bluuebunny/crossref_metadata_2025 huggingface dataset:
Shifting the focus from Learner Completion to Learner Perseverance: Evidences from a Teacher Professional Development MOOC
Authors: WARRIEM Jayakrishnan Madathil , MURTHY Sahana , IYER Sridhar
Published: January 2025

Most major Massive Open Online Course (MOOC) providers are focusing on design of xMOOCs. In these courses, a central course design team develops necessary learning content (in form of videos and/or documents), automated assessments and manages discussion forums to engage the participants in a structured manner. However the xMOOCs have been criticized for their cognitive-behaviourist pedagogic design, lower student engagement with discussion forums and lower completion rates that make it unsuitable for direct use in Teacher Professional Development (TPD). In this paper we introduce the idea of ‘Learner Perseverance’ that can be used as a better design goal for an xMOOC developed for TPD. The design principles of Immersivity and Pertinency were utilized in adapting the xMOOC components of videos, auto-graded assessment problems and discussion forums for a TPD MOOC (ET601Tx) to achieve learner perseverance. It was seen that there were 3447 active participants (67.5% of enrolled) in the course, i.e. people who have accessed courseware at least once. The data from the course logs show that 1201 (47.1%) active learners had participated in the discussion forum generating 5023 discussion threads generating 9861 comments (i.e. 4 threads and 8 comments per active learner who participated in the discussion forum). It was also seen that there is a completion rate of 36.58% (1261 learners) for ET601Tx, which is quite high compared to the average completion rates reported in xMOOCs (6-7%). The course completion survey indicated that these pedagogical designs were useful and relevant for the teachers in their own practice. Based on these findings we recommend use of a ‘Learner Perseverance’ based design for improving learner participation in xMOOCs that are used for TPD.
Content Creation and Pedagogic Strategies for Skill Development MOOC
Authors: SAHASRABUDHE Sameer , MAJUMDAR Rwitajit
Published: January 2025

Skill development is being promoted throughout India, as a channel to create employable resource. Massive Online Open Courses (MOOCs) can provide a platform to enable such skill development programs at scale. The IITBombayX course, Basic 3D animation using Blender (SKANI101x), was the first of its kind offering of a Skill Development MOOC (sdMOOC) for the Indian learners. Over its two offerings, 6457 participants registered, 2465 (38%) were active and 1132 (19%) were certified. However while producing and conducting the course we realized the lack of content creation and pedagogic strategies for such sdMOOCs. Analysis of our pilot offering of SKANI101x, highlighted its effectiveness for both, first-time and experienced online learners. In the second offering we modified pedagogic strategies to foster student-instructor interactions that resulted in higher engagement and completion rate. This paper discusses the rationale of the decisions and reports an evaluation study of participants’ performance, engagement, and perceptions regarding the components of the course over two offerings. This provides an evidence for the effectiveness of the content creation and pedagogic strategies implemented.
Literate, Numerate, and Discriminate – Realigning 21st Century Skills
Authors: MASON Jon , KHAN Khalid , SMITH Sue
Published: January 2025

Discrimination can be said to take place during early childhood when the difference between safety and danger are detected even though notions of real and imaginary may still be blurred. Importantly, the versatility of this construct reaches further into lifelong learning and is used in this paper as a means of distilling a range of competencies that are invoked by terms such as information literacy, digital literacy, media literacy, e-literacy, ethical responsibility, global citizenship, and the ‘getting of wisdom’. Following a meta-analysis of the various ways in which 21st century skills are elucidated we propose a conceptual re-alignment of the foundation skills of education to include being discriminate (discerning) alongside being literate and numerate. Motivation for doing so arises from two sources: (1) a perceived privileging of literacy and numeracy – particularly in the context of high-stakes testing; and, (2) the converse of this situation in which literacy and numeracy appear to have a diminished presence within the ‘21st century skills’ agenda. A gap between these agendas becomes more prominent when considering that our interactions with the world are increasingly configured by increasing production and consumption of data from an increasing diversity of sources.
Design of Cognitive Tools to Enhance Problem-Solving in Computer Language Programming for High School Students
Authors: PHOLASA Priew , SAMAT Charuni
Published: January 2025

Programming is a complicated science and includes many skills, and it is also a key part in promoting problem-solving and higher-order thinking skills of students in the 21st century. The purposes of this research are to design and to develop the cognitive tools to enhance the problem-solving skill in computer language programming for high school students. The research study is a developmental research, and the statistic method includes document analyses, surveys and case studies. The participants are experts in content validity, instructional design, media learning design, learning environment, and evaluation. In terms of the research procedure, this study was carried out through 5 steps: a study of the theories and research; a study of the context; a synthesis of theoretical framework of cognitive tools; a synthesis of designing framework of cognitive tools; and an evolution of the efficiency of the cognitive tools designing framework. The data analysis employed an interpretation and conclusion by the researcher. The result revealed that the designing framework consisted of 7 essential elements which were: Problem-Based Tools, Information Seeking Tools, Information Presentation Tools, Knowledge Organization Tools, Knowledge Integration Tools, Knowledge Generation Tools, and Communication Tools. According to the expert review, the designing framework was of efficiency.
Research in Web3D Virtual Technology based Online Education Platform for Historical Battle
Authors: LIU Chang , JIA Jinyuan , XIE Ning
Published: January 2025

This paper explores how the reconstruction of special history scenario will be applied in online education. After investigating various virtual reality techniques including design of virtual educational system, reconstruction of virtual scene, management of scene, AI and light shadow rendering, we build an online education platform for touring a web3D virtual battlefield scenario called Huangyangjie in China. We firstly present the solution and scheme for rebuilding the web 3D battlefield Scenario using lightweight 3D models. Secondly, we present voxel of interesting (VOI) scene management strategy. Thirdly, we optimize A* algorithm in AI management process. Finally, we design an experiment for comparing virtual reality based technique teaching mode with traditional teaching mode.
Detecting Affective States Based on Facial Expressions Among Students using an Educational Game for Physics
Authors: TABANAO Emily , RODRIGO Ma. Mercedes
Published: January 2025

We built logistic regression models to identify facial action units that are associated with affective states of Filipino students using Physics Playground, an educational game for Physics. We found that facial action units AU1 (Inner Brow Raiser), AU5 (Upper Lid Raiser) and AU6 (Cheek Raiser) are significantly associated with engaged concentration, AU20 (Lip Stretcher) with Frustration, AU12 (Lip Corner Puller) with Delight and AU6 with Happiness. We discuss features in the models and future work.
Designing an Interest-Driven Challenge-Based Learning and Alternative Assessment Method for an Educational Technology Undergraduate Course
Authors: MD KHAMBARI Mas Nida
Published: January 2025

This paper centers on illustrating the design process of a challenge-based learning and alternative assessment used in the Educational Technology course at undergraduate level at Universiti Putra Malaysia. The learning and alternative assessment design of this course was framed by the two anchoring loops of the Interest-Driven Creator Theory, namely the Interest Loop and the Creation Loop. Each loop was utilized at a different point and time of the course, spreading throughout 14 weeks of the semester. The Interest Loop was implemented in the first half of the semester, overlapping with the Creation Loop which was implemented in the second half of the semester. Several nudges were creatively designed as a mean to stimulate and scaffold learners throughout the course. Every week during class, the learning activities started by applying the Interest Loop. This was done by inviting learners to participate in the challenges, at the same time making sure that the learners can extend the input from the activities to their final project. The objective of such design was to let students learn by doing or completing the weekly challenges given to them during class. Then, the students were guided to complete their final project through a series of workshops and personal group consultation with the course instructor. By designing the course using the Interest-Driven Creator Theory, it was found that the Interest Loop was specifically useful in designing the learning activities at the micro level of the Educational Technology course, while the Creation Loop was specifically useful in designing the alternative assessment at the macro level.
Scaffolding computer-supported collaborative lesson design: A spiral model
Authors: CHEN Wenli , TAN Jesmine S H
Published: January 2025

This paper presents a computer-supported collaborative lesson design approach supported by a spiral model of collaborative knowledge improvement (SMCKI) to develop pre-service teachers’ competency in designing ICT-integrated lesson for the teaching and learning of Chinese language. The computer-supported collaborative lesson design approach served to deepen pre-service teachers’ understanding of lesson design using the technology, pedagogy and content knowledge (TPACK) framework. Results showed that the SMCKI is effective in supporting pre-service teachers’ collaborative lesson design. Commencing with an individual brainstorming phase, the SMCKI pedagogical model scaffolds the pre-service teachers through an intra-group synergizing phase, an inter-group critique phase and an intra-group refinement phase, to support the advancement of their collective and individual knowledge in the collaborative lesson design. The findings show that the employment of SMCKI on computer-supported collaborative lesson design was able to bring about a collaborative knowledge improvement to designing ICT-integrated lesson in the teacher preparatory course.
Contingency Theory of Adaptive Practices Through the Lens of Eye Trackers
Authors: TEO Tang Wee
Published: January 2025

In this paper, we report on a study of adaptive practices, as revealed by a teacher’s eye gazes, in response to the contingencies that arose during a lesson. From the literature, four categories of adaptive practices, namely, adaptive recognitions, adaptive anticipations, adaptive deliberations, and adaptive insights were used for initial coding. In this study, eye tracking technologies are positioned as a mediator between the contingencies that arise in the classroom and the adaptive practices undertaken by teachers. The two research questions are: (1) What classroom events and/or objects, as revealed by the eye fixations, invoke the adaptive practice(s) of recognitions, anticipations, deliberations and/or insights during a lesson? (2) What events unfold following the enactment of the adaptive practice as informed by the eye fixations? The findings in this paper were based on a 29-minute lesson video of a biology lesson during which the teacher was wearing eye trackers. The four contingences that arose during the lesson include: (1) students engaging in personal talks, (2) students not taking down notes, (3) students not looking confident when answering, and (4) student raised hand to seek clarification. This study offers new insights into the nature of teachers’ adaptive practices in classroom teaching, with two new sub-categories of adaptive practices being identified. The findings suggest that eye-tracking technologies can help to generate new empirical insights on the nature of adaptive practices that teachers adopt in the classroom.
Modeling Self-Planning and Promoting Planning Skills in a Data-Rich Context
Authors: LI Huiyong , YANG Yuanyuan , MAJUMDAR Rwitajit , AKÇAPINAR Gökhan , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

Students' learning behaviors in an online learning environment can be automatically recorded by learning systems. Such learning records provide new opportunities to model students' learning process. On the other hand, it has become more common to see students having wearable devices that assist in tracking their personal physical activities. These activity tracking can be integrated into a data-rich context for training students for developing their data-informed self-direction skills. We are building the GOAL (Goal Oriented Active Learner) system to support the development of self-direction skills using learning and health activity data. A key phase in any self-directed activity is goal setting and planning. This paper will introduce how to build a new model for self-planning and support the acquisition of planning skills in the GOAL system. We combine learners’ data from the self-directed activity and their interaction trace to build the model in the GOAL system. The modeling involves computing of trend value and degree of plan difficulty, then diagnosis of planning skills using a 5-point scoring criteria. An adaptive support is selected based on the computed score. The contribution of this work is modeling planning and promoting planning skills in a data-driven manner. Our approach grounds the theory of self-direction skills and enables learners to develop the skills in everyday life.
Identifying Reading Styles from E-book Log Data
Authors: BOTICKI Ivica , OGATA Hiroaki , TOMIEK Karla , AKCAPINAR Gokhan , FLANAGAN Brendan , MAJUMDAR Rwitajit , HASNINE Nehal
Published: January 2025

In this paper, a model for identifying e-book reading style is proposed and applied onto a learning log dataset. Learning log data available as non-structured data source is processed to identify patterns of reading exhibited by users using three main structures: reading sessions, reads and passages. These structures are used to extract information on users’ reading style to be used as part of user modeling process. The proposed model is applied on a set of log data generated by university students during one semester of digital resource use. The findings show students adopt predominantly receptive reading style, while responsive style occurs rarely. Further analysis revealed no significant relationships between reading style variables and student academic success for the Architecture course indicating the variables of responsive and receptive reading bring new information as part of user modeling.
Extending Program Visualization System Based on Teacher’s Intent of Instruction to Support Learning Dynamic Data Structures
Authors: YAMASHITA Koichi , HIRAMATSU Yuta , KOGURE Satoru , NOGUCHI Yasuhiro , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe an extension of TEDViT, the program visualization system that can reflect teachers’ intent of instruction to support learning dynamic data structures. We extend TEDViT to enable the definition of drawing rules using values of target program variables and pointers corresponding to the execution status when the rule is fired. The evaluation results reveal that our extension could significantly reduce the amount of drawing rules and the time required for defining program visualizations. It suggests that our approach would support program visualizations with dynamic data structures to a certain degree.
Research on the Influence of Robot Teaching on the Creativity of Secondary School Students under the Background of STEM Education
Authors: ZHANG Jiangxiang , JIANG Fangting , LIU Chu
Published: January 2025

With the development of society, the requirements for the cultivation of learners are different. Nowadays, STEM education has become a boom in various countries, aiming to improve the comprehensive ability of learners in science, technology, engineering and mathematics. Robots are becoming an integral component of our society and have great potential in being utilized as an educational technology. Wonder B is an electronic module that can be freely spliced. This article uses Wonder B as the platform, combines with the actual learning situation of learners, tries to conduct teaching program design research, and aims at provides References for the teaching ideas and method of robot education. This study use d the Williams Creativity Tendency Questionnaire to survey 40 Students and analyzes the data to explore the influence of robot teaching on their creative tend encies.
The Pilot Implementation using an Adapted Technology Acceptance Model to Evaluate an Innovative Use of Smartphone for Scientific Investigation Programme in Tertiary Education
Authors: THO Siew Wei , LEE Tien Tien , BAHAROM Sadiah , Supiana Faridah Lisa , ABDULLAH Nurul Syafiqah Yap , ABIDIN Nurul Aina Syakirah ZAINAL
Published: January 2025

This study reports research on the pilot implementation of a new educational programme integrating smartphone technology with scientific investigation through an innovative method of mobile technologies enhanced learning. Smartphone technology has the potential to serve as an excellent tool for students to conduct scientific investigation and learn scientific concepts. A newly-developed educational programme was first pilot and carried out by 37 pre-service science teachers in an education university. Evaluation employed a quantitative method with additional qualitative data determined using a adapted Technology Acceptance Model (TAM) questionnaire survey and open-ended questions to collect data on students’ perceptions and implementation issues. The survey findings showed that student teachers agreed with the suitability of educational values with the use of smartphones for performing science investigation. Negative comments and suggestions for refinement were also identified. Thus, we have refined our programme for further applications in secondary schools.
Analysis of Current Situation of Classroom Interactive Teaching Based on Mobile Devices: A Case Study of Middle School Mathematics Classroom Teaching
Authors: PAN Jing-Wen , WANG Di-Fei , LIU Mian
Published: January 2025

With the development of mobile technology and the popularization of smart devices, mobile learning has penetrated into people's life. In this paper, by referring to the interactive analysis system of different experts and scholars, and combining the actual situation of this study, the content analysis method of video is adopted to carry out the classroom interactive analysis of a junior middle school mathematics class using mobile devices for teaching. The study found that mobile devices to some extent effectively support classroom interaction. The specific performance is as follows :(1) the Android tablets mainly supports the learning behavior of students' independent inquiry; (2) the class supported by the Android tablets can provide instant feedback on students' answers; (3) Android tablets can help students' explicit thinking and support their thinking development.
Drug Defense: A Mobile Game for Prevention of Alcohol Abuse
Authors: TAN Divine-kia T. , ROY Rodrigo Emmanuel , ROY Rodrigo Emmanuel , LASALA Jose Rafael , YAP Anton Gabriel , RODRIGO Ma. Mercedes T. , DIY Walfrido David , HECHANOVA Ma. Regina M.
Published: January 2025

We present Drug Defense, a mobile tower defense game designed to prevent alcohol abuse. The game makes use of the Cognitive Behavioral Game Design (CBGD) methodology to encourage the retention of knowledge about the consequences of excessive alcohol use. The researchers compared used pretest and posttest to determine the game aided in greater retention. The researchers also assessed the playability of the game was also evaluated using a questionnaire adapted from the Heuristics to Evaluate the Playability (HEP) of Games. Data analysis showed that the players had significantly increased knowledge on alcohol and its use. Players also enjoyed the game’s narrative and the need to strategize.
The Effects of Virtual Reality System Applied to Shooting Training Course for Senior High School Students
Authors: Liao Yi-Cheng , Lin Hao-Chiang Koong , Kuo Po-Chun , Lin Kuan-Yu
Published: January 2025

The main purpose of this study was to explore the effectiveness of virtual-reality shooting training system and traditional triangle aiming training on students’ shooting performance, self-learning achievement and self-learning motivation for senior high school students. Second, the goal was to find out whether the relevance of shooting score to self-learning-performance and self-learning-motivation is positive or not. This study applied Game-Base Learning virtual reality shooting training system to construct human-computer interaction learning environment by utilizing 1:1 real-scale T91 teaching rifles with Bluetooth function, virtual reality shooting training application, which is suitable for Android platform, semi-Google Cardboard head, mounted viewer, TV streaming device with synchronous display function from mobile phone to projector. It combined the advantages of Immersion VR and Projection VR to achieve the purpose of synchronous learning. In this study, it took quasi-experimental design and divided 78 male students into two groups from two general classes in Tainan senior high school. The experimental group (40 students) adopted virtual reality teaching methods and the control group (38 students) adopted traditional triangle aiming training teaching method. The experimental courses were during for seven weeks, once a week, and 50 minutes for once. Finally, it analyzes the date including pre-test and post-test of shooting score, questionnaires, course recording video and interviews. The results showed that virtual reality shooting training system were better than traditional triangle aiming training on students’ shooting performance, self-learning achievement and self-learning motivation.
Core Gamification of Learning Activities through a Method based on Information Structure Manipulation
Authors: FURTADO Pedro Gabriel Fonteles , HIRASHIMA Tsukasa , HAYASHI Yusuke
Published: January 2025

Gamification, the use of game elements in non-game contexts, is a popular method to design motivating, enjoyable learning experiences. It is often applied through external rewards like leaderboards and achievements. Research shows that these rewards can negatively affect intrinsic motivation. One way to avoid this issue is by applying the game elements to the internal design of the learning activity. This approach is called Core Gamification. However, there are no concrete methods to apply Core Gamification to learning activities. This paper presents a method for the Core Gamification of learning activities based on information structure manipulation. In this case, information structure manipulation is not done by the code. And they are also not just about the design of the activity. The structures are visible to the user. The manipulation is also done by the user. Case studies with verified learning effects is also shortly presented.
Integrating Computational Thinking with Digital Storytelling to Enhancing Expression Ability
Authors: CHANG Chih-Kai , DAI Xin-Yu
Published: January 2025

Cultivating computational thinking has become an important key to the curriculum of science and technology learning area. When students use interactive media, they can no longer be just receiver, but use interactive media to self-expression. We will let students in grades 3-4 learn ScratchJr, because most students in grades 5-6 learn Scratch at Tainan city. The student use ScratchJr to create the animations, stories and games which interest them. We use creation as a motivation, and children can learn how to solve problems by creating their projects over and over. Children can cultivate their own computational thinking by this way. Digital storytelling can enhance cognitive ability, a nd make things specific and clear. This is a good way to make everyone to understand the abstract knowledge. Let students use ScratchJr to make digital storytelling on the iPad mini in order to cultivate students' computing thinking. The main goal of this thesis is to improve students' expressing ability to perspectives in the three-dimensional framework of computational thinking. Twenty-seven students in third grade participated in this study. They used ScratchJr to make digital storytelling on the iPad mini. The researcher designed a series of training curriculum. All training curriculum were taught by researcher. Students completed three projects in the basic, intermediate and advanced three-phase training curriculum. Students present and save their projects by the way of YouTube in this thesis. Teaching students to use the iPad mini for video recording, and providing students the interview questions. Arrange students to work in groups of two, use iPad mini to interviews with each other, and then record the interview process. In the end, the qualitative analysis method was used to analyze the students' projects after the three-phase training curriculum and the video of the interview. It will explore the objective of this study: Enhance students’ expression ability by the integration of computational thinking into digital storytelling teaching.
A mind-mapping guide based on Unified Modeling Language for developing educational role-playing games
Authors: TLILI Ahmed , DENDEN Mouna , ESSELMI Fathi , JEMNI Mohamed , KINSHUK  , CHEN Nian-Shing , CHANG Maiga , HUANG Ronghuai
Published: January 2025

Designing an educational game can be a difficult task for individuals who do not have appropriate background towards game developments. Several game genres exist in the literature which can make beginners confused about which are the appropriate or required game elements and functionalities for a particular game genre. At the same time, many studies highlighted the effectiveness of mind-mapping techniques in enhancing learning and thinking task. Therefore, this study deploys the powerful graphical representation of Unified Modeling Language (UML) class diagram to present a mind-mapping guide for people who are developing educational role-playing games. A total of 1 13 students used the developed mind-mapping guide in a public Tunisian University, and the obtained results showed that the guide can: (1) significantly enhance beginner students’ level of knowledge regarding developing role-playing educational games; and, (2) promote the creative thinking when it comes to imagining educational role-playing game scenarios. Also, these results showed that students have a favorable attitude towards using the mind-mapping guide to learn and design their games.
Prototyping of an Earthquake Evacuation Learning Game with VR Reproducing the Environment That Is Familiar to Learners
Authors: YAMAMOTO Raiya , KITAOKA Asaka , INOUE Kei
Published: January 2025

Recently, big earthquakes happen worldwide, and UNDRR adopted the Sendai Framework for Disaster Risk Reduction. Learning about earthquakes is getting more important. When learning about disasters, it is important to treat them as it is their own problem. For this, Mitsuhara proposed the GLI (Global, Local, and Individual) model of disaster education. To make learners learn as it is their problem, we need to develop an environment that they can perform the local and individual disaster learning. It is also important to keep learning about disasters. For this, we prototyped evacuation learning game with VR, and the game reproduces the environment that is familiar to learners with VR to achieve local and individual level disaster learning. In this study, we reproduced building No.5 in our university where students mainly used every day because the target students of the game are our university students. We also conducted a preliminary experimental evaluation of the learning game. The results showed that (1) the reproduced environment can encourage learners to imagine a situation that an earthquake happens at the place that is familiar to them, (2) the game factors may motivate learners to learn about disasters.
Fictional publicness: A possible way out of practice in game
Authors: SHEN Hung-Yang , HONG Jing-Li
Published: January 2025

It can be observed that in recent years, through scientific communication and philosophical practices, various approaches to communicating with the public have emerged. Although these approaches have emphasized bilateral interaction, such as citizen consensus and deliberative democracy, various interactive media that introduce scientific knowledge, and numerous workshops or philosophical cafes that involve open discussion, these forms basically assume active good citizens and emphasize the formation of the public domain. These practices formulate objectiveness through a space of public discussion as well as assume discussion participants to be subjects capable of rational discussion. However, in many public discussions, the definition of social relationships is commonly observed to influence the style of discussion formulated. Whether the form of public discussion also limits the selection of discussion topics is debatable. French scholar Laurent reviewed the citizen conferences on nanotechnology. This question regarding nanotechnology is not only relevant to this topic. It reveals a fundamental question: how do citizens become aware of the relationship between publicness and their rights and obligations? Based on this question, a few concepts in philosophical practices can be referred to, using dialogue-based transformation and Foucault’s idea of viewing events as opportunities to inspire public awareness in order to conceive a mechanism that guides the public to engage in public affairs. Specifically, this study intends to explore a possible model that triggers actions through creative thinking. Here, we use gamification to discuss this possible mechanism. Regarding the implications of gamification as a theory of philosophical practices, we must consider whether games can serve as a field of practice for publicness. Thus, we explore whether it is possible to create game events for people to think about public issues, as well as to guide the public to further engage in discussions in the public domain, formulate decisions and actions to be implemented in the real world, and train themselves to be citizens capable of rational discussions.
A Study of Problem-Based Pedagogy for Fostering English Grammar Acquisition in a Web-Based Context: A Pilot Study
Authors: LIN Lu-Fang
Published: January 2025

The purpose of the pilot study is to initially explore the impact of the problem-based approach (PBL), a learner centered approach, on English learners’ acquisition of English grammar. The target grammar feature is adjective comparison. There were two groups: the experimental group (23 participants) receiving the PBL training, while the control group (24 participants) received teacher interpretation of instructional treatment. After the treatment, the two groups of participants completed the follow-up test. An analysis of covariance (ANCOVA) was conducted to detect if a significant difference existed between the PBL and non-PBL treatments. The ANCOVA results revealed a significant difference between the PBL and non-PBL groups on the first section of the follow-up test score. Implications and future research are also presented.
The Effects of Different Procedural Prompts on Online Student-Generated Question Performance in terms of Cognitive Levels
Authors: YU Fu-Yun , CHENG Wen-Wen
Published: January 2025

The main purpose of this study was to examine the effects of two different procedural prompts on online student-generated question performance in terms of cognitive levels. A total of 41 undergraduates enrolled in an English as a foreign language class participated in this study for four weeks. Questions the participants generated corresponding to the learning material in Zuvio, an online instant interactive system, were analyzed using the revised Bloom’s taxonomy to examine the cognitive level dispersion of student-generated questions. Four important findings were obtained. First, as a whole, students-generated questions spread across low, medium, and high cognitive levels, with more than 60% of the generated questions falling in the medium and high cognitive levels. Second, the majority of the questions generated along the ‘signal words plus the answer is’ procedural prompts were at the medium level whereas most of the questions generated along the ‘question stems’ procedural prompt were at the low level. Third, the result of the chi-square test found a significant difference between the two different procedural prompts in terms of cognitive level dispersion. Finally, despite that the ‘signal words plus the answer is’ procedural prompt appeared to be more effective in inducing a comparatively greater percentage of higher-level thinking questions, as compared to the ‘question stem’ prompt, no questions generated along the ‘signal words plus the answer is’ procedure prompt were at the highest create level. Suggestions for instructors and future studies are provided.
Reflection Support System in Ill-defined Problem Solving
Authors: YOSHIOKA Mariko , SETA Kazuhisa , HAYASHIA Yuki
Published: January 2025

In this research, we focused on research execution activities as a field of ill-defined problem solving and developed a mechanism to grasp learners’ thought processes based on interpretation rules and a generic ontology of research activities. The idea behind this mechanism is to prompt learners’ awareness of their own thinking processes so as to foster their metacognitive skills. In this paper, we discuss the features of a support system that we developed to achieve this goal.
A Support System for Learning Physics in Which Students Identify Errors Using Measurements Displayed by a Measurement Tool
Authors: UENO Urara , TOMOTO Takahito , HORIGUCHI Tomoya , HIRASHIMA Tsukasa
Published: January 2025

It is sometimes challenging for learners of elementary physics to correct their mistaken notions regarding physics concepts. The need to address this phenomenon is illustrated by the existence of common misconceptions such as ‘motion implies a force’ (MIF), in which learners mistakenly believe that force always acts in an object’s direction of motion, as well as educational approaches using error-based simulation (EBS). In a conventional EBS, a learner’s mistake is usually output as a physical phenomenon, but there are cases in which the learner’s mistake cannot actually be shown. For this reason, we propose an EBS in which measurement information is displayed to the learner in the form of a measurement tool together with the physical phenomenon and shows error in response to the learner's mistake, something the conventional EBS is unable to do. In this paper, we propose an EBS learning exercise using a measurement tool in which the learners themselves must determine the measurement in order to confirm the correct answers. Using this method, it is possible for the learner to use trial and error after getting the wrong answer and eventually find the correct answer. It is also possible to support learning in a virtual experiment environment using a computer. Experiments were performed using a system equipped with the measurement tool, and it was verified that the learners made significant progress learning physics through trial and error.
English Language Learners’ Perceptions and Experiences of an English Mobile Urban Game
Authors: YANG Yu-Feng
Published: January 2025

This study aims to explore English language learners’ (ELLs) perceptions and experiences of a mobile urban game. How ELLs perceive its value for English learning and exploit the affordances of the mobile game are emphasized. Through the data analysis of 15 ELLs’ recorded gaming processes, written reflections, and interviews, this study reported that these ELLs perceive the mobile urban game to be useful in creating me aningful and authentic English language learning opportunities. In addition, they exploit multiple mobile applications (e.g., search engines, online chatting tools, online dictionaries, google maps, built-in cameras) and interact with social members in the ir surroundings (e.g., peers, the instructor, vendors, foreign visitors) for the game quests. Future research can examine larger study population’s experiences of similar mobile urban games and explore how social members can facilitate ELLs’ language learning processes in the game.
Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy
Authors: Juana Ching-Fang , Chang Kuo-En , Liang Jyh-Chong
Published: January 2025

The main purpose of this study was to explore teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and their teaching self-efficacy. A total of 200 teaching Chinese as a second language teachers (TCSL) of Taiwan were participants in this study for the data collection. In this study, three questionnaires were used, including teacher's teaching beliefs, the teachers’ perceptions of Technology-related Pedagogical Content Knowledge (TPK/TCK/TPCK) and teachers' teaching self-efficacy. As a result, the confirmatory factor analysis showed that the three questionnaires used in this study were valid and reliable. Besides, according to path analysis, the result indicated that the teachers with constructivism belief tended to have more perceptions of all the Technology-related Pedagogical Content Knowledge; on the contrary, the teachers with traditional belief showed that they tended to have fewer perceptions toward TPCK. Furthermore, it was found that teachers’ TPK could positively predict all of their teaching self-efficacy; their TPCK could positively predict their subject content self-efficacy and their TCK can positively predict their Teaching outcome expectancy. All in all, there was a positive relationship between TCSL teachers’ constructivism belief and their Technology-related Pedagogical Content Knowledge. Cultivating TCSL teachers’ constructivism belief was suggested in TCSL teacher development for enhancing their perceptions of TPACK and their teaching self-efficacy.
Design and Construction of the Learner-centered E-learning System for Facilitating Dermoscopy Image Analysis and Diagnosis in Medical Education
Authors: LIN Tzu-Shin , YOUNG Shelley Shwu-Ching
Published: January 2025

Dermoscopy is a noninvasive imaging technology that allows visualization of deeper skin structures by reducing surface reflectance, also supports more accurate diagnosis in early stage in melanoma. Compared to clinical training, learning diagnosis and related knowledge via e-learning system could be more convenient and efficient because learning materials can be collected organized based on pedagogical rationale, and users can learn personally anytime and anywhere. Thus, in this study we aim to focus on designing and implementing an e-learning system that provides well-designed images, interactive and intuitive learning environment for medical students to actively learn melanoma dermatopathology more effectively. The development of the system focuses on learning content design and instructional design. In the learning contents, the primary image resources intend to be the numerous learning materials in two steps: to reduce noise in images, and to add noise in images. After new resources are synthesized, its type can be confirmed by deep learning system. The final AUC of classifying diseases is over 0.85 with our system. In order to get the system improved, we conducted the formative evaluation to the 10 target learners. Overall, the participants are positive to the self-directed e-learning system. Moreover, some useful comments were provided for enhancing the system. The four instructional design features applied to this system include: (1) intuitive correspondence between lesion and diagnosis; (2) segmented components with structural organization; (3) terminology with link and clear tracing document; and (4) personalized system. According to the above rational and strategies, this e-learning system is expected to be a better self-directed learning platform that can afford the target users to learn flexibly, with massive resources and intuitive instructions and learn the technique of accurate diagnosis more effectively; the formative evaluation also showed that learners may have higher learning efficiency and motivation with this self-directed e-learning system. Currently the system is still undergoing, final result will be presented in the future.
Visualizing the language of teamwork
Authors: KOH Elizabeth , YANG Simon , SURESH Dhivya , TEE Yi Huan , LEE Claire
Published: January 2025

As 21st Century problems require increasingly complex and creative solutions that are achieved through collaboration, the ability to work effectively in teams has become more important over time. To help students collaborate better, a digital formative assessment tool, My Groupwork Buddy, was developed to build teamwork competency using analytics. The scope of this paper focuses on the recent development of teamwork chatlog visualizations. This paper describes the building of the teamwork text classification system, system flow and two visualizations. Work is underway to evaluate the system, and future work includes refinements to integrate these new visualizations in the system to enable a more holistic formative assessment.
Supporting the Development of Students’ Interdisciplinary Competence through the Smart Caring Technology Course
Authors: LIAO Calvin C. Y.
Published: January 2025

In the past, nursing education in schools has long lacked the importance of incorporating information technology literacy and application skills. Therefore, there is little emphasis on the arrangement of relevant information technology courses, and the lack of long-term information literacy training for students, regardless of school care. The teachers and students of education seriously lack the interdisciplinary training experience and opportunities, which makes the connection between school education and industrial site demand. Furthermore, interdisciplinary training and learning is the key to developing students' problem-solving skills and diverse thinking. Hence, the development of "smart caring technology" theme Cross-domain courses have become an urgent task. About 50 different college students are expected to participate. Expected results will have a positive impact and may improve students' learning performance, the ability to apply proposals, and learning motivation.
Exploring Common Code Reading Strategies in Debugging
Authors: TABLATIN Christine Lourrine
Published: January 2025

Code reading is a prerequisite of program comprehension which is a fundamental task in software development. Strategies employed on code reading affect the programmer’s success rate of understanding tasks such as debugging. However, there is still limited knowledge about the code reading strategies used by students while performing bug finding task. In this paper, the author describes a summary of her research on novice programmer debugging skills using eye tracking data as a methodology. Eye tracking data were extracted and analyzed using visual effort metrics and sequential analysis of scanpaths using a clustering algorithm to determine common code reading patterns. The author’s research findings revealed differences on the code reading patterns and code reading strategies of high and low performing students. Empirical evaluation on the effectiveness of the strategies used by high performing students was also conducted which suggests that by teaching these strategies to students, improved debugging performance can be observed.
Observing Evacuation Behaviours of Surprised Participants in Virtual Reality Earthquake Simulator
Authors: MITSUHARA Hiroyuki , TANIOKA Itsuki , SHISHIBORI Masami
Published: January 2025

Evacuation training should be more realistic. We aim to develop a VR-based evacuation training system that includes gaming elements but completely separates evacuation training and game. In addition, the training system should simulate earthquakes that suddenly occur. Before starting the development, we got interest ed in observing the evacuation behaviours of participants in a VR earthquake simulator. Thus, we conducted a preliminary comparative experiment that examined the differences between one-participant and two-participant settings in the simulator. As a result, participants tended to keep moving in the one-participant setting and consequently completed evacuation faster. However, participants tended to have more discussion and synchronisation in the two-participant setting, resulting in a slower evacuation. These findings have the potential to be beneficial to development.
Developing a PLCs Experimental Kit through Role-playing for Students in Vocational Education
Authors: SONTIPAN Boonkert , HOWIMANPORN Suppachai , CHOOKAEW Sasithorn
Published: January 2025

The traditional teaching methods of teachers are lectures and assignments to students' tasks in the classroom. Sometimes the students lack enthusiasm, resulting in poor academic performance. Providing teaching and learning that allows students to experience real -life situations is a prerequisite for future work. Furt hermore, in the industry, Programmable Logic Controllers (PLC) are used in automatic control systems. Therefore, studying in a PLC course, students should be exposed to real -world situations. Role -playing teaching is one way to help students experience real- life situations for future work and makes the learning process more interesting, fun, and motivating. Thus, this study proposes using role -playing for learning on PLC courses for vocational certificate students. Role -playing activities to help in learnin g can promote students to functional skills for using PLC for controlling the operation of the input/output devices. Moreover, the student can develop their knowledge, skills, and abilities according to the course competencies and use them for real work in the future.
Integrated Knowledge and Skills with Multi-Material Learning for Engineering Students during COVID-19
Authors: HOWIMANPORN Suppachai , TANGTRONGPAIROS Ornanong , CHOOKAEW Sasithorn
Published: January 2025

Teaching and learning in engineering courses need to emphasize practicality to acquire integrated knowledge and skills. It is necessary to learn processes controlled by mathematical equations in mechatronic engineering to apply scientific principles to use automation control systems technology to support Industry 4.0, such as automatic control with a Programmable Logic Controller (PLC) control device. In addition, they are app lying the data of engineering process control to real-time applications with Supervisory Control and Data Acquisition (SCADA) software and PLC Network. Due to the outbreak of Coronavirus (COVID -19), lack of practice face-to-face interaction, so the effectiveness of online learning practice is significantly reduced. This study presents the combination of remote-control technology and multi- material learning to promote engineering students' conceptual and practical experiments during online learning. The finding shows that this multi-material learning can operate and motivate engineering students in the distance learning situation.