs to finish next. The following are examples:
1. Now use “nuclear power” as a keyword, and collect information with yourteammates.
2. From the information you found, please explain what nuclear power
generation is, as well as its advantages and disadvantages.
Through such guidance, students can immediately know what needs to be done,
improving the likelihood of achieving the goal. Through the systematic process ofunderstanding the complexity of learning content, the students can more clearly form
their own learning tasks (Puntambekar & Hubscher, 2005).
(3) Blended Scaffolding: Metacognitive and proceduralThis group will be prompted by a mixture of the other two groups (i.e., given thecontextual content and given the specified steps to complete the course). The
following is an example:
1. Have you seen news about nuclear energy on TV? Perhaps you can tell me
about nuclear power generation, and its characteristics, review the relevant
information together with your teammates, and then share it with us.
Combined with the advantages of the other two kinds of scaffolding, blended
scaffolding can lead students to think at the same time, but also to complete theexpected learning goals.
After they finish the information searching, and organize their information, they will
receive the group worksheets. The worksheet is a quiz about the discussion topic, we

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will use it to evaluate their learning outcomes and use the score to analyze differences
between groups.
Expected Results
In this research, we wanted to find out:
1. How to use scaffolding strategy in online PBL
2. What kind of scaffolding strategy can lead students to discuss efficiently andpromote learning achievement.
We seek to use different scaffolding strategies for the PBL curriculum of the same
topic, including a combination of metacognitive scaffolding and procedural
scaffolding. It is expected that such blended scaffolding can redress the deficienciesof the other two single scaffolding types. The study is also expected to provide a newteaching strategy for online PBL to help students. Although this research has not yet
been finished, we are continuing to develop it in expectation of its completion.
The results of the study could yield suggestions to instructional designers.
Additionally, we suggest researching other types of scaffolding. Scaffolding has manyvarious forms and application; as a future study, instruction designers can focus on
how to improve interactivity and enhance learner's learning motivation.
Acknowledgements
This work was supported by the Minister of Science, Taiwan
104-2511-S-229-001 -], [MOST 104-2511-S-229-002 -].

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References
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005).
Adaptive human scaffolding facilitates adolescents’ self-regulated learning withhypermedia. Instructional science, 33(5-6), 381-412.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to
medical education. Springer Publishing Company.
Fund, Z. (2007). The effects of scaffolded computerized science problem­solving on
achievement outcomes: a comparative study of support programs. Journal ofComputer Assisted Learning, 23(5), 410-424.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments:
The resurgence of resource-based learning. Educational Technology Research andDevelopment, 49(3), 37-52.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding andachievement in problem-based and inquiry learning: A response to Kirschner, Sweller,
and Clark (2006). Educational psychologist, 42(2), 99-107.
Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use oftechnology. Handbook of research for educational communications and technology:
A project of the Association for Educational Communications and Technology,
1017-1044.
Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in anelementary Spanish course. CALICO Journal, 27, 260-276.
Ling, T. M., & Harun, J. (2014). Instructional scaffolding in online collaborative
learning environment for knowledge construction among engineering students. In
Engineering Education (ICEED), 2014 IEEE 6th Conference on (pp. 40-45). IEEE.
Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during
collaborative learning: a promising combination. Metacognition and learning, 9(3),309-332.
Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex
learning environment: What have we gained and what have we missed?. Educational
psychologist, 40(1), 1-12.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., ... &Soloway, E. (2004). A scaffolding design framework for software to support scienceinquiry. The journal of the learning sciences, 13(3), 337-386.
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring
and problematizing student work. The Journal of the Learning Sciences, 13(3),273-304.

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Savin-Baden, M., & Wilkie, K. (2006). Problem-based learning online. McGraw-Hill
Education (UK).
Sharma, P., & Hannafin, M. J. (2007). Scaffolding in technology-enhanced learning
environments. Interactive learning environments, 15(1), 27-46.
Sun, C. T., Wang, D. Y., & Chan, H. L. (2011). How digital scaffolds in games direct
problem-solving behaviors. Computers & Education, 57(3), 2118-2125.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychologicalprocesses. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving.
Journal of child psychology and psychiatry, 17(2), 89-100.
Zheng, B., & Zhuang, X. (2008, December). Wiki-based collaborative learning
activity design: A case study. In Computer Science and Software Engineering, 2008
International Conference on (Vol. 5, pp. 141-145). IEEE.

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Designing the Multimodal Network in an Agriculture Supply Chain in Thailand
Witchayut Timaboot, Logistics Program,
University of the Thai Chamber of Commerce, Thailand
Nanthi Suthikarnnarunai, Logistics Engineering Department,
University of the Thai Chamber of Commerce, Thailand
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Abstract
In terms of economic situation towards logistics implementation, it is found that oneof the most important factors to consider about is transportation costs which need tobe handled in many ways in order to get the best effectiveness and the lowest costs forthe best profitability. For land transportation, rail transportation costs cheaper whencompared with road (truck) transportation because rail transportation can load a lot of
goods in one time and can avoid traffic troubles. This research is made to study asimulation of decision making on means of logistic transportation for tapioca whichcomes from 20 different originals that considered as having the largest productivity
and delivered to train stations for further multimodal transportation. The so-called
train stations are decided by the government as double-track railways for reasons offurther benefits in the future. Each station has next destination at Leamchabang
Station (final destination) and the goods will be transferred to another Ship marine
Port. This demonstration of decision making is designed using mathematic simulation
by setting target of transport quantity of each transport destination. Moreover, terms
and conditions of transport quantity, quantity of goods from the origin to destination,different types of transport vehicles, transport capacity and quantity of vehicles, byusing Microsoft Excel Solver programme for calculating the lowest cost. As a result
after the simulation of decision making, the transportation cost can be 183 Million
baht reduced compared with the previous mean in which the products will betransported by truck starting from farms to river port and shipped to seaport. Also thedecision of model able apply with other agriculture products.
Keywords: Distribution Network, Agriculture Supply Chain, Rail transportation,
Linear programming model

iafor
The International Academic Forumwww.iafor.org

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1. Introduction
Thailand is a country that grows and exports tapioca the most in Asia. Thailand also
exports tapioca to overseas, and the biggest buyer is China. China imports tapioca forprocessing it to consumption ethanol including processing into many other kinds ofproduct. Largely, Thailand has areas for growing agricultural products and this is amain reason that Thailand can grow tapioca in each region all around the country.
Nowadays, when the product is ready for harvesting, agriculturists will gather
tapiocas which are ready to be delivered and load them on a truck, and transferred tothe destination. After that, the tapioca will be on road transportation, and then shippedby barge. It can be seen that, transportation costs mainly take place at road (truck)transportation with the highest cost. Nevertheless, the transportation of tapioca can be
managed in several means and on many routes of transportation. Thus, this researchstudies transportation routes which can support transport activities in accordance of
requirements of each distribution center properly. By this, the transportation by train,
which newly supported by the government recently, was added to be one of the waysof railway transportation. Double-track railway was also built for further benefits inthe future. Therefore, its advantages was realized in terms of reducing cost, that it
may help reduce the cost more effectively than the previous mean of transportation;by truck. Furthermore, the distribution center of tapioca which has trains passing by
was considered as a starting point and transferring to inland destination, passing to thenearest seaport and ending at Port of Ko Sichang. A new way of transportation was
simulated to be replaced the previous one in which the products will be delivered toestuary, then to Port of Ko Sichang by barge which takes longer time.
2. Objectives
2.1 To reduce the costs of agricultural product transportation (case study oftapioca)
2.2 To build decision-making model for allocation of the distribution centerswhere the train passed.
3. Literature Review
The previous researches have focused on how to select and manage goods storage by
providing many means of transportation, creating mathematic simulation to help
making decision on product delivery by using trouble-shooting programs such as
AMPO, CPLEX, etc. for considering controlled factors and adjusting figured as
required.
For this research, the basic programs installed in Microsoft Office Excel, a menu in
Add Ins called “Solver” were picked up as the important tools as they are simple, easy
to understand and suitable for analyzing small-size data quickly.
4. Research Methodology
4.1 Studied about the quantity of tapioca productivity delivered to each
distribution center. After studying and choosing the origin of logistics for tapioca
products, it was found that Thailand can grow and produce plenty amount of products,
and harvesting areas expanded in each region; North Eastern, Northern, Eastern and306

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Western parts of the country while Central and Southern parts rarely grow tapioca as
their topography is not so applicable.
Nonetheless, if taking all data and information of each area into account for
simulating a transportation model, the large amount of information may be needed toanalyze while basically all data cannot be evaluated. Thus, only top 20 areas that havelargest productivity in the country was selected. A table below shows productivity ofeach area.
Table 1: showing productivity of tapioca in each area
Area

Productivity (ton)RemarkNakhon Ratchasima
Province
Nakhon Ratchasima
Seangsang
750,340
Province
Nakhon Ratchasima
Nongboonmak
742,599
Province
Kanphaeng Phet
Khanuworalukburi
694,671
Province
Kanphaeng Phet
Mueng Kamphaeng Phet
632,736
Province(Source: Centre of Agricultural Information, Office of Agricultural
Economics 2015)
Khon Buri

765,111

According to Table 1: Tapioca productivity in the top 5 different areas in 1 year’stime, it can be seen that only 2 provinces; Nakhon Ratchasima and Kamphaeng Phethave the outstanding amount of product. However, as these 2 provinces are in the
different regions, so we need to consider their transportation route to destination
separately. And this research considers information and data from the top 20 areas.
4.2 Studying the recent transportation routes in order to apply with the newtransportation routes.
Currently, transportation of tapioca is performed mainly by truck in which its crucial
limitations are delivery quantity per one time, traffic jam, high petrol cost, etc.
Therefore, the benefits from the multimodal transport are realized by considering
adding railway transport into the entire of carriage. One of the government projects is
to develop double-track railway more effectively, so this idea is taken into account for
simulating a model of setting destination as the same location as double-track train
station completed in the near future. In addition, building 12 routes of double-track
railway is decided as accelerated project in order to be the distribution center for theabove 20 areas.
4.3 Simulation of decision making under conditions of quantity, cost andtransportation route.
Regarding the simulation of decision making, this research designs mathematicalequation based on relations of environmental factors and conditions using linear
programming as follows;

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The lowest total cost Min Z ;CodwQodw(1)“o” is the origin source of tapioca in each area while “d” is a destination of
distribution center in each station, “w” is each mean of transportation, “C” is cost in
THB per ton calculated from the distance multiplied by cost per unit (baht-ton/km.),and “Q” is quantity of carriage (unit is ton).
Qodw

= Qo

; ∀o

(2)

Total amount of tapioca from each origin “o”to destination “d” by each mean oftransportation; 4-wheel, 6-wheel and 10-wheel trucks; must not be over the total
quantity from the starting point. “w” is a pattern of transportation from the starting
point of each area and the cost will be varied by different amount of product eachtime. “Q” is gross amount of tapioca from the starting point.
Qodw

≤ Qd

; ∀d

(3)

For the total amount of tapioca in each origin “o” to destination “d”, all means totransportation need to deliver the goods in the amount not over the limit (Qd) at thedestination “d”
Qodw

≤ Qw

; ∀w

(4)

The total number of rounds of carrier in each area “o” to purchasing spot “d” should
not have amount of product exceeded the transport capacity (Qw). Conditions oftransport capacity are as follows;
Table 2: showing transport capacity in one round (unit is ton) as well as costs ofeach type of trucks
Type of trucks
4 wheels
6 wheels
10 wheels

Amount of transport/
round (ton)2
1230

Cost per unit (bahtton/km)
6.44
5.08
6.63

According to table 2, it can be applied for setting the number of transport rounds ineach origin “o” to destination “d” but not over the amount of the number of transportround in each area “d”. Moreover, it shows cost per unit in each mean oftransportation (Ref: petrol price at 29.94-33.33 baht/liter)

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For choosing transportation routes, the choices are designed to provide transferringfrom farm of each area to double-track train station so that the goods can be delivered
further to Laemchabang train station, a station that is near to the location that cantransfer the goods to a barge in the habour.
Table 3: showing terms and conditions of the number of transportation roundsof each mean of transportation
Means of transportation
The limited number of transportrounds4 wheels
500,000
6 wheels
100,000
10 wheels
20,000
The above Table 3 shows about limitations of the number of transportation rounds tosimulate the number of vehicles used in transportation that were assumed for decision
making.
4.4 Input data in the simulation for decision making
This research uses the Microsoft Excel Solver program to analyze and calculate to
managing tapioca from starting point to the final distribution center located in doubletrack train station. The program will decide the amount of tapioca taken from thestarting point, a mean of transportation, the proper amount delivered to each station inwhich all of them are relating with each other.
4. The research’s result
As a result of calculation for choosing a mean of transportation, it can be said that the
selected method is a method which has the lowest cost and supports product logistics
under its conditions.
Table 4: showing decision of transporting tapioca from starting point to eachpurchasing spot
Destination
No.

OriginDemand

NakhonChachoengsao

Saraburi

Chachoengsa Khlong Sip

Prachuap Khiri Khan

Kaeng Khoi

Map Kabao

Prachuap

HuahinNakhonNakhonRatchasima

Khon Kaen

Lopburi

Chumphon

Sawan

PathomThanonKhon Kaen

Lopburi

Chumphon

Paknumpo

Nakhon1

Khon Buri

765,111

0

0

0

0

0

0

765111.0

0

0

0

0

0

2

Soeng Sang

750,340

0

0

0

0

0

0

750340

0

0

0

0

0

3

Nong Bun Mak

742,599

0

0

0

0

0

0

742599

0

0

0

0

0

4

Khanu Woralaksaburi

694,671

0

0

0

0

0

0

0

0

0

0

69467105Kamphaeng Phet

632,736

0

0

0

0

0

0

0

0

0

0

6327360

6Dan Khun Thot

612,761

0

0

0

0

0

0

612761

0

0

0

0

0

7

Soidao500,762500762

0

0

0

0

0

0

0

0

0

0

0

8

Khlong Lan

429,718

0

0

0

0

0

0

0

0

0

0

4297180

9Sikhio403,543

0

0

0

0

0

0

403543

0

0

0

0

0

10

Sanam Chai Khet

398,638

398638

0

0

0

0

0

0

0

0

0

0

0

11

Mae Wong

372,208

0

0

0

0

0

0

0

0

0

0

3722080

12Thep Sathit

353,543

0

0

0

0

0

0

353543

0

0

0

0

0

13

Lao Khwan

347,959

0

0

0

0

0

0

0

0

0

0

0

34795914

Nam Yuen

342,638

0

0

0

0

0

0

342638

0

0

0

0

0

15

Lad yao

336,298

0

0

0

0

0

0

0

0

0

0

3362980

16

Sai Yok

323,981

0

0

0

0

0

0

0

0

0

0

0

323981

17

Tha Takiap

305,993305993

0

0

0

0

0

0

0

0

0

0

0

18

Wang Sombun

274,103274103

0

0

0

0

0

0

0

0

0

0

0

19

Sung Noen

262,096

0

0

0

0

0

0

262096

0

0

0

0

0

20

Khlong Hat

258,727258727

0

0

0

0

0

0

0

0

0

0

0

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As a result of decision making on tapioca transportation, it was found out that, there isa program selecting transportation from farm to train stations of double-track railway
properly before transferring to a port. The program selected to use all provided
resources under conditions of quantity, capacity of delivery- purchasing, productweight that can be loaded on the truck, the number of truck’s rounds and the lowest
cost. It selects transportation by 6-wheel truck which has low cost at THB
8,207,726,132.13 altogether. The cost reduces 183 Million baht comparing with theprevious mean of transportation. Moreover, it created a new mean of transportation
model which considers about limitations of each mean of transportation, and therefore
it selected a double-track train station as a distribution center in order to get theadvantage of transportation as much as possible.
As a result, we can get benefits from management of transportation routes from eacharea (region) to each destination which has the lowest cost. Utilizing double-track
train as a product gathering center (tapioca’s distribution center) is a way to transfer
the product via railway. With the method, the transportation cost will be lower thanother road transportation. Furthermore, we can manage and select the best mean oftransportation suitable with transportation cost, ability including limitation each kindof transportation for the best effectiveness.
5. Suggestion
This route model is designed to help making decision of transportation routes which
do not have too many conditions or factors as the program can respond to only 200
items. As a result, decision making might not be so accurate. The number of truck’srounds was also only an assumed number, but if the actual numbers could be figuredout, it will help analyze more correctly.

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6. Reference
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