bluuebunny/crossref_metadata_2025 huggingface dataset:
Experimental Studies to Clarify the Knowledge-to-action Gap in Information Ethics
Authors: TANAKA Koji , SONODA Miku , IKEDA Mitsuru , HORI Masahiro
Published: January 2025

If learners cannot form an intention to take an appropriate action with reference to the knowledge of information ethics, it cannot be said that the learners have working knowledge of ethical principles. In the present study, the two experiments are conducted with high school students to examine if the knowledge-to-action gap can be confirmed by means of paperand-pencil tests consisting of knowledge and intention tasks of information ethics. The knowledge task is to inquire about appropriate behavior regarding the correct knowledge, while the intention task is an inquiry whether the respondents consciously select the action or not. The experiments 1 and 2 indicated that participants take unethical behaviors even though they know appropriate behavior. In addition, the experiment 2 demonstrated that the participants estimated the number of classmates with unethical behavior is higher than the actual number. These results indicate the importance of education and teaching methods, which need to be carefully designed to reduce the gap between knowledge and action to comply with information ethics.
Training Teachers to Develop Work-process-oriented Curricula
Authors: Miao Yongwu , Xiang Li , Ying Lisa , Qiu Kai , Wang Disi
Published: January 2025

The work-process-oriented curriculum (WPOC) becomes increasingly popular in vocational education and training (VET). It links the curricula and ultimately the learning processes to the work activity and simultaneously to promote action-oriented learning at the curricular level. In particular, information and communication technologies (ICTs) are more and more applied in WPOC for effective and efficient working and learning. However, it is difficult for a teacher in VET to develop a WPOC, because comprehensive technological pedagogical content knowledge (TPACK) is needed for developing a sound WPOC. To help teachers learn to acquire TPACK, we developed a web-based learning environment with three training curricula that addresses the situated nature and complex interplay of technology, pedagogy and content. In this paper, we present the development of our web-based WPOC authoring and delivering environment and the development of the three training curricula. By exploiting the tools and the curricula, the teacher can be trained to develop a work-processoriented curriculum in a way of Learning by Design (LbD). Through testing, the technical feasibility and potential usability of this LbD environment are initially demonstrated.
Examination of Factors that Influence Science Teachers’ Attitudes toward Using Information and Communication Technologies For Teaching and Learning
Authors: MOHD AYUB Ahmad Fauzi , DANSARKI Dauda Isiyaku , WONG Su Luan , MAS NIDA Md. Khambari
Published: January 2025

This purpose of this study is to examine factors that influence Science Teachers’ attitudes towards using ICT for teaching and learning Science. A total of 121 Science Teachers participate in this study. The findings of this study revealed that the respondents had positive attitudes towards using ICT for teaching and learning with an average mean score of 3.91 (SD = 0.540) on a Likert scale of 1-5. The respondents also competent enough at handling basic technology tasks (M= 3.86; SD = .718). The results have also indicated that s teachers were getting support from the school (M=3.57, SD= .629) and the schools were well equipped to the extent of facilitating teachers use of ICTs in the classroom (M=3.45, SD=.386). Correlation analyses showed that positive correlations between attitudes towards using ICTs for teaching and learning on one hand and ICT competency (r = .546), School support (r = .519), School culture (r = .370) and Access to Resources (r = .467). Nevertheless, a multiple regression analysis has revealed that only ICT competence, school support and school culture have significant influence on teachers’ attitudes toward using ICT for teaching and learning.
Challenges in Flipping Hong Kong’s Classrooms
Authors: CHEUNG Kelvin , LUK Eric , LUK Eric , JONG Morris
Published: January 2025

The new 5-year plan of implementing e-learning in Hong Kong has been laid out in the government’s “Report on the Fourth Strategy on Information Technology in Education” in which flipped classroom is one of the important pedagogic approaches being advocated. While many researches were conducted to explore the advantages of flipped classroom, some challenges should not be ignored. This paper discusses the challenges of flipping Hong Kong’s classrooms that include “learning by videos”, “technological and pedagogical concerns” as well as “students’ low learning motivation”. Through understanding these challenges, educators and researchers can develop articulated strategies and models to address the problems, and more importantly, inform the government to provide articulated professional development to schools and teachers in order to perfect the implementation of flipped classroom in Hong Kong.
Influence of Learning On Mathematics Realistic ICT-Assisted Critical Thinking Skills Students
Authors: AROFAH Desah , PURWANTO Sigid Edy , TSURAYYA Ayu
Published: January 2025

The aim of the study is to know the effect of Realistic Mathematics Education (RME) ICT Assisted on the Junior High School Students’ Critical Thinking Skill. The statistical hypothesis of the study is there’s an effect of Critical Thinking of Students with Realistic Mathematics Education (RME) ICT Assisted Approach. A quasi experimental method that employed the nonequivalent control group design. This study was held in SMP N 3 Cibitung. The sample consisted both of 41 students from the experimental class and 42 from control class which were all randomly selected with purposive sampling technique. The instruments consisted of critical thinking test. The result shows that there is a difference between students who are taught by a Realistic Mathematics Education (RME) ICT assisted approach with students taught by a non Realistic Mathematics Education (RME) ICT assisted approach towards the students' critical thinking skills.
How the Habits of Self-regulated Academic Writers are Behaviorally Facilitated?
Authors: CHENG Hercy N. H. , ZHANG Xiaotong
Published: January 2025

In this paper, the authors demonstrated online academic writing behaviors as an example to illustrate a habit loop in Interest-driven Creator (IDC) theory. A habit loop describes that the habitual routine of creation should be triggered by a cueing environment, and provide a sense of harmony. Furthermore, instead of using the theory as a design framework, the authors proposed that the IDC theory could also be used as an analysis framework. In this study, the authors aimed to explore how the habits of self-regulated academic writing were behaviorally facilitated. For this purpose, the authors collected behavioral data of graduate students in an online academic writing system for two months. The students were divided into high and low self-regulated learners. Their behavioral patterns were then computed separately with hidden Markov models. The results showed that the model of the high self-regulated learners included a small version of a creation loop and a habit loop, in which the academic writing were triggered by the behaviors of literature reading, self-monitoring, and co-authoring. Besides, after writing, the high self-regulated learners tended to go back to read more literature and monitor their progress. Conversely, in the model of the low self-regulated learners, all behaviors likely transited to writing without any evident loops, implying that the low self-regulated learners might be performance goal oriented.
Developing digital game-based learning system for the acquisition of Chinese characters in primary education: An interest-driven creator (IDC) theory perspective
Authors: LIU Wen-Yi , CHEN Zhi-Hong
Published: January 2025

Due to the vast amount of and the complexity of Chinese characters, practice by handwriting is a common and effective strategy in the primary stage of literacy education. Nevertheless, students regard the practice as tedium or labor work, and this mental load leads them to lost interest in practicing to copy and write the characters in the assignments. To further promote students acquisition of Chinese characters, sustaining their interest of practicing acts an important role in the learning process. Therefore, the aim of the current study is to develop a game-based learning system to support students practice by handwriting in a joyful rather than uninterested manner. Under the perspective of interest-driven creator (IDC) theory, the proposed game, called character monster, was designed according to one of three anchored loops: interest loop. The corresponding features with respect to three elements (i.e., triggering interest, immersing interest, and extending interest) are presented in detail. In addition, to examine the effects of the learning system, the experimental design is also identified.
Reciprocal Kit Build Approach for Peer-to-peer Communication: Relationship between Similarities on Knowledge, Transfer of Knowledge, and Affective Responses
Authors: ADITA Lia S , HIRASHIMA Tsukasa , HAYASHI Yusuke , FURTADO Pedro Gabriel Fonteles , Kasiyah JUNUS  , SANTOSO Harry Budi
Published: January 2025

The present paper describes the Reciprocal Kit Build approach as a designed activity for collaborative concept mapping. We aimed to investigate the effect of differences in individual knowledge (both prior knowledge and knowledge on task) on knowledge transfer, collaborative product, and learners’ affective responses during co-construction of a concept map with the Reciprocal Kit Build (RKB) approach. We categorized learners into two groups based on their prior knowledge equivalence and their degree of shared knowledge reflected in the individual maps. The RKB approach allowed learners to create an individual map, to reconstruct a concept map from their partner’s map components (nodes and links), and to discuss similarities (or differences) between the initial map with the reconstructed map. The results showed that, following our proposed activity, transfers of individual knowledge regarding the shared and unshared knowledge were considerably high. Although, learners’ differences on prior and shared knowledge did not significantly affect the knowledge transfers and the final collaborative products, different group composition influenced the experiences of learners.
The Role of Technology Identity among Students in Rural Areas using a Web-based Tutoring System
Authors: TALANDRON-FELIPE May Marie P.
Published: January 2025

This paper looked at the relationship between the student’s technology identity and how it affects their performance in a web-based tutoring system over a 12-week period. Technology identity covers one’s beliefs on four areas: opportunities and constraints to use technology (access), technology skills (abilities), role of technology on one’s life (importance), and one’s own motivation to learn more about technology (opportunities). Results showed that access factors such as frequency of access, owning a computer at home, and owning a personal computer/laptop do have an impact on their ability to use computer applications. A significant difference was found in the number of problems completed (higher) among students who were able to frequently access and use a computer and the Internet for free in school. This could be an indication of the importance of the role of educational institutions to provide computer and Internet access to students who can’t afford to have their own at home or rent. Also, 99% of the students, including those who did not solve as many problems, viewed technology as an essential part in education, business, personal development, and their future profession. All (100%) the participants expressed willingness to learn more about technology. However, when it comes to the fourth are (opportunities), almost half (47%) believe that they don’t have sufficient opportunities and access to technology to be used in education.
An Exercise Recommendation Method for K-12 Students Based on the Syllabus
Authors: Li Zhizhuang , Zhu Zhengzhou , Yan Teng
Published: January 2025

For each subject, the syllabus specifies what knowledge points students should master and how well they should master them. Whether students can acquire the ability required by the syllabus is an important evaluation criterion for a student's learning achievements. However, most of the exercises for k-12 students at present contain knowledge points in the examination syllabus, but the difficulty of the examination of knowledge points is inconsistent with the teaching syllabus. Solving and studying such exercises does not help students acquire the skills required by the syllabus quickly. Therefore, students should choose exercises that fit well with the syllabus when practicing. However, at present, there is no way to recommend exercises that fit well with the syllabus for students, so as to improve learning efficiency. In order to solve the above problems, this paper proposes an exercise recommendation method for k-12 students based on the syllabus. It is proved by experiment that this method can recommend exercises that fit well with the syllabus for students, so as to improve their learning efficiency. The use of this method can help students achieve better learning outcomes and achieve higher scores in the final examination than ordinary students under the condition of learning and mastering the same number of exercises with the same difficulty.
Analysis of Student Affect and Behavior while Playing a Mobile Game for English Comprehension
Authors: RODRIGO Ma. Mercedes T. , AGAPITO Jenilyn L. , MANAHAN Dominique Marie Antoinette B.
Published: January 2025

We discuss a field study in which 30 public school students from grades 4, 5, and 6 play Learning Likha, a mobile-based game for practicing English comprehension. Using self-report questionnaires, a comprehension test, BROMP observations, and game interaction logs, we assessed the extent to which students understood the game’s contents and enjoyed playing the game. We also tried to determine any relationships between student achievement, affect, and behavior. Self-reported feedback about the game was positive, with students reporting interest, enjoyment, and sufficient challenge. Students across all grade levels exhibited engaged concentration and on-task activity while playing the game. However, post-test comprehension scores were low, especially for the younger participants. On-task conversation and confusion were negatively correlated with achievement. Additionally, on-task behavior and engaged concentration were positively correlated with number of interface taps.
A Usability Study on Shape Shape Hooray: an Adaptive Educational Game Associating 3D Geometric Shapes to Daily Objects
Authors: BUENVIAJE Winna Mia Victoria D. , DELA CRUZ Ma. Anniela B. , FADRIQUELA Ingrid Marie Therese P.
Published: January 2025

Situated learning theory argues that learning is embedded within an activity, context, and culture. It posits that students are more likely to learn if they have an exposure to the authentic context of the learning environment. Based loosely on this theory, Shape Shape Hooray is an adaptive educational game that aims to teach basic 3D geometric shapes by allowing basic education students associate 3D shapes to daily objects. As an adaptive game, this paper discusses the paths developed for different kinds of players (no prior/low prior, average, and high prior knowledge). A usability test was conducted to which a generally positive score was acquired. Various kinds of metrics (task success and task indicators) and the Systems Usability Scale (SUS) were also tested to find out the game’s impact on user experience and to evaluate possible design directions and improvements for Shape Shape Hooray. We found that respondents were highly impressed with the game’s usability, scoring 81.5 on the SUS. Future work will include educators’ testing on the game’s usability, testing of learning to students, and consultations with programmers for expert validation.
Dancing a treasure: A videogame to motivate young audiences toward Spanish dance
Authors: ROMERO-HERNANDEZ Alejandro , GONZALEZ-RIOJO Manuel , MANERO Borja , EL-YAMRI Meriem
Published: January 2025

The increasing in the average age of performing arts audiences is a worldwide problem. If we focus on Spanish dance, the problem becomes more serious. Several studies alert that the dance situation in Spain is critical: the number of spectators in this discipline has been decreasing in the last ten years, reducing its numbers by a half in this period. On the other hand, there is an incipient current that advocates the use of new technologies-especially, videogames - to attract young audiences. This article details the creation process of "Dancing a treasure", an educational videogame aiming to motivate the youngsters towards the Spanish dance. First, we discuss the Application Domain Research Document (ADR Document), a design document to help new researchers by shortening designing times in similar projects. Next, we detail the videogame design decisions based on the lessons learned from the ADR phase. Finally, we argue the most important points of the development and production phase. This work aims to set a precedent for the design and development of videogames based on performing arts, simplifying the work of other developers facing a similar project.
Research on Application of Steam Teaching in Primary School Based on Gamification Task Orientation-Taking the Fifth Grade Campus Sandbox as An Example
Authors: DING Xue-fei , QIAN Dong-ming , FENG Meng-ni
Published: January 2025

Steam education integrates multiple disciplines for education and teaching. It is an educational concept and measure for international education to explore talent training in the 21st century. This paper uses the literature analysis method to sort out the current research status and hotspots of the current Steam class design and teaching application. It is also proposed to combine the strengths of gamification teaching, and to drive the project-driven and task-oriented design of the Steam lesson to be closer to the game, whether or not it contains modern technology. Combined with relevant theories, this paper attempts to construct a design model of steam teaching activity based on gamification task orientation, and describes the design and practice process of the successful case of the fifth grade primary school campus sand table. After the course, the questionnaire and interview method will be used to understand the teaching effect of the steam class. The results show that the teaching mode is effective in primary school classroom teaching, which can enhance students' enthusiasm for learning and provide a better learning experience. It is expected that the case in this study will provide a reference for steam education researchers in practical exploration.
Measuring Analysis Skill in Data-informed Self-directed Activities
Authors: YANG Yuanyuan , MAJUMDAR Rwitajit , Huiyong Lia  , AKÇAPINAR Gökhan , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

Current technology enables tracking of various learning and physical activities. User can use the data to analyze issues in the execution of those activities. Current work focuses on this analysis phase of data-informed self-directed activity cycle and proposes a measurement framework of the skill while learners work in a data-rich context. It is a paradigm shift to support and measure analysis skill from previous approaches which mostly rely on questionnaire-based measurements. In our approach, we emphasize the monitoring of learner’s analytical process and the automatic evaluation of the analysis results through system. Based on that, an automated measurement is carried out in the system to depict learner’s analysis skill and changes of skill. Additionally, we elaborate the framework in the context of the GOAL system which provides affordances of analysis based on physical and reading activity data.
Supporting Knowledge Organization for Reuse in Programming: Proposal of a System Based on Function–Behavior–Structure Models
Authors: KOIKE Kento , TOMOTO Takahito , HORIGUCHI Tomoya , HIRASHIMA Tsukasa
Published: January 2025

It is important to reuse knowledge acquired through problem-solving in programming. To reuse knowledge, it is effective to first understand differences between knowledge items and then to organize that knowledge. Therefore, we propose a method and develop a support system for facilitating knowledge organization in programming. We further examine a model of parts and problem-solving process of parts based on function–behavior– structure aspects. In this paper, we expand a previously developed system to propose an improved system that provides support based on feedback from these models. The aim of this system is to allow learners to consider behavior rather than thinking directly from function to structure.
Questions and Ethical Dilemmas within a Design-Based Research Project
Authors: FREESTONE Melvin , MASON Jon
Published: January 2025

This paper outlines ethical issues surrounding a Design-based Research (DBR) project to explore the value of questions in digital environments. The context dictates a broad yet defined approach which is not confined to a single entity. Striking a balance between scope and focus has been problematic as the variables are too complex to justify a scientific analytical methodology. We discuss implications for the selection of our research question as well as consequences for our implementation strategies. The humanist foundation underpinning DBR provides inclusiveness together with the required rigor. The ethical dilemmas outlined provide a critique for determining the authenticity of our project.
Validating an Instrument for EFL Learners’ English New Media Literacy and the Relation to English Language Self-efficacy
Authors: LUAN Lin , DONG Yan , WANG Shasha , LI Yin
Published: January 2025

An increasing amount of research has been conducted on the integration of new media in English language learning and teaching, while limited studies have explored English as a foreign language (EFL) learners’ English new media literacy. This quantitative study developed an instrument with two questionnaires for assessing EFL learners’ new media literacy and English language self-efficacy. It further investigated the associations between the two constructs. The participants were 486 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations between the two constructs. It was very striking to see that both functional consuming and functional prosuming literacy played the most significant and positive role for predicting all the four aspects of learners’ English self-efficacy. Moreover, critical consuming was found to act as a significant predicator of students’ self-efficacy in listening and reading. This study sheds light on the role of new media literacy on EFL learners’ self-efficacy, and also provides EFL instructors and policy-makers with pedagogical implications on the effective integration of new media literacy education into EFL teaching and learning.
Improving Summary Writing Performance via Theory-based Learning System
Authors: CHEW Chiou Sheng , WU Wen-Chi Vivian , IDRIS Norisma , LOH Er Fu
Published: January 2025

While summary writing has been acknowledged by many scholars as an integral skill that builds the background knowledge of learners, and enhances writing outcomes, only a handful of theory-based online summary writing tools have been developed to date. In view of this, the Summary Writing-PAL (SW-PAL) was developed, rooted in several learning and education theories, in the attempt to assist ESL non-English majors in improving their summary writing skills. This study presents both the development and the evaluation of SW-PAL. The three primary features of SW-PAL are prior knowledge activation, summarising strategies instruction, and scaffolding. Prior knowledge activation applies a concept mapping tool as an advance organiser that activates the students’ prior knowledge while comprehending the text. The worked examples tool is meant to aid students in acquiring the essential summarising strategies. The self-generated feedback provided by the tool serves as a scaffolding tool to assist students through the summarising process. Pre- and post-tests, as well as an interview session held with students, ascertained the effectiveness of the tool and perceptions of its users. The study outcomes revealed that the developed SW-PAL had managed to improve their summary-writing ability at a significant level.
Augmented Reality and 3D Model for Children Chinese Character Recognition - Hong Kong Primary School Education
Authors: FUNG Ka-Yan , FUNG Kwong-Chiu , WAN Dr. Sally, Wai-Yan
Published: January 2025

Unlike other phonetic alphabet languages, the pronunciation and writing of Chinese are different learning modes. This study intends to motivate primary students to learn Chinese characters and improve learning performance by integrating Augmented Reality (AR) technology with 3D models. The paper first describes the exertion of AR and 3D models to construct a Chinese character recognition application and then presents the findings of the pilot test in assessing the effectiveness of AR and 3D models in learning Chinese characters. Data collection methods are pre-test, post-test, teacher focus group, and student focus group. The study reveals that the prototype of this AR learning application enables students to have a better understanding of the recognition of Chinese characters. This enhances the learning motivation, concentration, and interest of school children. In summary, the study shows an interactive and interesting way to promote Chinese character learning via the AR environment and 3D models. Implications for future development in using AR and 3D models in supporting Chinese language learning discusses at the end of the paper.
Diagnostic Language Assessment: Lessons Learned from Rapid Prototyping
Authors: NICHOLAS Allan , BLAKE John
Published: January 2025

In this paper, we provide the rationale for a computerized diagnostic language assessment (DLA) of email writing for Japanese undergraduates. The development of a rapid prototype of the DLA system is then described, and lessons learned from the process are shared. The DLA focuses on pragmatic competence – the ability to alter one’s language choices relating to politeness, formality and structure, depending on the social context of the communication. While tools now exist to assist with learners’ grammar problems and vocabulary, few exist for this pragmatic aspect of communication. Furthermore, traditional language assessments typically provide an overall score of learner ability without identifying specific strengths and weaknesses. The DLA seeks to address this issue via a three-stage process: 1) assessment administration; 2) provision of feedback to the learner, and 3) provision of further individualized instruction based on the assessment results. To gain a better perspective of the problems and to start to climb the learning curve as quickly as possible, rapid prototyping using Axure RP was selected. This high-fidelity prototype of the DLA was designed for some use cases. Numerous lessons were learned. Notably, rapid prototyping is not necessarily rapid. Early feedback on usability and the user experience were received from the rapid prototyping, helping the developer gain a better understanding of the user needs and discover any unexpected usability issues prior to actual coding. Another ongoing advantage is that rather than describing the expected functionalities of the software to stakeholders or interested parties, the functionalities of the fully-fledged DLA can be shown using the prototype. The prototype functions as an interactive visual aid, reducing miscommunication and providing a focus around which discussions can be based.
Effects of Learning Activities Based on Augmented Reality on Students ’ Understanding and Expression in an English Class
Authors: YANG Yang , WU Shumin , WANG Dantong , HUANG Yaohua , CAI Su
Published: January 2025

In English as foreign language(EFL) learning, students’ understanding and expression of the context are very important. However, teachers usually meet difficulties in explaining scientific phenomenon with easily understandable English words when teaching text related to science. It leads students to mechanically understand and memorize according to their own imagination. In this study, a series of learning activities based on Augmented Reality (AR) technology was carried out to cope with this problem. A specially developed AR application created a virtual-reality combined environment for students to observe and interact with the sun and the earth in grade 4. Moreover, diverse research methods were used to analyze students’ understanding about learning content and oral expression about learning topic. The experimental results reveals that learning activities based on AR can assist students in the construction of understanding and expression about learning contents. Furthermore, by interviewing the students, the mechanism of how AR worked in this class was reported. Students have more time to learn and communicate in AR-based activities. They acquire more knowledge by interacting with other people in light of learning materials, instead of passively listening to the teacher or reading books. In this regard, they get more authentic and profound learning experience to support be tter understanding and expression of learning contents. These findings can be valuable references for those who intend to implement learning activities based on AR or those who want to improve students’ understanding and expression in EFL classes.
Online Teacher Professional Development in ICT Integration in Tanzania: An Experience Report
Authors: NGEZE Lucian Vumilia , IYER Sridhar
Published: January 2025

Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzani, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online cours, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools.
A Preliminary Case Study of Promoting Teacher Professional Development via Post-Lesson Debriefing with the Support of Sokrates Cloud Services
Authors: KU Oskar , LIANG Jen-Kai , CHANG Sung-Bin , WU Michael
Published: January 2025

During the process of teacher professional development, debriefing serves as a critical element, which not only helps teachers reflect on their own teaching practice but also helps all peer teachers promote their professional development. A successful debriefing session requires teachers to recollect their experience of a taught lesson. The more details are recollected, the more issues will be identified, which, in turn, may enhance the effects of debriefing. In this vein, the authors develop a system, Sokrates Video Player (Sokradeo), which incorporates the abilities of automatic data collection and analysis, enhanced video player, and analytic dashboards to help teachers reconstruct their experience and identify critical issues of their teaching. A preliminary study was conducted to evaluate the effects of using Sokradeo to support post-lesson debriefing. Although the results indicated that Sokradeo might enhance the efficiency of debriefing and helped novice teachers master the use of smart classroom tools within a relatively short time, the study was not a well-controlled experiment due to the fact that the school schedule did not allow such an experiment. Hence, rigorous studies should be further conducted to investigate how Sokradeo contributes to the process of post-lesson debriefing.
Exploring K-12 Students’ Acceptances of a Computational Making Programme: A Case Study in Singapore
Authors: WU Longkai , LOOI Chee-Kit , HE Sujin
Published: January 2025

In this paper, we describe research conducted around a 180 hour programme designed to introduce secondary school students to computational mking through app development. The quantitative data analysis indicated that most of the participating students, whether male or female, seem to have developed a high level of interest and acceptance of computational making activities. The correlational and SEM analysis indicated that although these students, from various schools, have benefited in different dimensions. Design thinking readiness and coding readiness should be highlighted as the prominent factors derived from this Computational Making Programme for students to develop their interest and make recommendations to others
Exploring the Effects of Socio-Economic Status, Motivation and ICT Use on Science Achievement: Findings from PISA 2015
Authors: HUANG Sheng-hua , JIANG Yi-chao , JONG Morris Siu-yung
Published: January 2025

The present study used the PISA 2015 dataset (n = 39,297) of six East Asian economies to investigate the relationship between students’ ICT-based learning and their science proficiency level. Using Mplus 7, CFA and SEM were conducted to obtain the three major findings. Firstly, students’ socio-economic status is highly related to students’ science proficiency level but is weakly related to ICT-based learning. Secondly, although both learning enjoyment and instrumental motivation are weakly, positively related to ICT-based learning, the association between learning enjoyment and students’ science proficiency level is much stronger than that between instrumental motivation and science proficiency level. Lastly, ICT efficacy is positively related to ICT-based learning, which in turn, is significantly and negatively related to science proficiency level.
Design for choreographies/ambiance for global AGILE learning to foster future skills
Authors: YAMAMOTO Tosh , SHIH Juling , ONG Benson , PANG Chris , CHU Hui-Chun , OZAKI Takuro , HAYASHI Yasuhiro
Published: January 2025

This workshop will bring the audience to the agile paradigm of learning targeting new at the future generation equipped with the future skills defined by Vision 2020, Horizon 2020 and IFTF. In order to promote the future mindset for education, Critical/Creative Thinking Skills with Tesseractive© mindset will be fully employed during the workshop. Thus, instead of the workshop for dissemination of a new concept or idea for dissemination into academia, this session will bring the participants to a new paradigm of learning ambiance, where actively engaged learners from various countries form global agile teams to conduct PBL in their self-defined projects. The style of the workshop follows the discussion style in the agile framework with combination of hands-on and heads-on sessions with BYOD, i.e., smart phones, pads, and PCs. The participants are encouraged to bring their own devices to jump into the global and agile learning environment.
Using Online Literature Circles to Engage EFL Students in Collaborative Learning and Its Effect on Student’ Self-efficacy
Authors: SU You , ZHENG Chunping
Published: January 2025

Online literature circles can be powerful and beneficial for promoting the learning of English as a foreign language (EFL). This study aims to investigate the influence of using online literature circles as an instructional method on EFL students’ English self-efficacy. This study involves 228 second-year college students at a university in North China. A pretest-posttest quasi-experimental design was conducted to examine whether students’ English self-efficacy would change after their participation in the online literature circles activities. The results indicated that the students’ self-efficacy in English listening, speaking, reading, and writing has all improved after participating in online literature circles activities.
A preliminary investigation of the features of the communication software assisted design thinking based learning
Authors: LIU Guan-Chen , KO Chih-Hsiang
Published: January 2025

The purpose of the present study is to preliminary understand the efficiency of implementing technology (communication software) to foster student’s learning of visual identity and branding design in order to cultivate their design thinking implicitly. A total of thirty-six students who major in visual communication design participated in this study. Students who took a corporate identity design course were choose to be the participants. To probe their view of implementing communication software (Line and Facebook group), three open-ended questions about the assistance, advantage, and disadvantage of incorporating the two communication software were asked through an online questionnaire. Moreover, coding frameworks were derived based on students’ responses in order to induct their replication and to help researcher grab a clearer picture of students’ perspectives towards the application of communication software in the course. Results show that the convenience and the immediacy of communication software are the features that students mostly take advantages of. This is to some extent consistent to the viewpoint about information technology. Meanwhile, students reported most frequently of the disadvantages of the distraction, and provides various defects about incorporating communication software during learning.
Comparison between Self-awareness of Academic Procrastination and Actual Learning Activity
Authors: ISHII Yuna , HORIKOSHI Izumi , TAMURA Yasuhisa
Published: January 2025

This paper focused on academic procrastination by comparing students’ self-awareness of academic procrastination with their actual learning activity. We used questionnaires to measure students’ self-awareness of academic procrastination and LMS (Learning Management System) learning histories to measure their actual learning activities. The results from these comparisons indicate that the participants who do not recognize their procrastination habits tend to actually postpone beginning assigned tasks.
Apply Zuvio system to explore student’s learning effective in the biostatistics class
Authors: Wu Kuo-feng , Liu Doresses
Published: January 2025

The nursing education system learning training is focus on improving technical skills. Most students directly into the workplace after graduation. For this reason, they are more interested in technical courses than basic courses. Students' learning effective reflect teachers' teaching quality and learning effective. In this research, the researcher will using the Zuvio cloud digital platform to expand the learning environment and evaluation methods. The sample of this study is all of two-year technical program student, they are less interested in the biostatistics of this research course. Researcher will through different design in teaching methods, in mid-term and final-term courses. Compare with difference teaching methods of learning effective, to showing which is better. Researchers will collect data in the biostatistics course, all students enrolled in research, not only compare teaching methods, but also through data to analysis framework about the student cost the time how to influence on the final exam results.
Detecting Fine-Grained Syntactic Features for Predicting Japanese EFL Learners’ Writing Proficiency
Authors: KATO Takeshi , ONO Yuichi
Published: January 2025

In the field of foreign language writing research, linguistic features (e.g., mean length of sentence, type-token ratio) that appear in learners’ performance have been utilized to gauge learners’ development. Among them, syntactic aspect of linguistic structure has prominently been investigated. While there are wide variety of features, however, it is not clear what kind of features should be implemented to improve the quality of writing assessment. This study aims at detecting fine-grained syntactic features for predicting Japanese English-as-a-foreign-language (EFL) learners’ writing proficiency. In the analysis, we used 5,000 argumentative essays written by Japanese learners of English, which are assigned five proficiency levels. A total of 78 fine-grained syntactic features are computed from the essays with TAASSC (Kyle, 2016) and employed as predictors of proficiency levels in a random forest classifier. The results suggest that noun phrase elaboration, use of modal, use of passive voice, and verb based syntactic knowledge contribute to the prediction of the proficiency levels.
Web-based game development for beginners: A Hands-on Learning Experience
Authors: Tlili Ahmed , Chang Ting-Wen
Published: January 2025

This tutorial aims to help beginner participants start developing their own web-based games using game engines. Particularly, this tutorial uses "Construct2" game engine to help participants develop a mini game from scratch. It then shows them how to export and deploy the files of the game (developed using Construct2) on an online server. This allows other users to access the game from their computers using their web browsers and play it. In this tutorial, the instructor will apply the hands-on learning strategy where he develops the game on his laptop with the help of a projector, so participants can see the programming process. The participants then start doing the programming as well on their computers. The instructor can also go between the participants when needed and help them in case there any bugs.
Virtual World and Quests Creation on MEGA World (Multiplayer Educational Game for All)
Authors: Chang Maiga
Published: January 2025

A multiplayer online role-play game (MORPG), called MEGA World (MEGA stood for Multiplayer Educational Game for Assessment in v1.0 back to 2010 and now stands for Multiplayer Educational Game for All), has been designed and developed since 2010. MEGA World is a web-based massively multiplayer educational game platform which supports any languages and is capable of access any existing external resources (e.g., multimedia, materials, online meetings, etc.)(Chang & Kinshuk, 2010[1]). Teachers can create their virtual worlds as well as create learning and assessment activities (i.e., quests in the game) of different learning subjects for students' for instances English, and Java Programming, Flash ActionScript, research methods (Kuo, Chang, Kinshuk, & Liu, 2010[2]; Li, Zou, Xie, Wang, & Chang, 2018[3]; Lu, Luo, Chang, Kuo, & Li, 2018[4]; Xu, Chang, Chen, Chen, & Kinshuk, 2016[5]). Students can learn specific knowledge and reach the learning goal by taking and solving those quests while playing. The current version of MEGA World[6] (Multiplayer Educational Game for All) is v2.1 and supports eight quest types for teachers to create: greeting, item collection and delivery, sorting, treasure hunting and digging, calculation, fill-in-the-blank, short answer, and speaking-based conversation quest type (Chang, Chen, Wu, & Yu, 2019[7]). In this version of the game, students can have their own avatars and see others visually. In this tutorial, we are going to show participants how to use MEGA World as well as teach participants how to create virtual worlds, NPCs, quests (individual quest and quest chain) and their quest items and rewards for their courses or learning topics.
Understanding and Improving Learners’ Feedback Seeking Behavior
Authors: SWAMY Narasimha
Published: January 2025

Feedback in education is predominantly a teacher initiated practice. Even when peers exchange feedback, it is the teacher who initiates and manages it. The same is reflected in the design of online learning environments. But this idea is incompatible with the real world challenges, where individuals are often required to proactively elicit and judge feedback from multiple sources for accomplishing their goals. Interventions to nurture such learner agency in feedback seeking are rare. My study investigates learners’ proactive feedback seeking behavior during a chemistry representational task. Using microgenetic analysis, I examine how the factors related to the learner, task, feedback sources and the tools influence the learners’ feedback seeking behavior. In the preliminary findings, I describe how these factors interact in determining the variables such as timing, purpose, choice of feedback source, mode of seeking and using the feedback received. Ultimately, my thesis objective is to arrive at guidelines that can inform the design of learning environments to better facilitate and improve learners’ feedback seeking behavior.
KB-Mixed: A Reconstruction and Improvable Concept Map to Enhance Meaningful Learning and Knowledge Structure
Authors: PRASETYA Didik Dwi , HIRASHIMA Tsukasa , HAYASHI Yusuke
Published: January 2025

Kit Build (KB) is a closed-ended and reconstruction concept map that proven positive effects in assessment and learning regarding learners' knowledge understanding. The KB design emphasizes the centralization of teacher understanding that would be reconstructed by learners and ignores their knowledge structure itself. This study focused on a new extension of the KB concept map reconstruction, which is combined with the open-ended style called KB-Mixed. KB-Mixed does not only aim to increase knowledge understanding, but also enhance meaningful learning and facilitate knowledge structure. This study involved university students as participants who were divided into two groups, experimental and control. Students in the experimental group were requested to construct concept maps using the KB-Mixed method, while those in the control group used the open-ended concept map which called Extended Scratch-Build (ESB). The experiment results indicated that KB-Mixed outperformed the control group in terms of knowledge understanding and knowledge structure.
Identifying Learner Problems Framed within MOOC Learning Designs
Authors: TOPALI Paraskevi , ORTEGA-ARRANZ Alejandro , MARTÍNEZ-MONÉS Alejandra , VILLAGRA-SOBRINO Sara , ASENSIO-PÉREZ Juan I. , DIMITRIADIS Yannis
Published: January 2025

Detecting learners who face problems in MOOCs usually poses difficulties due to the high instructor-learners ratio, the diversity of the population, and the asynchronous participation mode. Existing solutions mainly draw on self-reported problems in discussion forums and on dashboards displaying learners’ activity traces. However, these approaches cannot scale up easily or do not consider the course learning design. This paper presents a conceptual framework aimed at guiding MOOC instructors in the identification of potential learners' problems and indicators of such problems, considering the learning design of the course (e.g., types of activities, difficulty, etc.). An instrumental qualitative case study served for the evaluation and refinement of the framework. The results showed that the framework positively helped instructors to reflect on potential learners’ problems they had not considered beforehand, and to associate such problems with a set of indicators related to their learning designs.