bluuebunny/crossref_metadata_2025 huggingface dataset:
Provision of Latitude for Target Selection during Online Peer-Assessment
Authors: YU Fu-Yun
Published: January 2025

The aim of this study was to investigate the potential of the provision of latitude for target selection during online peer-assessment. One online system was expanded to support the associated learning activities. Fifty-four undergraduates participated and experienced different ranges of items available for online peer-assessment: full range (i.e., all items listed), partial range (half or one-fourth items listed), and the exact items to be assessed. Two major findings were obtained. First, Pearson's chi-squared test of goodness of fit found that the observed frequency distribution among the three arrangements was statistically significant. Second, while the majority of the participants preferred the system automatically assigning the exact number of items to be assessed, still nearly half of all participants appreciated having some latitude in choosing their targets during online peer-assessment, with explicit and legitimate reasons supporting their revealed preference. Suggestions for instructors and system developers are provided.
Data Sharing for Learning Analytics – designing conceptual artefacts and processes to foster interoperability
Authors: HOEL Tore , CHEN Weiqin
Published: January 2025

Learning Analytics is based on data from the digital traces left by learning activities. In the controlled environment of a research lab combining data from different sources does not pose many problems. However, when scaling up learning analytics for general use in schools and universities data sharing and interoperability become major challenges. These issues are now being addressed in standardisation settings, both internationally and nationally. A case study of a Norwegian standards project shows that there are considerable conceptual issues emerging when stakeholders representing different interests start working towards consensus on these issues. Based on the case study this paper contributes with a number of conceptual constructs and a process that will make it easier to reach consensus about different aspects related to access to and exchange of data from different sources relevant for analysis of learning and the contexts in which learning occurs.
Augmenting Online Video Lectures with Topically Relevant Assessment Items
Authors: ROY Subhayan , BHOWMICK Plaban Kumar
Published: January 2025

In this paper, we present a prototype system for augmenting online video lectures with assessment items generated by analyzing the corresponding text transcripts. A video lecture of longer duration typically covers a number of topics. With linear discourse segmentation approach, we segment a video lecture transcript into topical segments. Inter and intra sentential structures of individual segments are analyzed to generate different types of questions. In this work, the question categories are restricted to factual questions (realized through Multiple Choice Questions-MCQs) and non-factual questions (why, how etc.) that demand higher level cognitive efforts in learner’s part. We have presented evaluation of important modules involved in design of the proposed system. The experimental study has been performed with dataset of 192 video lectures (each having 1-hour duration approximately) covering 5 computer science courses from National Programme on Technology Enhanced Learning (NPTEL) project.
Semi-automated Tool for Providing Effective Feedback on Programming Assignments
Authors: BEH Min Yan , GOTTIPATI Swapna , LO David , SHANKARARAMAN Venky
Published: January 2025

Human grading of introductory programming assignments is tedious and errorprone, hence researchers have attempted to develop tools that support automatic assessment of programming code. However, most such efforts often focus only on scoring solutions, rather than assessing whether students correctly understand the problems. To aid the students improve programming skills, effective feedback on programming assignments plays an important role. Individual feedback generation is tedious and painstaking process. We present a tool that not only automatically generates the static and dynamic program analysis outcomes, but also clusters similar code submissions to provide scalable and effective feedback to the students. We studied our tool on data from introductory Java programming assignments of year 1 course in School of Information Systems. In this paper, we share the details of our tool and findings of our experiments on 261 code submissions.
GUI Based Environment to Support Writing and Debugging Rules for a Program Visualization Tool
Authors: TEZUKA Daiki , KOGURE Satoru , NOGUCHI Yasuhiro , YAMASHITA Koichi , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

TEDViT is a program visualization tool that allows teachers to apply an intention of description (IOD). Using this tool, teachers write a rule set to apply IOD. However, it takes a relatively long time to write the rule set. In this paper, we measure the amount of time required to write rule sets by conventional interface. We determine the reasons why it takes long time and suggest solutions. Thus, we constructed a supporting system that has features corresponding to these solutions. Our experimental results show that the system reduces total writing and debugging time by 41%.
The Interest-Driven Creator Theory and Computational Thinking
Authors: LIU Bowen , LI Ping , KONG Siu Cheung , LO Sing Kai
Published: January 2025

There is a growing interest for Computational Thinking (CT) for the last decade. Most studies focus on teaching CT skills in K-12 level. In higher education, applying CT methods over all disciplines still needs cross institute movement, proper teaching tools and assessment procedure. In this paper we discuss the potential of applying CT methods in the mathematics courses at university level. With the inspiration of the Interest-Driven Creator (IDC) theory, we suggest that applying CT methods in mathematics benefits students’ understanding of concepts and overcomes the drawbacks of traditional pedagogy. We study the case of introducing the limit of a sequence, which is a fundamental concept in calculus. An algorithm, inspired by the ε-N definition, is designed to find suitable N given a specific ε with exhaustion methods. Based on the algorithm designed, a game that help to introduce the ε-N definition of the limit of a sequence is presented as an example. The game would be developed on mobile devices for easy accessibility and for catering the trend of mobile device.
Effectiveness of Low Cost FOSSEE Laptops in a CS101 Course
Authors: MOUDGALYA Kannan , ERANKI Kiran , GANGULY Sohinee , APTE Varsha
Published: January 2025

This paper presents a case study of 278 first year students enrolled in a CS101 course of the department of Computer Science at the Indian Institute of Technology Bombay. The sufficiency of a low cost (Rs.7,500 or $110) laptop for this course is assessed. From the feedback questionnaires, the students' perception on the likability of this device is assessed. It is found that the students like this device. Users of this device used it as much others who had access to more expensive computers, and also performed as well as others in the course. This device is useful for several other applications also, and hence is a candidate for mass deployment in developing countries, such as India.
The Impact of E-schoolbag on Students’ Information Literacy Proficiency- A Case Study of M District in Shanghai, China
Authors: SHEN Ling-liang , QIAN Dong-ming , GUAN Jue-qi , SUN Yan-yan
Published: January 2025

As one of the core competitiveness in the 21st century, information literacy has attracted more and more attention of the educators all over the world. However, limited empirical research focused factors that affect students’ information literacy proficiency in educational practices. This paper reported a case study of a three-year e-schoolbag project in M District of Shanghai and explored the impacts of the e-schoolbag learning on students' information literacy proficiency. We conducted a questionnaire on students’ applications of e-school bag and information literacy proficiency, and received 4002 valid responses. The independent-sample T-test results showed that the use of e-schoolbag had a positive impact on the students' information literacy proficiency, and among the students who used the eschoolbag, there was a significant difference between male and female students on information literacy proficiency.
Towards an Architecture for Educational Virtual Reality Spaces
Authors: KOHEN-VACS Dan , JANSEN Marc , MILRAD Marcelo
Published: January 2025

In recent years, hardware for the production and consumption of virtual reality content has reached level of prices that make it affordable to everyone. Accordingly, schools and universities are showing increased interest in implementations of virtual reality technologies for supporting their innovative educational activities. Hence, this paper presents a flexible architecture for supporting the development of virtual reality learning scenarios conveniently deployed for educational purposes. We also suggest an example of such educational scenario for medical purposes deployable with the suggested architecture. In addition, we developed and used a questionnaire answered by 17 medical students in order to derive additional requirements for refining such scenarios. Then, we present these efforts while aiming at deployments usable also for additional domains. Finally, we summarize and mention aspects we will address in our coming efforts while deploying such activities.
Measuring & Evaluating Digital Textbooks through Quizzes
Authors: YIN Chengjiu , YAU Jane Yin-Kim , Uosaki Noriko , HIROKAWA Sachio , KUMAMOTO Etsuko
Published: January 2025

We currently utilize the Moodle learning management system for teachers and students who participate in the course ‘College of Liberal Arts and Sciences’ at Kobe University in Japan. Digital textbooks, reports, quizzes and questionnaires in this course were administered using Moodle. In this paper, we proposed to use quizzes to measure and evaluate those digital textbooks recorded on Moodle. At the beginning of our study, we examined the questions that students got lower scores, and then we found the related teaching materials of digital textbooks and feedback to the teachers in order to improve the content of these digital textbooks.
Usability Study of an Augmented Reality Game for Philippine History
Authors: RODRIGO Ma. Mercedes , VIDAL Eric Cesar Jr. , CALUYA Nicko , AGAPITO Jenilyn , DIY Walfrido David
Published: January 2025

We investigate the extent to which Augmented Reality can contribute to effectiveness and enjoyment in the context of history-game-based learning. This paper presents a series of usability tests of a mobile Augmented Reality game application for learning Philippine history, Igpaw: Intramuros, with representatives of the game’s target audience. These tests discovered issues that compromised player enjoyment, including fatigue during gameplay, hurdles in learning AR-specific game mechanics, game repetitiveness, and outdoor safety concerns, in addition to minor technical issues. Nevertheless, the tests show the game’s high effectivity in teaching Philippine history.
Enhancing EFLlearners’intercultural sensitivity through a cross-border writing instruction
Authors: CHEN HSIEH Jun , WU Wen-Chi Vivian , YANG Jie Chi
Published: January 2025

Language and culture are inseparable since individuals express themselves out of their cultural background, thus highlighting the importance of the cultural cultivation. Research has shown the positive effects of embedding foreign cultures in the writing process. However, intercultural competence is still not adequately reflected in current English as a foreign language (EFL) education. In addition, students feel demotivated to write in conventional writing courses, thus signifying an urgent call for innovation. As writing instructions that incorporate intercultural competence are insufficiently implemented, the current study, therefore, aimed to examine how EFL learners’ intercultural sensitivity could be enhanced via the use of a cross-border writing instruction. A total of 44 sophomore English-majors in two required English Composition classes were respectively paired up with their American peers from a public liberal arts college. Data included students’ responses to “Intercultural Sensitivity Scale” and focus-group interviews. The findings revealed positive affordances from the crossborder writing instruction, that pre-class activities (reading relevant materials, answering comprehension questions online, reviewing instructional videos) and online interaction with foreign peers enhanced the students’ intercultural sensitivity. The participants held positive perceptions about the intercultural experience with foreign partners and such learning experience enhanced observation of the similarities as well as differences of diverse cultures.
A Case Study Illustrating Coding for ComputationalThinking Development
Authors: KONG Siu Cheung , LI Ping
Published: January 2025

Previous studies suggested that computational thinking is an important skill that schools should start equipping children with from primary school education. This study proposes way to develop a mobile app coding curriculum in primary 4 to 6 to nurture students’ computational thinking. It will guide students to undergo learning stages from developing their own codes and combining with others’ work to create their own apps and staging their apps to gain confidence and recognition of performance in coding. An example of mathematic game in the curriculum is selected as a case study to illustrate in this study how it incorporates the elements of computational thinking in the coding activities progressively. It is believed that the proposed way of curriculum development paves a learning path which may drive students’ interest in coding and students could develop computational thinking skills progressively
Mathematics Visualization for Developing the Concept of Average
Authors: KONG Siu Cheung
Published: January 2025

Computer-supported cognitive tools (CT) featuring visualization are promising e-resources that can support, guide and mediate the cognitive processes of learners in mathematics. This study was conducted to examine the effectiveness of a specially designed CT with manipulative visualization scaffolds for supporting the development of the concept of average using bar charts in classroom teaching. One teacher and 28 learners from a primary school participated. Both quantitative and qualitative data were confirmative with the use of the designed CT. An effective pedagogy achieving a significant improvement over the learners’ learning outcomes was designed. Both the teacher and the learners showed preference for using the CT to teach or learn the target topic, and agreed visualization of the CT aided the teaching and learning of the way to estimate the average in bar charts with the concept of “transferring the excess to the inadequate while keeping the total frequency constant”.
Open Educational Resources to Improve Students’ Learning & Performance: A Case Study with Practitioner’s Approach
Authors: A. Parkavi , A. Satheesh
Published: January 2025

Technology continues to play a pivotal role in every field. With each passing day, technology has gained an exponential prominence in the field of education. This paper attempts to survey the open educational resources along with their unique and major role across several educational sectors. A study is conducted to launch open educational resources using freely available resources, followed by active learning conduction. Then an analysis is carried out by authors related to the usage of open educational resources (OER) with respect to the performance of the students. Finally, a conclusion is derived regarding the impact of OER on the learning and performance of students
Synthesis of Theoretical Framework for Augmented Reality Learning Environment to Promote Creative Thinking on Topic Implementation of Graphic Design for Grade 9 Students
Authors: WONGCHIRANUWAT Sathaporn , SAMAT Charuni
Published: January 2025

This study aimed to synthesis of theoretical framework for designing of learning environment to promote Creative Thinking. The document analysis method research design was employed in this study. The procedures were as follows: analyzing of theories, principle and literature review. The result revealed that: theoretical framework for designing of learning environment comprised of 5 theoretical bases as following: (1) Context of school base; policies, targets, present situation, processes, and performances, (2) Psychology base; constructivist theory, cognitive theory, (3) Pedagogical base; OLEs model, SOI model, situated learning, cognitive apprenticeship, 4) Creative thinking base; 4 ability of creative thinking: fluency, flexibility, originality, elaboration, (5) Technology and Media base; Technology: web-based learning, augmented Reality (AR), The system of media: media symbol system, media attribute,
Characterizing Students’ Behavioral Patterns in an Online Reading Test
Authors: CHENG Hercy , SUN Jian-Wen , LIU Zhi , LIU San-Ya
Published: January 2025

Understanding students’ testing behaviors may help researchers design better computer-based assessment. For this reason, this study aims at characterizing students’ behavioral patterns in online reading test by k-means clustering. The clustering algorithm adopts eight indicators: reading time, answering time, the number of choosing articles, the number of choosing questions, the number of selecting options, the number of marking questions, the number of revisiting a test and the final testing scores. The result identifies five clusters of student testers: slow readers, fast readers, question markers, fast responders, and re-readers.
Development of Constructivist Flipped Classroom to Enhance Students’ Creative Thinking for Designing Logo
Authors: SAMAT Charuni , KAMPIRA Kridsana
Published: January 2025

The purposes of this study were as follows: 1) To design and development of constructivist flipped classroom to enhance student’s creative thinking for designing logo, 2) To examine students’ creative thinking, and 3) To examine study student’s opinions. The target group of this research is grade 11 student of Pathumthep Witthayakarn School, high school in Thailand. The pre-experimental design, particularly with one shot case study was employed in this study. The research instruments were constructivist flipped classroom to enhance creative thinking on logo design with Adobe Illustrator CS6, creative thinking test form, and opinions survey form. The results revealed that: 1) The designing of constructivist flipped classroom consisted of the following components; (1) Problem Base (2) Resources (3) Creative Thinking Room (4) Collaboration (5) Scaffolding and (6) Coaching. 2) The creative thinking was found from the creative thinking test form ( X = 31.59 and S.D. = 1.67) that every learner passes the 70% criterion of the specific scores. 3) The students’ opinion towards the constructivist flipped classroom was divided into 3 aspects. They were 1) the contents can be supported concept formation of the learners, 2) characteristic of constructivist flipped classroom was designed for helping learners to easily for learning about in classroom and out of the classroom, 3) the constructivist flipped classroom supported and encouraging learners to enhancing knowledge construction and creative thinking; fluency, flexibility, originality and elaboration.
Investigating the Incubation Effect among Students playing Physics Playground
Authors: MARTINEZ Joshua , OBISPO Jun Rangie , TALANDRON May Marie , RODRIGO Ma. Mercedes
Published: January 2025

We investigate the Incubation Effect (IE), a phenomenon by which a momentary break facilitates the generation of a solution to a problem, and its relationship with both achievement and affect of middle school students playing Physics Playground. Statistical data reports no significant improvement in the overall performance when breaks are done. Also, the success rate of solving problems after taking a break has no significant difference with the success rate of attempts without breaks. This could be attributed to the fact that the activity done during breaks is very similar to the problem-solving task, but further investigation needs to be done for validation. The results may say IE has not improved the in-game achievement of students, however, majority of IE occurrences resulted to success. This is evidence to support the positive effect of incubation. Also, a significant positive correlation was found between IE incidence and frustration.
An Embedded Constraint-based Tutor for Onthe-JobTraining
Authors: DE JONG Jill , MITROVIC Antonija , MATHEWS Moffat
Published: January 2025

We present Chreos Tutor, a constraint-based tutor embedded into Chreos, an existing business software system. The goal of Chreos Tutor is to teach users new to Chreos how to complete realistic tasks. In Chreos Tutor, the student interface is the combination of a new tutoring screen and existing Chreos data input screens. We conducted a study investigating the effect of feedback Chreos Tutor provides, which shows that the feedback resulted in a significantly higher learning gain. An experienced Chreos user found the tutor to be a preferred training option for new users.
Design and Development of Constructivism Mobile-Based Learning Environment on English Subject for Junior High School students in Thailand
Authors: SITTICHANSEN Kunlanan , KANJUG Issara
Published: January 2025

The purpose of this study was to design and develop a Constructivism Mobile-Based Learning Environment on English subject for junior high school students, with the technological enhancements of online learning as a learning management system (LMS) that responds to constructive learning, called SCOCIALClassnet (Constructivism Learning Environment Management System). The target group was comprised of 31 students. In phase 1, it was found that the pretest of Soktae school was x̄ = 4.5, S.D. = 1.27, and Nongsiangsui – Nonsa-at school was x̄ = 4.43, S.D. = 1.77, and the two schools have a T-Test value of -0.07754.
Towards Computational Thinking in Scandinavia
Authors: KRISTENSEN Kasper
Published: January 2025

This paper describes experimentations in the introduction of Computational Thinking in Denmark. An example being the new mandatory information technology course Informatik in the Danish high school system, which aims to strengthen digital literacy. Furthermore, we also describe how Computational Thinking is being taught in volunteer organizations. Given the need for recognizing typical patterns in the deployment and adaptation of Computational Thinking in national contexts, the author is currently engaged in a PhD project aiming at compiling a collection of best practices to teach programming, from Asia and Scandinavia.
Enhancing Primary School Students’ Higher Order Thinking Skills in Data Handling through Active Learning with Smart Board
Authors: SOH Hon-Mun , Abdullah Abdul Halim , Mokhtar Mahani
Published: January 2025

Data Handling is a very important subtopic in statistics that brings learners out into the real world of seeing data; however, the level of Higher Order Thinking Skills (HOTS) in Data Handling among Malaysian students is declining. Thus, this study was conducted to evaluate the effectiveness of active learning using smart board programme in enhancing HOTS in Data Handling among students in Malaysian primary schools. The quasi-experimental design, non-equivalent control group design with pretest and post-test was used. Ninety year five students were split into three groups equally; two experimental groups (Active learning using smart board programme and active learning instruction) and one control group (conventional learning method). This study was conducted for eight weeks where quantitative data were collected and analysed. Pretest posttest, and a set of rubric for cognitive domain in HOTS were used. ANOVA test results indicated that there were significance differences between the mean scores of post-test. Comparison of the mean score of each cognitive domain for pretest and posttest showed that active learning using smart board programme contributed the largest improvement to students in HOTS regarding Data Handling (applying = 70.9%, analysing = 110.8%, evaluating = 200.4%, and creating = 460.8%). Consequently, active learning using smart board programme can be assumed suitable to be applied in schools with smart board as it could help students enhancing their HOTS effectively.
Designing Learning Environment to Encourage the Engineering Design in the setting of FLIPPED Classroom for Design and Technology Courses
Authors: NIMMA Nakarin , KANJUG Issara
Published: January 2025

This study uses the constructivist learning environment (CLE) as the basis for designing and developing a learning environment including learning management system (LMS) which occurs in pattern of online learning environment called SOCIALClassnet. The objective of this study are designing and developing the LMS to encourage the engineering design in the setting of flipped classroom for first trimester 2019 of Design and technology course. Subjects of this study are 30 students of Mathayom 1 , Nong Waeng Witthaya School, Thailand. The study design is one group pretest-posttest. The results are analyzed as quantitative and qualitative data. The framework of LMS that encouraging the engineering design in the setting of flipped classroom is consists of 1) Problem-based learning 2) Resource of knowledge 3) Cognitive tools 4) Case-related situation 5) Scaffolding 6) Coaching 7) Social support. Verifying efficacy by experts and the evaluation process are 1) Learning environmental design, knowledge content, media and technology and assessment 2) Capability in engineering design 3) Learners’ opinions in knowledge content, media and design 4) Learning achivement
An Online Personalized Learning System with Ongoing Learning Experience Adaptation: A Prototype System for STEM Discipline
Authors: WONGWATKIT Charoenchai , PANJABUREE Patcharin , CHOOKAEW Sasithorn
Published: January 2025

In personalized learning systems, personal information and learning information are usually analyzed for providing proper instruction for individuals. On the other hand, scholars have indicated the challenge of proposing models owing the lack of taking various data types into account. Several previous studies have indicated that without properly incorporating learning behavior into the personalized learning systems might fail to help students learn with proper learning process. To address this issue, this study proposes a model for analyzing ongoing learning data and adapting personalized learning experience. Besides, this study presents an overall structure of a personalized learning system that can work with the proposed mechanism. In comparison with other models, the proposed model performed the best with high accuracy; consequently, it can be deployed in the presented learning system. The findings of this study not only address the significance of ongoing learning experience in the personalized learning system but also enable a practical example to increase learning motivation in the online learning world, in particular STEM-related courses.
Enhancing students’ writing quality and interest through story creation: From the perspective of the interest-driven creator (IDC) theory
Authors: LIU Wen-Yi , CHEN Zhi-Hong
Published: January 2025

There have been numerous empirical studies argue that if the students become intrinsically interested in certain specific subject, their learning performance may be facilitated. In other words, in the process of learning, interest potentially acts a crucial role and have direct impact on the learning outcomes. In addition to cognitive aspects, however, the affective aspects are also necessary to take into consideration. Therefore, how to cultivate students’ interest has increasingly become a research issue recently. The objective of the present study is to propose the prototype of the six-stage story structure (4S) approach designed based on interest-driven creator (IDC) theory and expect to enhance students’ learning of Chinese writing at the stage of elementary education. To this end, a series of learning activities for the 4S approach have been developed in accordance with the conceptual framework of interest and creation loop in IDC theory. To further examine the effectiveness on students’ learning performance and interest, the evaluating rubrics for writing quality and interest questionnaire are developed with reference to prior literatures. Moreover, the relevant descriptions of the 4S approach are described in detail, and the future works are also discussed.
A System for Finding and Improving the Relevant Contents of Digital Textbooks based on Quizzes’ Contents
Authors: LI Lingyu , UOSAKI Noriko , Mouri Kousuke , YIN Chengjiu
Published: January 2025

In this paper, we developed a digital textbook content improvement system, which can help teachers to find and improve the relevant content of digital textbook objectively based on the contents of quizzes. Based on the DITeL system, we have designed two modules of the system configuration. The first part includes the functions such as registration, modifications and deletions of the contents of questions, optional items and students’ answers, and the calculation and display of average grades ratio about questions which have been answered by students. The second part is based on the question and the correct answer, automatically to search relevant page about the digital textbook. We aim to use the system that students can take quizzes in every lesson to test the level of mastery of their knowledge. And teachers can find which questions that students got lower scores, and which the contents of relevant page about the digital textbook need to be improved.
Supporting Japanese Language Learners with an Onomatopoeia Learning Site
Authors: UOSAKI Noriko , DAI Pengcheng , KONG Hye Rin , LAM Jacky Chun Kit , ALIZADEH Mehrasa
Published: January 2025

This paper describes our study where we aim to support onomatopoeia learning for Japanese language learners using our developed website called SLL Ono (To See, to Listen, to Learn onomatopoeia). The lack of English proficiency of Japanese people has been pointed out for a long time. Therefore it is a must for foreigners to have a Japanese language skill to survive in Japan. The focus in our study is onomatopoeia learning since there are more than 4,500 onomatopoeia words in Japanese. The result of our pilot evaluation shows that there was no statistically significant difference between our system and the blogger site. However the mean score increased more when they learned with SLL Ono and 15 out of 16 participants preferred our system. It was found that our automatically generated quiz function did not work effectively enough and that the refinement of the learning contents was necessary. It is among our future works to improve our quiz system and add more contents in order to improve quiz efficiency and to enrich its contents.
Supporting ubiquitous language learning with object and text detection technologies
Authors: Mouri Kousuke , UOSAKI Noriko , YIN Chengjiu , Shimada Atsushi , Hasnine Mohammad Nehal , Kaneko Keiichi , Ogata Hiroaki
Published: January 2025

Learning log is defined as a digital record of what learners have learned in their daily lives using ubiquitous technologies. By using the ubiquitous learning system named SCROLL(System for Capturing and Remining Of Learning Logs), learners can save what they have learned in their daily lives with photo, such as location (latitude and longitude), learning place, and date and time of creation as a learning log. Although learners have many opportunities to learn words and meanings of objects with taking a photo in their daily lives, SCROLL is not implemented functions for supporting language learning with object and text detection. Therefore, this paper proposes a ubiquitous learning system to support language learning with object and text detection technologies.
Examination of the Learning Effects of Creating Disaster Prevention Maps Outdoors Using ICT Devices as a Learning Activity
Authors: HATAKEYAMA Hisashi , NAGAI Masahiro , MUROTA Masao
Published: January 2025

In this study, we conducted a learning activity with high school students on creating disaster prevention maps using tablet devices, in order to improve learners’ awareness of disasters through experiential activities. The learners moved around outside the school premises and recorded locations such as dangerous places, evacuation sites in the area, and useful facilities for disasters in the disaster map creation support system. They then learned about local characteristics and disaster preparedness through classroom activities that used the information they had gathered. It was confirmed from the learning records that the students recorded freely at various places within the learning area. Those who used the system frequently evaluated their operation experience positively. A subjective survey revealed that the learner's awareness of disaster prevention, and their understanding of the area where they live, changed following the learning activities. The students who participated in the learning activity by actively using the system had a better learning experience, and could better understand local characteristics.
Value-based Adoption of Open-Source Software in Higher Education: An Empirical Investigation
Authors: TRAPERO Hazel A. , LEAÑO Cecilia B. , CAGUIAT Ma. Rowena
Published: January 2025

Open-Source Software (OSS) is computer software developed in a public collaborative manner with source codes available under a license that guarantees certain freedom. This includes the right to study, modify, and distribute the source code to any individual for any purpose without constraint or undue cost. It has gained much importance in the academic sector because it is best used for research, derivatives, analytics, statistics, and even the use of the Linux operating system is highly recommended. Academic institutions, particularly in emerging economies like the Philippines, are also under pressure to look for the lowest-cost solutions while having an effective course provision. However, several issues and challenges are identified, especially when it comes to its usability in terms of learnability, efficiency of use, memorability, and subjective satisfaction, among others. Thus, this study was conducted to investigate the different factors that can influence students to appreciate the open-source software’s value and adoption in the classroom setting. The results of the study showed that enjoyment, technicality, and attribute have a significant correlation with perceived value while usefulness has no significant correlation with perceived value. Also, perceived value has a significant correlation with software adoption intention, while gender and age have no significant correlation with adoption intention. Therefore, enjoyment, technicality, and attribute are predictors of one’s perceived value of OSS. The students’ OSS adoption intention is also determined through the positive valuation of it which leads to adoption or continuous usage of it, whether for personal use or classroom use.
An Interactive Story-based Mobile Application with Personal Recommendation and Notification for Sexual Health Education in Ethnic Adolescents
Authors: CHANSIRI Suphaphan , WONGWATKIT Charoenchai
Published: January 2025

In mountainous border areas, most hill tribe and ethnic adolescents encounter poverty and limited access to good quality of education and healthcare services. They are confronting the severity and high rate of Unplanned Pregnancy (UP) and Sexually Transmitted Diseases (STDs) population due to their sexual misconception, risky behaviors, contextual belief, and negative attitudes, and improper pedagogical instructions and materials. In this study, the Akha ethnic group in Thailand was considered as they are facing the highest number of UP and STDs among other hill tribes in the northern region of Thailand. Therefore, the authors aim to address these critical issues by proposing a mobile learning application for enhancing their understanding of Sexual Health Education (SHE), STDs and UP prevention through a designed interactive learning story with context-based storytelling. The students can get personal recommendation of first-aid instruction and nearby contact points based on their search queries of symptom, conditions, or keywords. Moreover, the application can analyze their responses during learning for giving personal notifications based on their sexual behaviors, and remind the users regularly for having safe sex. Before this application is successfully developed, this study firstly carried out the contextual analysis of their needs and requirement in order to design the associated content for interactive learning story, to propose a system structure and design and to present a mechanism for personal recommendation and notification. The evaluation was later conducted with similar groups of samples and experts towards the proposed interactive learning story and application prototyping. The findings show that the proposed mobile application received satisfied attitudes and perceptions on both learning content and story, and mobile learning experience. The investigations of learning effects on students in formal and informal learning environments are to be studied.
An Integrated Inquiry-based BYOD Approach for Supporting Social Studies Learning Abilities in Museums
Authors: YACHULAWETKUNAKORN Chitphon , NA PHATTHALUNG Ratthakarn , WONGWATKIT Charoenchai , WONGTA Jintana , WATTHANA Chayanuch
Published: January 2025

History is an important required subject on every level and every country. In particularly Thailand has prioritized to study history. Nevertheless, there has a limitation in studying history. Especially teaching and learning approach that still mostly be taught through lecture-based learning, and memorization skill. In this study, the author designed the historical learning approach that integrating inquiry-based BYOD approach to learning and experiencing in the historical museum. 62 grade 12 participants were assigned the mission through the communication gadget. In the mission, participants were anticipated to trained Collaboration, Communication, Creativity, and Critical Thinking skill in the 21st century through the mission associated with historical, architectural, and cultural knowledge’s content. From the experiment, it founded that participants mostly developed and increase Collaboration, Communication, Creativity, and Critical Thinking skills after experienced this museum education approach. The findings of this study could serve as a model in adopting blended learning with museum learning activities for social science and other subject.
Using Data Mining Techniques to Assess Students’ Answer Predictions
Authors: LINCKE Alisa , JANSEN Marc , MILRAD Marcelo , BERGE Elias
Published: January 2025

Estimating students´ knowledge and performance, modeling their learning behaviors, and discovering and analyzing their different characteristics are some of the main tasks in the field of research called educational data mining (EDM). According to Chounta (2017), the predicted probabilities that a student will answer a question correctly can provide some insights into the student´s knowledge. Based on this point of departure, the main objective of this paper is to apply different data mining techniques to predict the probabilities that students will answer questions correctly by using their interaction records with a web-based learning platform called Hypocampus. Five different machine learning algorithms and a rich context model were used on the Hypocampus dataset. The results of our evaluation indicate that the gradient-boosted tree and the XGboost algorithms are best in predicting the correctness of the student’s answer.
Can EEG signal predict learners’ perceived difficulty?
Authors: KUMAR Aman , CHAVAN Pankaj , MITRA Ritayan
Published: January 2025

This study presents an approach to predict learner’s perceived difficulty using features extracted from electroencephalography (EEG) data. We demonstrate how EEG signals can be used effectively to estimate learner’s perceived difficulty of learning content. Student self-reports of perceived difficulty and EEG data were gathered from 9 participants who watched a video lecture. A machine learning model with random forest classifier achieved a maximum accuracy of 75.24% in estimating perceived difficulty. Furthermore, the model predicted the difficulty level of the entire video lecture for individuals fairly well. Our results have implications for intelligent tutoring systems which aim at providing the learner with an adaptive and personalized learning environment.
Characterization of Different Instantiations of Mathematical Blindness
Authors: GARCIA Errol Matthew C. , ABERIN Maria Alva Q.
Published: January 2025

Twenty-four (24) Grade-11 senior high school students under the STEM track from a private university located in Quezon City took part in this study. Of the 24 participants who took the pre-test, only 23 proceeded with the eye-tracking test, where only 19 data were deemed treatable due to technical issues. This study examined different instantiations of mathematical blindness thru the lens of the Tripartite theory and with the help of the eye-tracking method that collected empirical data and aided in the investigation on how these instantiations manifested in participants’ mathematics problem-solving, particularly problems involving quadratic equations, ratio and proportion, geometry, and concept of speed. Other than the answers, solutions, and interviews recorded, quantifiable data were also extracted from the eye-tracker in addition to gaze movement and heat maps. Three instantiations of mathematical blindness were characterized in this study: (1) The Einstellung effect; (2) spurious correlation; and (3) intuitive rule. Among the three, the predominant instantiation of mathematical blindness observed was Spurious correlation.
How to Measure the Collaborative Problem-solving Competency Based on Conversational Agent
Authors: Wang Ge , Wu Bian , Hu Yiling
Published: January 2025

Nowadays, collaborative problem-solving competency has become one of the essential core skills for talents in the 21st century. Limited by the complex and variable factors of collaborative problem-solving activities, the current assessment method was difficult to understand the real situation of students' collaborative activities and problem-solving. Based on the PISA2015 collaborative problem-solving competency assessment framework, this study build an assessment model and integrated the computer conversational agent technology to develop the prototype of the collaborative problem-solving competency evaluation system. We found the performance level of individual and teams' collaborative problem-solving patterns. It provides a reference for the evaluation of collaborative problem-solving competency, and also provides a new direction for human-computer interaction based on conversational agents.
Cognitive Group Awareness Tools: versatile devices to guide learners towards discrepancies
Authors: SCHNAUBER Lenka , HEIMBUCH Sven , ERKENS Melanie , BODEMER Daniel
Published: January 2025

Collaborative practices cover a vast variety of contexts and educational goals. Despite these differences, most means of support draw on between- and within-learner discrepancies as driving forces of individual and collaborative learning. These discrepancies are a focus of cognitive Group Awareness Tools, that process knowledge-related learner data and feed it back to the group to ease the interpretation of the learning situation thereby guiding collaborative learning activities. In this paper, we examine the features and different characteristics of these tools. Based on three exemplary cognitive Group Awareness Tools focusing on different types of knowledge discrepancies, we explore how data processing is adjusted to different settings and discuss whether cognitive Group Awareness Tools are suitable devices to be deployed throughout various educational contexts.
Surveying the Relationships Between Students’ Epistemic Curiosity and Their Online Academic Help Seeking Behaviors in Higher Education
Authors: CHENG Kun-Hung
Published: January 2025

This study initiated an attempt to explore the role of students’ epistemic curiosity, the desire to obtain intellectual information to fill the gaps in one’s knowledge, in their online academic help seeking behaviors in higher education. There were 113 undergraduate and graduate students surveyed in this study. The results showed that the students had more experiences of searching information online and strong epistemic beliefs about seeking help when encountering academic challenges. It was also found that while the beliefs about perceived benefits from online academic help seeking might foster the students’ behaviors of information searching and formal query from teachers, their experiences of informal query from peers were significantly predicted by their perceptions of self-efficacy for seeking helps. There were strong significant relationships between the students’ I-type epistemic curiosity (stimulating intellectual interest) and their experiences of information searching. On the other hand, the students’ D-type epistemic curiosity (eliminating feelings of informational deprivation) was strongly related to their experiences of formal and informal query. Moreover, I-type epistemic curiosity may play a more important role in the students’ beliefs about online academic help seeking than D-type epistemic curiosity does. This study is still ongoing with larger sample for verifying the academic evidences.
Patterns of Student Learning Behaviour within Technology-supported Socialised Learning Contexts
Authors: LIN HanYuNing , PRYOR Mathew R
Published: January 2025

With rapidly growing interest in the use of Information and Communication Technology (ICT) tools, student learning through interaction and collaboration becomes feasible and flexible in both online and offline learning environments. Cognitive development in high-density socialised contexts has been a distinct focus in educational research. In this study, we transformed a traditional lecture course at HKU into a communication-intense classroom with the aim of maximizing meaningful socialisation amongst learners. Semi-structured interviews with undergraduate students were conducted after the course and inductive content analysis was undertaken to identify patterns of student learning behaviours which influence the quality of their knowledge construction. Research findings indicated emerging patterns of group socialised learning behaviours were actively-involved, small-circle and passively-reacting; two types of peer pressure- positive and negative- had strong effect on an individual’s learning behaviour within their group.
Simulation of Online Learning Interaction Relation Network Based on BA Model
Authors: ZHOU Peng , LI Huan , GUO Meiyi , SHANG Chenchen , WU Di
Published: January 2025

To explore the knowledge dissemination in online learning interaction, the online learning interaction relation network should be constructed firstly. However, the random network, small-world network and scale-free network proposed in the current research can not describe the interactive relationship of online learning interaction. Therefore, how to build the online learning interaction relation network has become a fundamental research problem to be solved. This study updates the BA model algorithm to construct a simulated interaction relation network of online learning. The graphs of degree distribution show that the interaction relation network simulated in this study conforms to the actual rule of online learning interaction of instructors and learners.