bluuebunny/crossref_metadata_2025 huggingface dataset:
AVERY: A GenAI-Based Approach to Enhancing Learner Engagement in English Writing
Authors: WONG Ka-Lai , OCHEJA Patrick , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

The rapid development of Generative AI (GenAl) provides more opportunities and methods to deliver meaningful, engaging and gamified learning experiences to language learners. While there are various language learning applications, current methods often suffer from low completion rates and a painful learning process. In this paper, we propose a new gamified learning experience for English Language learners based on an image-text-image GenAl game: AVERY (Augmenting Vision to Enhance YouR English writing skills). The game is designed to enhance learner engagement by adopting image generation in English writing. A learner begins by providing the system with an image. The learner can ask the AI for hints to describe the image and pass a well-curated sentence to the system. The system generates an image based on the learner's answer. In the final round, the system provides feedback on how well the learner provided useful and correct clues and areas for further improvement. 12 respondents were asked to play the game and fill a questionnaire. The results showed a positive affect towards the AVERY system and its use in enhancing learner engagement.
Integrating ChatGPT into Flipped Learning: Enhancing Students' Creative Writing Skills and Perception
Authors: KHUIBUT Worapong , PREMTHAISONG Sasivimol , CHAIPIDECH Pawat
Published: January 2025

The integration of artificial intelligence (AI) into educational methods is gaining traction within the evolving landscape of modern education. This study examined the impact of integrating AI into a flipped classroom model to enhance creative writing skills and student perception at the secondary school level. Ninety-eight grade 10 students were divided into three groups: a control group (CG) that received traditional instruction, an experimental group 1 (EGI) that utilized the flipped classroom model, and another experimental group 2 (EG2) that used an AI-enhanced flipped classroom incorporating ChatGPT. Data collection consisted of pre-test and post-test evaluations to evaluate the development of students' creative writing skills and their perceptions of the learning environment. The findings revealed that students in the AI-enhanced flipped classroom demonstrated significant improvements in creative writing skills compared to both the control group and the non-AI flipped classroom group. Additionally, students' perceptions of the learning experience were more positive in the AI-enhanced setting, suggesting that AI tools such as ChatGPT can significantly enhance creativity and engagement in the learning process. These results highlighted the potential of integrating AI into instructional strategies to foster creativity and enhance students' learning experiences.
Using a Teaching Framework to Identify Resilient and Persistent Teaching Practices During the Pandemic
Authors: MORENO Ma. Monica L. , TORRES Johanna Marion R. , GASPAR Timothy Jireh , CASANO Jenilyn A. , RODRIGO Maria Mercedes T.
Published: January 2025

This paper uses the Framework for Teaching (FFT) by Charlotte Danielson as a lens to examine intra-pandemic educational practices of instructors at a higher education institution in the Philippines. It highlights teaching practices that have shown resilience and persistence over the nearly three years of the pandemic, during which education shifted from in-person delivery to one entirely online. Data from faculty surveys and interviews obtained in 2020 and 2023 showed a persistent set of practices that addresses all dimensions of teaching. Implications for post-pandemic education are briefly discussed.
Methods of Balancing Model Explainability and Performance in Identifying At-Risk Students
Authors: HSU Tiffany T.Y. , FLANAGAN Brendan , LU Owen H.T.
Published: January 2025

This study will explore and experiment with various combinations of methods to handle data imbalance in order to address the common issue of insufficient minority samples in at-risk student prediction. Additionally, we will examine the purpose of applying computer tools to educational issues and emphasize the necessity of adhering to models with high transparency and explainability, ensuring that the decision-making process can be transparent and comprehensive in the context of learning analytics. After comparing model performance, we selected the logistic regression model combined with correlation analysis and threshold adjustment, which showed outstanding performance in UAR, G-means, and other evaluation metrics. We will analyze the reasons behind students' academic performance based on the feature importance ranking from the model, thereby establishing a high-performance and high- transparency benchmark model for the LBLS593 dataset.
GazeViz: A Web-Based Approach for Visualizing Learner Gaze Patterns in Online Educational Environment
Authors: DAVALOS Eduardo , SRIVASTAVA Namrata , ZHANG Yike , GOODWIN Amanda , BISWAS Gautam
Published: January 2025

As online learning tools become more widespread, understanding student behaviors through learning analytics is increasingly important. Traditional methods relying on system log data fall short of capturing the full range of cognitive strategies students use. To address this, we developed an in-depth post-assignment reflection dashboard that visualizes gaze data to aid students in reflecting on their learning behaviors. This dashboard was made possible by ETProWeb, a system that integrates high-fidelity eye-tracking directly into the browser, enabling real-time analysis of gaze data aligned with user interactions. ETProWeb leverages the browser's Document Object Model (DOM) to track areas of interest (AOIs) dynamically, overcoming issues related to multiple timelines and manual alignment. In a pilot study with 38 sixth-grade students, the dashboard received positive feedback, with 90% of students expressing interest in the eye-tracking technology for its ability to help them observe and reflect on their reading behaviors. This interest highlights the potential of eye-tracking as a valuable tool for enhancing students' self-awareness and engagement in online learning environments.
Novice Programmers' Saccadic Patterns in Error Message Comprehension and Syntax Error Identification
Authors: PACOL Caren , RODRIGO Maria Mercedes , TABLATIN Christine Lourrine
Published: January 2025

Learning debugging is crucial for novice programmers, and as compiler error messages play a vital role in this process, exploring how novice programmers read and interpret these messages has become a focal point for researchers in computer science education. Understanding how novice programmers interpret compiler error messages is essential, as debugging skills are fundamental for their development. In line with this, our prior works investigated how student programmers process syntax errors embedded in Java and C++ programs and the relationship between novice programmers' personalities and their visual attention patterns using fixation-based metrics. Our previous studies were limited in that they did not capture the dynamics of the participants' eye movements. As our next step, in this study, we present saccade- based metrics that we used to gain insights into the problem-solving strategies employed by novice programmers. We found that high and low performing participants demonstrate similar strategies for scanning through code and detecting errors. Furthermore, high performing participants demonstrate longer average saccade lengths, indicative of purposeful exploration and the gathering of more information in each eye movement. Additionally, our findings indicate that high performing participants exhibit a lower average regression ratio, suggesting a greater ability to maintain focus and comprehension throughout problem-solving tasks. In future work, integrating contextual factors such as task complexity, familiarity with programming languages and individual learning styles into the analysis of saccade-based metrics can help identify situational factors shaping problem-solving strategies.
Promoting Quantitative Analysis in School Chemistry with Technology-Supported Hands-On Laboratory Learning: A Case of Arduino-Based Portable Spectrophotometer
Authors: SHIDIQ Ari Syahidul , SALSABIILA Fa’ari , YAMTINAH Sri , MULYANI Sri , RAMLI Murni , WIDARTI Hayuni Retno , NAHADI
Published: January 2025

This study addresses the need for practical and affordable tools in high school chemistry education, specifically focusing on the development of a simple, portable spectrophotometer. Current educational resources often fall short in providing students with hands-on experience that effectively connects theoretical concepts with real-world applications. The aim of this research is to design and evaluate a cost-effective spectrophotometer for analyzing dye concentrations in beverages, which also serves as a practical tool for teaching chemistry. The methodology includes designing the spectrophotometer with a 5 mm blue LED and an Arduino microcontroller, followed by testing the measurement results of the developed instrument. The instrument's accuracy and precision are assessed by comparing its results with those from standard UV-Vis spectrophotometers. Findings demonstrate that the spectrophotometer achieves an accuracy range of 94-107% and meets precision criteria with %RSD values below 2%. The expected contribution includes offering an accessible tool that enhances student engagement and understanding through a proposed activity involving hypothesis testing and data analysis, thereby integrating scientific argumentation, hands-on activity, and quantification into the learning process.
Fostering TPACK Self Efficacy Among Pre-Service Chemistry Teachers: A Case Study from Indonesia
Authors: NUGRAHENI Anggiyani Ratnaningtyas Eka , SRISAWASDI Niwat
Published: January 2025

Technological Pedagogical Content Knowledge (T PACK) is crucial for integrating content knowledge, pedagogy, and technology in chemistry education. Meanwhile, the concept of self-efficacy within this framework is essential for effective technology integration in teaching chemistry. However, many pre-service teachers in Indonesia need help in developing the self-efficacy needed to integrate technology into chemistry core competencies. Recognizing this need, this study investigates the development of TPACK self-efficacy among 32 pre-service chemistry teachers at a public university in Yogyakarta, Indonesia. The TPACK self-efficacy survey was employed to measure outcomes. The findings reveal the effectiveness of the intervention in enhancing pre-service teachers' self-efficacy in teaching chemistry with digital tools.
Exploring the Effect of Marker-Based AR Gamification on Primary Students' Science Concepts and Motivation
Authors: CHAIPIDECH Pawat , PREMTHAISONG Sasivimol , PONDEE Phattaraporn , SRISAWASDI Niwat
Published: January 2025

The integration of advanced technologies in education, such as Augmented Reality (AR) and gamification, has been recognized significant attention for its potential to improve student learning outcomes. However, there remains a gap in understanding how these technologies, particularly when combined, affect younger learners in primary education. This study addresses this gap by investigating the impact of Marker-Based Augmented Reality (MBAR) gamification on primary students' understanding of scientific concepts and their motivation to learn science. Conducted with 46 students aged 9-10 from a school in Northeastern Thailand, the study employed a pre-test post- test design to assess the effects of the MBAR intervention, which focused on teaching phase changes in matter through interactive and gamified activities. The results revealed a significant improvement in students' conceptual understanding. Additionally, the intervention revealed that intrinsic motivation, extrinsic motivation, and self-efficacy, demonstrating the effectiveness of gamified AR in enhancing both cognitive and motivational outcomes. These findings suggested that MBAR gamification can make abstract scientific concepts more accessible and learning experiences more engaging for young students.
Developing the Interactive Game-Based Picture Book "Food Ninja" to Enhance Creativity in Elementary School Students
Authors: LAN Wen Chun , MO De Jun , TANG Joni Tzuchen
Published: January 2025

As technology reshapes educational paradigms, traditional picture books have evolved into interactive, game-based versions that blend storytelling with dynamic, immersive elements. This study investigates the effect of an interactive game-based picture book on creativity among elementary school students, using a semi-experimental design. Two classes were selected as experimental and control groups, and the study employed self-designed digital tools and diverse assessment measures to evaluate creativity across dimensions such as fluency, flexibility, and originality. Results showed significant improvements in all creativity dimensions, with the experimental group exhibiting higher gains in originality due to the interactive, game-like features. These findings underscore the transformative potential of interactive game-based picture books in fostering creativity and call for further refinement in their design and implementation for educational use.
From Textbooks to Classroom Implementation: Experience Report of Middle School Science Teachers' Pedagogy for Activity-Based Learning
Authors: MO Zun Phoo , PRAJAPATI Sunny Prakash , VASUDEVAN Sheeja , MURTHY Sahana
Published: January 2025

This paper provides an experience report of middle school science teachers' pedagogy for activity-based learning in Indian classrooms. For the study, four science teachers were interviewed having varied teaching experience in CBSE board schools. The transcripts of the interviews were analyzed using Thematic Analysis method, and the resulting themes were used to answer the research questions. Novel challenges related to culture and diversity were found, along with the findings reported in literature.
Exploring the Benefits of Strategic Hesitations in Language Learning Robots
Authors: AZUMA Ryusei , AYEDOUN Emmanuel , TOKUMARU Masataka
Published: January 2025

This study investigates the impact of introducing conversational pauses and self-adaptor gestures in robots to enhance human-likeness during English conversation practice. As globalization increases the demand for English proficiency, there is increasing interest in using conversational robots for language practice. However, conventional robots often lack natural disfluencies, making interactions feel overly artificial, especially for beginners. This study focuses on enhancing the robot's non-verbal behaviors by implementing conversational pauses and self-adaptor gestures such as fidgeting at predetermined intervals during scripted conversational scenarios. The experiment involved 22 men and women in their 20s. An experimental evaluation revealed that approximately 90% of participants perceived an increased sense of human-likeness when the robot exhibited these pausing and hesitation behaviors. These results suggest that strategically incorporating naturalistic disfluencies and human-like self-adaptor gestures into a conversational robot's non- verbal repertoire can significantly increase its perceived anthropomorphism and potentially improve user engagement in language learning contexts.
Zooming In on Educator Well-Being: Exploring Behavior Attributes, Zoom Fatigue, and Burnout Dynamics
Authors: DELGADO Kevynn , MARTINEZ Mary Rose , VALSADO Christine Jamela , EBARDO Ryan
Published: January 2025

The widespread use of video conferencing tools like Zoom has led to discussions on "Zoom fatigue" (ZF), a condition of exhaustion and burnout (BO) from prolonged platform use. While ZF is often viewed as a result, this study examines it as a potential cause of BO. Surveying 303 educators, we explore predictors of Zoom fatigue (ZF) and burnout (BO), focusing on workload, boredom proneness, and TechnoStress. Analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) showed that WL, BP, and TS contribute to ZF. However, 10 and NT showed no significant impact, likely due to educators' professional nature. While ZF was linked to BO, TS had no direct connection, suggesting certain aspects of TS may not lead to BO. This opens new avenues for exploring the relationship between TS and BO.
Unboxing Learner Engagement in an Online SEL for Teachers Course on FramerSpace
Authors: GUPTA Hritik , SINGH Nandini Chatterjee , MISHRA Shitanshu
Published: January 2025

Understanding learning patterns in online learning platforms is an important aspect of digital learning. Our study aimed to present preliminary findings of learners' interactions (N=29,826) with course content (on an online interactive learning platform) for the course "social emotional learning for teachers", using course engagement time and quiz attempts as two parameters of learner engagement. Our findings suggest that question difficulty and learner characteristics (motivation to engage) both influence attempt patterns. The results of such analysis can provide data-driven strategies to improve content engagement, teaching methods, and platform features, enhancing online learning experiences.
Effectiveness of Information Organizing Activities After Lecture in Mathematics: A Comparison Between Kit-Build Concept Mapping and Structured Summary Writing
Authors: HASANI Lintang Matahari , JUNUS Kasiyah , SADITA Lia , HIRASHIMA Tsukasa , HAYASHI Yusuke
Published: January 2025

Teaching mathematics could be a challenging task because the students are expected to understand many interrelated concepts and abstract representations (e.g., mathematical symbols). Some learners, especially those with weaker mathematical foundations, may fail to grasp the relationship between important concepts in the subject. To address such an issue, one of the typical learning strategies is providing structured summary writing (SSW) as an information organizing activity to improve learners' understanding and retention of knowledge through explaining relevant concepts using their own words. However, low-achiever learners who do not have sufficient ability to identify and extract important concepts from the learning materials may have difficulty writing a good summary, thus minimizing their improvement due to a high cognitive load. Despite their potential for enhancing mathematics learning, prior studies have reported some challenges in using summary writing and traditional scratch concept mapping. In this study, kit-build concept mapping (KBCM) is proposed as an alternative to help learners improve their understanding of mathematics through reconstructing a teacher-created concept map from provided components. KBCM scaffolds learners to grasp the structure of the knowledge domain without requiring them to extract the structure from scratch by themselves. The results from an experiment involving 105 undergraduate computer science students from two linear algebra classes confirm the potential of the KBCM to be a better alternative for improving learners' overall understanding of a mathematics subject compared to the typical SSW activity. Some characteristics of KBCM and SSW are discussed.
Exploring Student Emotion via Facial Expressions Using Transfer Learning
Authors: HERRADURA Tita , CORDEL II Macario , SUAREZ Merlin Teodosia
Published: January 2025

Recognizing student emotions can significantly enhance the learning process. This study investigates the effectiveness of transfer learning with VGG-16 and ResNet-18 models for classifying student emotions based on facial expressions. Leveraging pre-trained models and employing cross-validation, we achieved a robust valence classification accuracy of 92% on FER2013 dataset. However, when applied to MAHNOB-HCI and ACADEMO datasets characterized by limited and subtle emotional cues, performance declined to approximately 82% with overfitting. To enhance model generalization and mitigate overfitting, strategies such as data augmentation, regularization techniques, and hyperparameter optimization are proposed. Our findings demonstrate the effectiveness of transfer learning in recognizing student emotions, which may significantly impact education through personalized learning, improved student engagement, and early intervention.
MS Teams Acceptance Factors Among Polish and Ukrainian Students
Authors: DEMESHKANT Nataliia , TRUSZ Sławomir , MATUSEVYCH Tetiana , SEPIOŁ Amy
Published: January 2025

This paper presents study results regarding university students’ MS Teams acceptance. The purpose of the presented results is to compare students’ acceptance of the MS Teams referring to its components, i.e. self-efficacy (SE), facilitating conditions (FC), perceived ease of use (PEU), perceived usefulness (PU), and intention to use (IU) in the context of the Polish and Ukrainian education systems. There were 486 respondents - students from Polish and Ukrainian universities. The study follows the design of a survey based on the Technology Acceptance Model. The results of the study revealed that the scores for the 5 components of the acceptance of MS Teams were different in the Polish and Ukrainian subsamples. Significantly higher results were found for the Polish compared to the Ukrainian students regarding the SE and FC. In addition, Polish students assumed that MS Teams was easier to use than their Ukrainian peers. There were no differences in the ratings of the PU and IU between students from Poland and Ukraine. For the Polish subsample, PU and IU correlate positively with age. In contrast, regarding the Ukrainian students, only SE correlated with age, but the relationship was negative. Considering the variable frequency of use of MS Teams, it was positively associated with all components of the MS Teams acceptance in the Ukrainian subsample, whereas in the Polish subsample, it was only associated with PU and IU.
Boosting Literacy with an Educational RPG for Polytechnic Students
Authors: PRAMUDHITA Agung Nugroho , MAWANGI Puteri Ardista Nursisda , ANDOKO Banni Satria
Published: January 2025

This study addresses the challenge of low literacy rates in Indonesia, particularly among students at the State Polytechnic of Malang. To tackle this issue, the research aims to develop an educational role-playing game (RPG) designed to enhance student literacy. The game will be both engaging and educational, incorporating interactive gameplay and quizzes related to robotics, a subject relevant to the students' field of study. The development process employs the Extreme Programming (XP) methodology, emphasizing iterative design, coding, and testing to ensure a user-friendly and educationally effective product. Playtesting will be conducted with 30 students, allowing for real-time feedback on usability, engagement, and educational value. The effectiveness of the game will be measured using a paired data Z-test, comparing pretest and posttest literacy scores. Results from the playtesting and statistical analysis will inform final optimizations, including enhancements to graphics, mobile compatibility, and educational content. The study anticipates that the RPG developed will hold significant promise for improving literacy skills among students at the State Polytechnic of Malang, with potential applications in broader educational contexts.
AI Literacy Among Lecturers in University: A Case Study in a Private University in Timor-Leste
Authors: GONCALVES Agustinho Dos Santos , OLIVEIRA JUNIOR Jacinto de , PARADA Natalino Pereira , ULFA Saida
Published: January 2025

This study aims to evaluate the level of literacy and experience of lecturers regarding the use of artificial intelligence (AI) systems in higher education environments in Timor Leste. A questionnaire was distributed to measure key aspects such as understanding of the definition of AI, belief in the value and benefits of AI in education, accessibility and ease of use of AI, operational skills in using everyday AI applications, and previous positive experiences with AI. The study concluded that although the adoption and acceptance of AI among lecturers is quite decent, there is still a need to improve literacy and practical experience with AI to ensure that this technology can be optimally utilized in education.
AI as a Co-Teacher: Enhancing Creative Thinking in Underserved Areas
Authors: ARAYA Roberto
Published: January 2025

The rapid irruption of AI is a double-edged sword. On the one hand, it poses a high existential risk to humanity, much higher than climate change. On the other hand, it provides an enormous opportunity to improve wellbeing. To handle this double-edged sword successfully, educators must prepare students for a future where citizens repeatedly interact with artificial agents (AAs). Unlike humans, AAs lack fear of death and social exclusion. They do not have family, attachment, or a sense of belonging. However, they have increasingly better abilities to read our minds. To counteract this negative side of AI, students need to understand the hidden psychology of AAs. They need to learn the core computational algorithms that drive the social behavior of AAs. To tackle this challenge, we have been developing creative coloring activities for elementary school students that teach them core AI algorithms. Contrary to multiplechoice questions, these are activities with millions of correct possible solutions. In addition, it is highly improbable that they will be solved by chance. Moreover, in these activities, students must explain their solutions in writing and pose similar problems to their peers. However, given the high complexity of these creative tasks, teachers need support to assess students' work. Thus, we developed an app to support teachers based on our experiences working with these coloring activities with teachers in underrepresented regions such as Chile and Peru and countries of the Southeast Asia Ministers of Education Organization (SEAMEO). The app helps them assess these rich multi-modal collaborative coloring activities by leveraging the power of large language models (LLMs). We present some key features of the app and discuss how it facilitates rapid and cost-effective implementation of these rich but demanding coloring activities.
Can Use of Technologies help Reduce Biases in Academic Recruitment?
Authors: DAVE Kashmira
Published: January 2025

The benefits of a diversified workforce are undeniable. This research aims to contest the conceptualisation of inclusion and the impact of biases in academic appointments. It is argued that the semantics of inclusion is significantly framed [during recruitment] by the selection panel members' and technology biases around the candidate's identity. Individuals use questionable arguments to justify implicit biases around race, gender, ethnicity and religion. This research has examined how the biases impact peoples' self-perception, predominantly in the minority in universities' recruitment process. This study is positioned to inform prospective academics in understanding the recruiter's preferences while also stimulating change in the higher education academic recruitment process and thereby demonstrate universities' genuine commitment to cultural diversity and inclusivity among academic staff and students. In the workshop, the preliminary findings of the study will be discussed in relation to actions needed to be taken to reduce the biases generated by recruitment systems and technologies.
Analysis of Factors Influencing Teacher Behavioural Engagement in Distance Training Based on MOA and SDT
Authors: JIN Zhou
Published: January 2025

Teacher training is an important way of teacher education and a powerful guarantee for achieving professionalism. Using the motivation-opportunity-ability perspective and self-determination theory, this study was tested using SPSS 26.0 and smartPLS 6 to examine the effects of teachers' motivation, learning ability and learning opportunity on behavioural engagement in training courses. The results of the study showed that active and passive motivation showed a more significant positive effect on teachers' behavioural engagement in training courses, and self-efficacy had a weakening effect on active motivation and a positive effect on passive motivation. Perceived pedagogical support was able to weaken the effect of active motivation and perceived platform support was able to weaken the effect of passive motivation. The findings provide a research basis for teacher training institutions to improve learners' behavioural engagement.
Transforming schooling with 1:1 mobile computer support.
Authors: NEWHOUSE Paul
Published: January 2025

This paper discusses a range of issues around 1:1 student to computing devices programs in schools and reports on the critical factors that will contribute to the success of this approach. The researcher was privileged to evaluate one of the early adopter laptop programs and then follow-up by evaluating the first program in a Western Australian government school. Research has found that while the 1:1 model does tend to better realise the potential of the technology doing so in real school settings is not a trivial matter and those responsible need to consider, and plan for, a range of factors.
Promotion on Science and Technology for Children using Human Following Robot
Authors: OTA Masahito , HISAHARA Hiroshi , ISHII Yuki , OGITSU Takeki , TAKEMURA Hiroshi , MIZOGUCHI Hiroshi
Published: January 2025

The authors perform promotion activity on science and technology for primary school children with human following robot. This robot can follow a particular person as target. In our activity, the children enjoy interaction with robot by being followed as the target. Enjoying with the robot, they are interested in the science and technology. In this paper, we present framework about the human following robot. Also we demonstrate the interaction with the robot in our promotion activity.
The Effects of Different Presentation Modes of Multimedia Annotations on Sentential Listening Comprehension
Authors: LIN Chih-Cheng , WU Ying-Chieh
Published: January 2025

Multimedia annotations of both definitions and visual aids have been reported to facilitate vocabulary learning based on learners’ performances on word retention. Vocabulary auditory input, however, was overlooked in many studies; listening comprehension, likewise, was seldom assessed as learning outcomes. The purpose of the present study was to explore the effects of vocabulary auditory input and those of learning style preference on vocabulary learning, in general, and on sentential listening comprehension, in particular. English beginners, 423 in total, were recruited from various junior high schools in Taiwan. Five nouns and five verbs, selected as the target words, were embedded in a reading text and annotated by one of the four methods: text-only, text-picture, text-sound, and text-picture-sound. One month before the treatment all participants were required to take a pretest of the target words; and, their learning style preferences, including verbal, visual and auditory, were determined by a questionnaire. In the treatment session every participant was randomly assigned to one of the four annotation groups aforementioned and read the text. Immediately after the reading they took a vocabulary recognition test and a listening comprehension test; the two tests were administered again two weeks later without prior notice. The data was submitted to two-way repeated measures ANOVA, with annotation type and learning style as between-subject factors, time of measurement as within-subject factor, and scores of the two tests as dependable variable. The results showed that in the recognition tests, none reached significance level but time of measurement, with the immediate higher than the delayed. In the listening tests, only the main effect of annotation type reached significance level, with text-picture-sound group and text-sound group both outperformed text group; no differences were found between the immediate and the delayed posttests. While various annotations had equivalent effects on vocabulary learning, annotations with audio input contributed to the construction of phonological knowledge of new words, facilitating their listening comprehension in sentences. More importantly, the effects of audio input sustained for two weeks. The learning style preference of our English beginners, whether verbal, visual or auditory, played no role in vocabulary recognition and listening comprehension .
Promoting students’ cultural context acquisition through Web-based inquiry
Authors: STOCKWELL Esther
Published: January 2025

Since the term intercultural communication was introduced by Edward T. Hall in his book (1959), The Silent Language, issues about intercultural communication have been not only been dealt with in the field of Humanities but also in any area related to human interaction. Moreover, recent researchers have devoted systematic attention to developing “cultural fluency”, “cultural literacy” or “intercultural competence”. The methods through which culture is acquired also have changed from a traditional information acquisition approach to a process-oriented constructivist approach. That is, there has been a movement from approaches where learners are largely simply told about the target culture by the teacher to students’ active participation in construction of understanding about the target culture along with reflecting on their own culture. Using technology as a means to acquire culture is no longer particularly new, but, as Goodyear (2005) argues, the use of technology holds particular promise for the creation of learning settings that can interest and motivate learners. In order to promote students’ active participation in learning culture and to help students’ understanding and reflection on various cultural context —including their own —this study adapted an inquiry-based activity using WebQuests. One of the attractive sides of WebQuests is that students are able to use various resources actively to do a task through organizing information and applying the knowledge acquired to real-life situations. The aim of this study is to help students enrolled in an intercultural communication class to understand various cultural contexts through a systematic inquiry-based approach using WebQuests, and with the goal of eventually improving their intercultural competence. The study used concurrent quantitative and qualitative data. The quantitative data were collected through pre- and post-surveys and an adapted version of the GENE (Generalized Ethnocentrism) scale questionnaires during the course. The analyses of students’ reflection during class discussion and essays written on completion of the WebQuests were measured as the qualitative data. The results of the study show students’ positive improvement qualitatively and quantitatively.
The Project-based Movie-presentation Course for Japanese EFL learners
Authors: ONO Yuichi , ISHIHARA Manabu , YAMASHIRO Mitsuo
Published: January 2025

This paper describes an implementation of technology-mediated, task-based multiliteracy project involving digital-storytelling as a foreign language instruction in Japan and validates the effect of digital storytelling on learner’s awareness on the foreign language anxiety and PBL skills . Blended into presentation course on the basis of Ono, Ishihara and Yamashiro (2012), the tasks of digital story-telling provides the learners with the opportunities to reflect themselves on each process from brainstorming to complete the movie. The project reduces foreign language anxiety for low-level students. This study compares such students with students with high proficiency level in order to investigate how these two groups are different . The result suggests that our project had an effect on foreign language anxiety for low-level learners and on PBL skills on high-level learners. This study further examines how the themesof the presentation affect their PBL awareness. It will be shown that the “too personal” theme does not motivate learners for PBL, but that the theme “favorite things” motivated the most among the three topics carried out in our project.
Multimedia Teaching Material with Text-to-Speech (TTS) on English Learning
Authors: HUANG Yi-Ching
Published: January 2025

This study aimed to explore the effects of the multimedia teaching material incorporated with TTS on college students’ English learning. 44 sophomore participants enrolled in the course “English Reading” were selected as volunteers at one selected university in Taiwan. The techniques of data collection in this study included (a) questionnaire, (b) open-ended questions, and (c) pre-test and post-test of vocabulary tests. This study found that the multimedia teaching material (a) enhanced students’ vocabulary learning, (b) facilitated students’ pronunciation and listening, (c) constructed knowledge, and (d) raised learning motivation. The effects of multimedia teaching material found in this study can be linked to students’ autonomous learning and teacher autonomy.
The Application of the Problem-Based Learning Approach to Teaching English Grammar through the Internet
Authors: LIN Lu-Fang
Published: January 2025

The purpose of this study was to identify the effects of problem-based learning (PBL) instruction on Chinese-speaking university students’ English grammar learning by means of the Internet. To achieve this purpose, this study examined whether or not the PBL approach can improve students’ knowledge of verb complements by comparing the data collected from two types of instruction : (1) PBL instruction with 26 participants and (2) non-PBL instruction with 30 participants. All participants attended a course that used the same textbook and the same Internet resources. The grammar pre- and post-tests were administered at the beginning and end of the study. The findings showed that there were significant differences between the two groups in the total score on the post-test and the sub-test score on the blank-filling section in the post- test. By comparing the scores on the pre- and post-tests for each treatment group, the statistical results show that the PBL group achieved significantly higher post-test mean scores than its pre-test mean score. The study implies that PBL in university English courses has the potential to enhance acquisition of grammar knowledge.
Mobile Assisted Language Learning: Overview of Literature from 2008 to 2012
Authors: CHANG Chih-Kai , YANG Ya-Fei , CHAO Ching-Ju
Published: January 2025

This paper provides a content analysis of studies in Mobile Assisted Language Learning (MALL) that were published in ten Social Science Citation Index (SSCI) journals, including ReCALL, Computers & Education, and Computer Assisted Language Learning so on. Only papers that were identify as MALL-related, full-length paper, and published during 2008 to 2012 were analyzed. After comprehensive review, 44 articles were used for this study to answer the following questions: (1) what is the status of those MALL articles published in these selected journals from 2008 to 2012, (2) what research sample groups related to MALL were selected in these articles from 2008 to 2012, and (3) what language learning topics related to MALL were adopted in these articles from 2008 to 2012? According the analysis results, the distribution of articles is 12, 6, 7, 10, and 9 from 2008 to 2012. It was found that research samples in higher education were selected most (31). We can find that the elementary school students (3), high school students (5), and teachers (1) are seldom used in MALL activities. Hence, we may claim one of the trends shaping the MALL studies from 2008 to 2012 is to exploit college student as convenience sample. On the other hand, the results implied that MALL researchers should pay more attention on applying MALL to elementary, high school, and others because it becomes popular for K-12 students using mobile devices to access digital information. Overall, the analysis results provide insights and patterns of MALL research trends for language instructors and researchers. Consequently, this study contributes to clarify the route of pass five years and indicate a feasible roadmap for MALL research.
The Implement of 3D Situational English Learning Under a Task-based Approach
Authors: YANG Stephen , HSIAO Indy , LI Lee , LAN Y.J. , HUANG Jeff
Published: January 2025

The purpose of this thesis is to implement a 3D situational English learning process which is based on Task-based approach. To achieve this goal, we created situational setting on Second Life and combined the framework of Task-Based Learning approach proposed by Jane Willis in 1996 to design a three-stage teaching process. Under the topic of daily basis English, we have designed an online 3D virtual English program for students to carry out situational English learning in the future.
AI-powered Collaborative Activities for Chinese Vocabulary Learning
Authors: GUO Xinyu , WEN Yun
Published: January 2025

In recent years, Artificial Intelligence (AI) has significantly increased in digital second language (L2) learning, particularly in supporting vocabulary acquisition. However, research on how AI might facilitate collaborative vocabulary learning is still in its new stage. This study works on investigating the effectiveness of AI- recommended contexts in fostering collaborative language learning among young learners. The research employed a self-developed AI-empowered Chinese vocabulary learning system called ARCHe, which was implemented in primary schools in Singapore. A mixed-methods case study approach was conducted with the 2nd-grade students who spoke English as their first language. Preliminary findings indicate that learning Chinese with ARCHe effectively enhances the academic performance of young learners, with the AI-empowered self-generated contexts feature exhibiting a positive impact on collaborative language learning performance. The study offers insights into the integration of AI in digital language learning, with the potential to enhance L2 learning outcomes for young learners.
Designing Faculty Development Programs by a Team from Different Majors
Authors: KATO Yukari , YAMASHITA Yukihiko , HATAKEYAMA Hisashi , OISHI Toshiya
Published: January 2025

This study investigated how three faculty members and an external lecturer selected training content and implemented teaching methods for faculty development (FD) to ensure learning opportunities for faculty members at science universities. Qualitative analysis revealed the following three points: (1) the lack of a clear image of the target participants causes discrepancies between participant needs and the FD seminar planners; (2) the faculty developer (FDer) is apt to “chase after two hares,” when seeking student-centered teaching style and instructors’ language skills improvement; and (3) FD seminars should be focused on a specific topic to be more attractive to the target participants.
The effects of specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and career aspiration: A mixed-methods study in China
Authors: Chen Yu-Wei , Wang Ying , So Winnie Wing Mui
Published: January 2025

STEM education, essential for imparting problem-solving skills, is increasingly emphasized in primary schools worldwide. However, the efficacy of specialist co-teaching STEM interventions at this level is less explored than in higher education. This study evaluates the impact of a specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and STEM-related career aspiration. The intervention, rooted in the Theory of Planned Behavior (TPB), introduces students to notable STEM professions. The pilot study was conducted for survey validation and involved 203 targeted primary students. Of these, 40 underwent a one-month intervention after obtaining parental consent. A mixed-methods approach was adopted, introducing hands-on tasks associated with two STEM professions: airplane piloting and bridge engineering. The study employed pre and post quasi-experiment surveys and video-recorded class observations to gauge changes in students’ attitudes, perceptions, and career aspiration, and to capture learning behaviors during the intervention. The study revealed enhanced attitudes, perceptions, and STEM career aspiration among students after the intervention. Observations emphasized the interactive nature of the intervention, underscoring its effectiveness in enriching students’ STEM learning experiences and fostering positive STEM career aspiration.
Income Inequality and Community Cohesion: A Comprehensive Analysis of East Africa
Authors: Diyammi Mark Paul
Published: January 2025

This study examines the intricate relationship between income inequality and community cohesion in East Africa, focusing on its effects in countries such as Kenya, Tanzania, and Uganda. Through a systematic literature review approach, relevant studies from prominent databases were synthesised to reveal how income disparities adversely impact social capital, trust, and community engagement. Findings indicate that income inequality significantly affects access to education, healthcare, social mobility, crime rates, political participation, and ultimately diminishes social cohesion. Disparities in educational and healthcare access perpetuate cycles of poverty and disadvantage, limiting opportunities for upward mobility, particularly for marginalised groups. These inequalities foster feelings of resentment, mistrust, and isolation within communities, obstructing collective action and civic participation. While the study enhances understanding of these dynamics, it is limited by potential publication bias and the exclusion of non-English sources, possibly narrowing the findings' applicability. To address these issues, policymakers must prioritise strategies that improve educational access, expand healthcare coverage, and create economic opportunities for disadvantaged populations. Such interventions could mitigate the detrimental effects of income inequality, fostering greater trust, cooperation, and solidarity among community members. In conclusion, offsetting income inequality is crucial for promoting a more equitable and cohesive society in East Africa, highlighting the need for comprehensive public policies that empower marginalised groups and enhance overall community resilience. Future research should aim to explore the evolving dynamics within this context, considering the intersections of income inequality and social cohesion across diverse settings.
PENERAPAN KOMPRES BAWANG MERAH TERHADAP INTENSITAS NYERI SENDI PADA LANSIA PENDERITA GOUT ARTHRITIS
Authors: Fadila R. A
Published: January 2025

Gout arthritis merupakan proses inflamasi akibat deposisi kristal asam urat pada jaringan sekitar sendi, terutama pada kaki, pergelangan kaki, pergelangan tangan, lutut, dan siku. Salah satu intervensi non-farmakologis untuk mengurangi nyeri adalah kompres bawang merah, yang mengandung flavonoid dengan sifat anti-inflamasi. Pengabdian masyarakat ini bertujuan mengajarkan penerapan kompres bawang merah untuk menurunkan intensitas nyeri sendi pada lansia penderita gout arthritis. Kegiatan dilaksanakan pada 15–17 Maret 2024 di Panti Sosial Lanjut Usia Harapan Kita Palembang dengan sampel 30 orang lansia. Intensitas nyeri diukur menggunakan Numeric Rating Scale (NRS) dan dianalisis dengan Paired Samples t-Test. Hasil menunjukkan rata-rata nyeri sebelum intervensi adalah 5,07, dan setelah intervensi menurun menjadi 3,47 dengan p-value 0,000 (p < 0,05), yang berarti kompres bawang merah efektif mengurangi nyeri sendi. Implikasi kegiatan ini mencakup penurunan nyeri, peningkatan mobilitas, peningkatan pengetahuan lansia, penghematan biaya pengobatan, dan peningkatan kesadaran akan pentingnya menjaga kesehatan sendi.