bluuebunny/crossref_metadata_2025 huggingface dataset:
Propositional-Level Analysis of Collaborative Learning with Kit-Build Concept Map
Authors: HAYASHI Yusuke , NOMURA Toshihiro , HIRASHIMA Tsukasa
Published: January 2025

Typically, classroom practices in the collaborative learning context center around three distinguishable levels of activity: individual activities, group work, and whole-class discussion. It is important to identify and analyze the correlation between these levels to enable teachers to understand and improve the dynamics of students’ understanding in the context of collaborative learning. This study proposes a method based on the Kit-Build concept map (KBmap) to analyze the relation between individual activities and group work in the classroom. The KBmap is a type of close-ended concept map that provides decomposed concepts and links from the concept map made by a teacher. This mechanism enables teachers to assess students’ understanding, and facilitate the coordination of learning in the classroom. To evaluate the proposed method, a junior high school in Japan is used as case study.
A Tool for Learning of Cognitive Process by Analysis from Exemplar Documents
Authors: Chai Wasan Na , Ruangrajitpakorn Taneth , Supnithi Thepchai
Published: January 2025

Metacognition is difficult to train, and most of students lack the knowhow to practice it. This work proposes a thought analysis tool from reading to help training in understand logical connections between sentences. The tool allows learners to explicate types of logical expression of the writing article as the example of strategy to convince readers. By analysis and annotating the text in a controlled environment, it is expected that learners can learn from thinking about author’s cognitive process, and apply them to think about their own thought and make a strategic planning when they are in a role to write. The tool is designed for learners to assign several kinds of annotations including logical statement type, keyword and logical linking between sentence to the proper writing text by self-analysis under the supervision of coaches. The experiment results show that the tool helps to apparently improve learners’ cognitive performance in composing proper essay via the training on analysis reading. In comparison to other sample groups with lecturing and coaching without the tool, the improvement of the tool users was significantly greater in term of logical relatedness, logical completeness and convincible power.
E-book Learner Behaviors Difference under two Meaningful Learning Support Environments
Authors: WANG Jingyun , SHIMADA Atsushi , OKUBO Fumiya
Published: January 2025

In this paper, we present an ontology-based visualization support system for e-book learners, which provides not only a meaningful receptive learning environment but also a meaningful discovery learning environment. Those two environments are developed to help e-book learners to effectively construct their knowledge frameworks. A series of experiments were conducted on four undergraduate classes instructed by two professors (A and B): two classes(one guided by A and the other guided by B) were assigned as control groups and studied with one e-book chapter in receptive learning environment while another two classes (one guided by A and the other guided by B) were assigned as experimental groups and studied with the same e-book chapter in discovery learning environment. For analyzing the learner behavior, K-means clustering algorithm is performed not only by considering the number of total command actions and the cumulative duration of stay on target pages as learner features, but also by considering the duration of stay on each target page (in total 15 pages) as learner features. Learners’ behavior differences in e-book system are examined and discussed.
Application of Programming Learning Support System to Object-Oriented Language
Authors: KOGURE Satoru , OGASAWARA Kento , YAMASHITA Koichi , NOGUCH Yasuhiro , KONISH Tatsuhiro , ITOH Yukihiro
Published: January 2025

In the field of programming education, learners often cannot fully understand the behavior of algorithms and programs, because it is difficult for them to capture a realistic image of their behavior. Many researchers have proposed methods to visualize “the behavior of algorithm programs” as a solution to address this problem. Many programming learning support systems that incorporate these methods. We have developed a programming learning support system, TEDViT, that allows teachers to control the method of visualization. However, TEDViT is a programming language compatible with the C programming language, hence, the system cannot handle visualization in object-oriented languages. We developed and evaluated a prototype system that can visualize the proposed model.
Discovering the Impact of Student Communities in Educational Recommendations
Authors: Zheng Yong
Published: January 2025

Recommender systems have been applied as one of the technology-enhanced learning techniques for educations. Recently, multi-stakeholder recommender systems were proposed to balance the needs among different stakeholders, especially when there are conflicts of interests. In this paper, we create student communities by using the clustering technique, and seek the impact of these communities in the educational recommendations. Our experimental results identify the best community which can improve the multi-stakeholder recommendations.
An Investigation of a Medical Terminology Learning Environment with a Robot and a Tablet
Authors: SAKAMOTO Yoko , SAKATA Nobuhiro
Published: January 2025

In this study, we have examined a medical terminology learning environment with a humanoid communicative robot and a tablet. In the environment with the robot participants can see the whole body of the robot and the tablet. In the tablet only environment the body of the robot was covered with white imitation paper. Total fifteen pairs of English medical terms were selected with the same number of syllables and the same stress pattern with similar sounds. Participants were divided into two groups. One group studied the medical terms with the robot while the other group did with the tablet. In the second learning session conducted after two weeks the participants studied with the another environment. During the session quizzes of the medical terms were given before and after the study. The average scores of the quizzes improved to a similar extent in the both robot and tablet groups. However, in the memory retention test, which was taken two weeks later of the study, showed that the average score was 4.3 in the environment with a robot although 2.4 in the tablet only environment. After the investigation more participants suggested that learning with a robot was fun and could be helpful in memory retention. In fact, we observed that many of participants looked at the face of robot during the study with a robot. We think that the presence of the robot might affect psychological environment. In conclusion, the observation suggested that retention of medical terms might be affected by the learning environment with a robot.
Actor-Network Theory Approach Using M-Learning Technologies in the Public Senior High School as Pedagogy
Authors: GONEDA Mamerto T. , ATIENZA Francis Arlando L. , MIRANDA John Paul P. , FAJARDO Rolando R. , CABAUATAN Dominic C.
Published: January 2025

The researchers adopted the phases of Actor-Network Theory approach for the public senior high school teachers with the use of M-Learning technologies as pedagogy since most of them lack access in using different learning materials and textbooks. With this, the teachers find other ways on how to provide learning materials for their students. The study used free and open source educational software to support and sustain the needs of the students and one of the M-learning open source tools is Edmodo. Also, the teacher supplements the needs o f the learners with the use of some technological devices such as mobile phone, tablet and desktop computers. The result of the study showed that it is moderately accepted in terms of using the free and open source Edmodo application. The respondents moder ately accepted the use of such devices as an educational pedagogical strategy. Moreover, the satisfaction of ANT approach with the use of the m-learning technologies in the public senior high school students in terms of m-learning materials, activities and assessment was highly accepted with a total mean of 4.56. Lastly, the level of agreement of ANT approach as pedagogy in terms of functionality, efficiency, usability, availability, and reliability was strongly agreed by the students.
A Semantic Tag-based enhanced Learning Recommendation approach for enhancing student learning experiences
Authors: Hsua Tien-Yu , Chena Jun-Ming , Lianga Hsin-Yi
Published: January 2025

With the rapid development of semantic web and ubiquitous learning applications, constructing prior knowledge has also become increasingly important for on-line reading learning. Traditional studies on prior knowledge generation during reading activities have focused on extracting sentences from reading materials that are manually generated by website administrators and educators. This is time-consuming and strenuous, and hence personalized prior knowledge recommendation is difficult to perform. To cope with this problem, we combine the concept of prior knowledge with semantic tagging methods to assist the reading comprehension of students studying science subject, which then identifies suitable supplementary materials for quickly constructing a student’s prior knowledge reservoir. Moreover, we incorporate tags into a tag based learning approach to automatically monitor running activities and student status. The experimental results clearly show that the proposed approach not only signific antly improves the efficiency of knowledge learning but also helps teachers assist students in improving their reading ability.
Designing Pre-test Questions as Phone Notifications: Studying the Effects of a Mobile Learning Intervention.
Authors: HERRAS Ingrid Yvonne , ABANES Don Romielito N. , DEL ROSARIO Nico B. , CASANO Jonathan DL.
Published: January 2025

Mobile devices are increasingly becoming more pervasive and emerging as part of our daily life, particularly with university students. From these devices developed in tandem with face-to-face class interaction it has opened new possibilities for ubiquitous learning. We present our work on designing a smart-phone Mobile Learning application that streamlines pre-test questions into a “set it then forget it” input system where students can answer quiz items as slide-down notifications within the day prior to a scheduled lecture. Teachers are afforded a web application to create pre-tests in advance and review class scores. The study was conducted to first-year Computer Science and Information Technology students of a university in the Philippines. Dat a collection techniques used in the study used experience questionnaires, usability tests, interviews, and tests of student learning outcomes. Usability testing showed consistent satisfactory scores across three iterations. Results from the Learning Experience questionnaire maps to the general answers from the focused group discussion presenting indicative of a positive learning experience. Evaluation of the pre and post test scores signified that using the mobile application can be an effective substitute to class administered tests.
Multimodal Recording System for Collecting Facial and Postural Data in a Group Meeting
Authors: SONEDA Yusuke , MATSUDA Yuki , ARAKAWA Yutaka , YASUMOTO Keiichi
Published: January 2025

By the spread of active learning and group work, the ability to collaborate and discuss among the participants becomes more important than before. Although several studies have reported on that micro facial expressions and body movements give psychological effects to others during conversation, most of them are lacking in quantitative evaluation and there are few datasets about group discussion. In this research, we proposed a highly reproducible system that helps to make datasets of group discussions with multiple devices such as an omnidirectional camera (360-degree camera), an eye tracker and a motion sensor. Our system operates those devices in one-stop to realizing synchronized recording. To confirm the feasibility, we built the proposed system with an omnidirectional camera, 4 eye trackers, and 4 motion sensors. Finally, we succeeded to make a dataset by recording 8 times group meeting by using our developed system easily.
Study of Augmented Reality Interaction Mediums (AIMs) towards Collaboratively Solving Open-Ended Problems
Authors: SARKAR Pratiti , SAKHARDANDE Prabodh , OZA Utsav , PILLAI Jayesh
Published: January 2025

Open-ended problem solving involves multiple approaches in solving a problem. This can help students to think divergently to relate and apply their classroom learnings in real-life examples. At the same time, through active collaboration, students get to exchange and enhance their knowledge, thus increasing productivity beyond that of an individual. The aim of our study was to develop a collaborative open-ended learning environment using Augmented Reality Interaction Mediums (AIMs) as scaffolds. We conducted a study in a classroom with 12 student s of 7th grade who collaboratively used different AIMs to solve certain open-ended problems based on their Mathematics syllabus. We observed their interactions and performance with AIMs as compared to the cont rolled treatment for each task. Further, we evaluated the creativity through divergent thinking scores using the parameters of fluency, flexibility and originality, where the experimental groups using different AIMs had better creativity score (M=86.3) as compare d to the control group (M=79). Thus, a collaborative open-ended approach using AIMs as scaffold can be explored further in improving creative problem solving.
Characteristics Analysis for Technology Enhanced Learning Maturity: A Qualitative Approach
Authors: RAHMAH Amalia , SANTOSO Harry B. , HASIBUAN Zainal A.
Published: January 2025

IT advancement allowed us to experience technology enhanced learning (TEL). However, a learner should implement TEL gradually, following a maturity roadmap, by paying attention to TEL characteristics. TEL covers an extensive discussion embedded in hundreds of research articles. Thus, this research explores the TEL key terms from 12 research digital libraries using the Signific ant Words approach, postulated by Luhn. The 65 key terms were then analyzed to conceive TEL characteristics. There are nine characteristics for TEL maturity, discussing TEL coverage in facilitating formal-informal learning and various alternatives of learning methods, applying state-of-art technology along with social media and learning management system, and also improving the learning experience and the learning environment to enable self-directed learning. This result may become a foundation to formulate TEL maturity measures.
Integration of cloud-based mobile learning to improve students' creative thinking in a visual arts course
Authors: LI Jing-Wei , HUANG Iwen , JIANG Hui-Yu
Published: January 2025

Recently visual arts education has been influenced by technology development and delighted research attention. This study focuses on cloud-base mobile learning in visual art teaching, to improve the ability of creativity for high school students. The findings showed that student performance on scales of fluency, and resistance to premature closure in Torrance Creative Thinking test have been improved.
Effects of game-based learning on informal historical learning: A learning analytics approach
Authors: FENG Xuanqi , YAMAD Masanori
Published: January 2025

Game-based learning for informal learning has become an issue in digital game-based learning research. However, assessments from the observations of the learning process are difficult in the non-face-to-face situation of an informal settings. This research aims to evaluate the effects of a game-based informal learning system for history, “Hist Maker ” integrating the external assessment with tests and the game-embedded assessment with the analysis of players’ gameplay log data. For the data analysis, we integrated the statistical model and learning analytics technology through cluster analysis. This approach allowed us to draw conclusions about the correlation between players’ behavior patterns and learning effects in the game. These conclusions show the potential of this approach to solve the observation problem in research on serious games for informal learning.
Examining the Effect of Gamification in Information Science, Computer and Engineering Education: A Meta-analysis of Student Learning Performance
Authors: BAI Shurui , HEW Khe Foon , HUANG Biyun
Published: January 2025

Gamification is commonly defined as the use of game design elements in non-game contexts. Compared with the traditional lecture-based class, a gamified class is commonly seen as more engaging and joyful. Anecdotal reports suggest that students perceive the use of gamification positively. But does gamification really improve student learning performance? The conflicting results reported in previous studies make the decision to support (or to dismiss) the use of gamification in education difficult. This meta-analysis examined the overall effect size of gamification on student learning performance in the contexts of information science, computer and engineering education. Thirteen studies employing between-subject designs that compared the effects of gamified versus non-gamified courses on student learning performance constituted the current sample. Results using the random-effect model revealed a significant small effect of gamification on students’ learning achievement (Hedges’s g = 0.36, CI = 0.006 – 0.714, p = 0.046). Results of various moderator analyses were discussed. Suggestions regarding the selection and use of the game design elements were provided. We conclude that the use of gamification results in higher learning gains compared with the non-gamified courses within the contexts of information science, computer and engineering education.
Foregrounding the prototype design of a generic differentiated assessment tool for mixed-ability classroom
Authors: MD KHAMBARI Mas Nida , WONG Su Luan , MOHD NOROWI Noris
Published: January 2025

Acknowledging that students vary in terms of their learning abilities – culture, socioeconomic status, gender, motivation, and needs per se, has increased instructors’ awareness on mixed-ability classroom. Realizing the need for a personalized learning, many instructors have started to embark on differentiated learning and instruction to capitalize students’ ability. However, few research studies have been carried out on differentiated assessments. Differentiated assessments allow teachers to provide opportunities to students with diverse characteristics and backgrounds to prove that they have learned, but at their own pace and ability, though (NSW Education Standards Authority, n.d., Tomlinson, 2001). However, there is no generic, systematic and dedicated tool available yet for instructors to achieve and employ the differentiated assessment. In the context of Universiti Putra Malaysia, current evaluation practices do not provide a precise insight into the true level of CO (Course Outcome) achievement for each student as a standard test/examination is given to students despite their mixed learning ability. Identifying students’ learning ability, at the first place, is also a challenging task and the process can take a long time. Therefore, it is timely to create a dedicated tool for differentiated assessment that can address these issues and challenges. Against this background, this research will develop a prototype of a generic, systematic and intelligent tool that has two-fold objectives: (i) the system allows instructors to employ differentiated assessment across courses or programmes, and (ii) it provides opportunities for students to execute tasks or complete an assessment by choice based on their actual ability. This effort is in line with UPM’s agenda to expand alternative assessment across courses and programmes.
Argument Analyzer: Visualizing and explaining logical arguments in context
Authors: BLAKE John
Published: January 2025

This paper describes the design, development and preliminary evaluation of a visualization tool, the Argument Analyzer. This interactive online tool aims to help students understand applied logic by visualizing logical features in context. Multimodal bilingual explanations can be revealed on demand using toggle buttons. The two main sets of digital artefacts, namely annotated texts and explanations were student-created. Users can view preloaded texts or submit their own texts that have been annotated according to the guidelines. Users decide which logical features to reveal and hide. On revealing logical features, users can see more information by hovering over the visualization. When users want a fuller explanation, they can click on the hyperlinks to multimodal explanations. Thus, users are able to direct their own learning, and follow their own learning path of discovery and exploration. Preliminary evaluations of accuracy, usability and efficacy are positive.
Another Perspective of the Sleeping Beauty Problem: What Lessons Can We Learn from the Sleeping Beauty Problem?
Authors: CHEN Shih-Hsun
Published: January 2025

The Sleeping Beauty problem is still an important issue in decision theory. Since Elga raised this problem in 2000, there are two opinions as to what the solution is, with some thinking the answer is 1/2 and others thinking the answer is 1/3. Even though both sides seem to have reasonable reasons to support their answer, there is still no convincing conclusion. In addition to attempting to solve this debate, this paper provides another perspective on the Sleeping Beauty problem: no matter whether the final answer is 1/2 or 1/3, it will not challenge our intuition to a fair coin.
Predicting the level of linguistic knowledge from appropriately chosen learning data: A pilot study of English prepositional acquisition for Japanese EFL learners
Authors: ONO Yuichi
Published: January 2025

In institutions like foreign language education center, it is highly possible, given a proper online learning environment, or Computer-Assisted Language Learning (CALL) environment, that daily learning log data will be stored automatically at an institutional level. However, predicting learners’ level of overall linguistic knowledge, or performance proficiency level, is a real challenge, due to the difficulty to set up an appropriate predicting model under multiple complex factors affecting linguistic knowledge or learner's performance. Especially, it is very difficult to predict proficiency level from regular tasks in the classroom or online learning at home under the context of flipped-classroom model. In this paper, I attempt to demonstrate that the prepositional knowledge can lead to the prediction of overall linguistic knowledge including actors affecting linguistic knowledge or learner's performance. Especially, it is very diff grammatical knowledge, reading comprehension, structures, and so on. This study conducted a survey of testing Japanese EFL learner’s knowledge of English prepositions by asking 80 questions on in, on, over, above, under, and below. The analysis involves correlation analysis and implementation of Random Forest Algorithm to detect the key conceptual constructs to divide proficient-less proficient learners. The result is that a strong correlation between overall linguistic knowledge and prepositional knowledge that we collect during the classroom, and the acquisition of “special” or “metaphorical” concepts accompanied with English prepositions seems to be the key to predict overall knowledge of prepositions. Lastly, this paper concludes that this finding is interesting because it provides promising implications for collaborative data-driven or knowledge-driven research between learning analytics and theoretical linguistics, especially, the field of second language acquisition.
Computational Thinking Development Challenges: Case Studies In Thai Primary Education
Authors: KATCHAPAKIRIN Kantinee , ANUTARIYA Chutiporn
Published: January 2025

Computational Thinking (CT) has been introduced in the Thai standard curriculum since 2017. In order to effectively support implementation of computing education, it is necessary to understand traditional classroom practices as well as challenges that teachers experience in CT development and assessment. The identification of challenges allows researchers to propose relevant learning enhanced technology to efficiently develop students’ CT skill. This study explored practical challenges and their importance in Grade 4th and 5 th classrooms in Thai schools by conducting a preliminary survey including case studies and a poll survey. The case studies were carried out to uncover the outlooks and perspectives of teachers on challenges and their current strategies to alleviate those challenges. The poll survey was conducted to measure and identify the top five challenges from the teachers’ perspective including: less time in the curriculum, lack of material, limited fundamental knowledge, lack of confidence and student differentiation. Practical strategies adopted in Thai CT Classroom were explored, and relevant learning enhanced technology was recommended for future study, which could be beneficial for researchers and responsible agencies to significantly improve the quality of CT education in Thailand.
Redefining Question for Curve-Driving Practice Using Augmented Reality and Driving Models
Authors: YAMAMOTO Sho , MORISHIMA Yuki
Published: January 2025

The purpose of this paper is to suggest a learning support system for curve driving that uses augmented reality (AR) and a model of curve driving. This learning environment focuses on the processes of recognition, judgment, and operation with an aim to enhance driving skills and tackle problems faced while learning how to drive. Driving entails an above cycle that is usually learnt through trial and error while it is practiced initially. Currently in Japan, the driving teacher provides instruction based on the accuracy of the learner’s operation, indicating that this learning method is focused on an ‘operation.’ When the teacher indicates an error in the learner’s operation, the learner has to consider the cause of the error by reviewing recognition, judgments, and operation from the teacher’s instructions. However, this method of consideration must be inferred and difficult for a novice driver. Moreover, the act of learning recognition, judgment, and operation separately is impossible because humans cannot divide them during driving. In this study, we developed a learning support system that can grasp recognition, judgment, and operation gradually and individually, based on driving models, AR for curve driving, scaffolding and fading, and reflective method. We designed a model of curve driving based on a situation awareness model. The learning environment implemented in this driving model can grasp recognition, judgment, and operation in fixed steps by information displayed in AR and can correct its own recognition, judgment, or operation by reviewing the result of each practice. This exercise will address the constraints and problems faced in tasks that involve learning curve driving; the question of the driving practice can be changed from “How do you drive a curve properly?” to “How do you perform recognition, judgment, and operation when you drive a curve properly?” We also conducted an experiment using the proposed learning support to test its effectiveness.
InNervate AR: Mobile Augmented Reality for Studying Motor Nerve Deficits in Anatomy Education
Authors: COOK Margaret , PAYNE Austin , SEO Jinsil Hwaryoung , PINE Michelle , MCLAUGHLIN Timothy
Published: January 2025

Augmented reality applications for anatomy education have seen a large growth in their literature presence as an educational technology. However, the majority of these new anatomy applications limit their educational scope to the labelling of anatomical structures and layers, and simple identification interactions. There is a strong need for expansion of augmented reality applications, in order to give the user more dynamic control of the anatomy material within the application. To meet this need, the mobile augmented reality (AR) application, InNervate AR, was created. This application allows the user to scan a marker for two distinct learning modules; one for labelling and identification of anatomy structures, the other one for interacting with the radial nerve as it relates to the movement of the canine forelimb. A formal user study was run with this new application, which included the Crystal Slicing test for measuring visual spatial ability, the TOLT test to measure critical thinking ability, and both a pre- and post-anatomy knowledge assessment. Data analysis showed a positive qualitative user experience overall, and that the majority of the participants demonstrated an improvement in their anatomical knowledge after using InNervate AR. This implies th at the application may prove to be educationally effective. In future, the scope of the application will be expanded, based on this study’s analysis of user data and feedback, and educational modules for all of the motor nerves of the canine forelimb will be developed.
Enhancing Low Achievers’ EFL Learning with Interactive Digital Technologies
Authors: LIN Shu-Yuan , CHEN Ming-Puu , WANG Li-Chun , KAO Yu-Ting , ZOU Di , XIE Haoran
Published: January 2025

Interactive digital technology has great potentiality in providing life-like learning contexts and in-time interactions to facilitate language learning, especially for the low achievers. Contexts are essential for effective language learning. In this study, two types of digital interactive technologies, including interactive digital map (iMap) and augmented reality (AR), were employed to deliver and enhance contextualized learning experiences with gamified learning tasks for the low achievers’. The purpose of this study was to investigate the effects of type of technology-enhanced learning, including the iMap-enhanced learning and the AR-enhanced learning, on low achievers’ learning performance and attitude while learning from the gamified technology-enhanced contextualized EFL learning. A preliminary experiment showed that (a) the AR-enhanced learning group outperformed the iMap-enhanced learning group on learning performance, (b) all participants’ post attitudes toward the received technology-enhanced learning were significantly increased in all attitude aspects of confidence, preference, anxiety, attention, and learning strategy, and (c) both technology-enhanced learning group revealed similar positive in most attitude aspects, excepted that the AR group showed a higher degree of attention than the iMap group. It was concluded that technology-enhanced contextualized learning is effective in promoting learning attitudes and helping EFL learners achieve acceptable learning performance.
Enhancing EFL College Students’ Language Performance via eBook Supported Learning
Authors: LO Fang-ying Riva , WU Wen-Chi Vivian , CHEN Cheng-Huan , HSIEH Jun Scott CHEN
Published: January 2025

This study aims to analyze which particular learning behaviors with eBook supported learning are associated with high-achievers in language learning. This specifically focuses on English output (refers to English writing in this study) performance. Furthermore, to compare learning with and without an eBook, this study observes the correlation between self-regulated English learning (SREL), English self-efficacy (ESE), and learning achievements. This is done as a means to suggest which particular form of learning autonomy awareness should be explicitly addressed to boost language learning outcomes. This semester-long study was conducted with EFL students from the College of Management in a “General English for Specific Purposes” (GESP) course in a four-year comprehensive university in Taiwan. Pre-class reading materials were uploaded to an eBook platform and features of the platform were introduced beforehand to facilitate self-learning prior to class. Through analyzing the students’ 1) learning logs on the eBook platform, 2) scores on SREL and ESE questionnaires, and 3) learning achievement, the results revealed that online reading behaviors of adding markers and memos had a significant, positive correlation with students’ learning achievements. Meanwhile, the experimental group students outperformed those in the control group in open-ended, short essay style questions in terms of written statement quantity. With regards to SREL, scores in both the control and experimental groups increased throughout the study.
Co-Designing Multimodal Pedagogical Content Knowledge with Indonesian Teachers
Authors: SO Hyo-Jeong , CHAI Ching Sing , DRAJATI Nur Arifah , NATARAJAN Uma , LEE Hyeran , WANG Yue
Published: January 2025

The purpose of this study was to engage Indonesian English teachers in designing lessons for multimodal learning. Given that technological pedagogical content knowledge (TPACK) is the emerging framework that accounts for teachers’ professional expertise, this study attempts to address how to support the teachers to develop TPACK through the learning by design approach. In this study, 36 Indonesian high school English teachers participated in the teacher professional development (TPD) workshop, and 28 of them completed the pre-and-post surveys that measured teachers' perceived efficacy to apply TPACK for multimodal literacy. Paired-sample t-tests revealed that all seven factors changed significantly after the workshop, indicating the positive efficacy of TPD. Overall, our findings show that when TPD is designed with the co-design principles and relevant scaffolds, it can be effective for raising teachers’ competency in designing technology-integrated lessons and producing positive changes in teachers’ efficacy.
On the Application of the Flipped Classroom in the Teaching of BTI ---Taking the Teaching of Advanced English as An Example
Authors: QIN Xiao-Mei
Published: January 2025

Advanced English is a core course for seniors whose major is translation and interpreting. Its teaching content covers a wide range of subjects and genres, which are mainly selected from famous works covering politics, society, culture, literature and many other aspects. The aim is to expand students' knowledge and deepen their understanding of society and life through careful reading and analysis. However, due to the abstruse content of the course, it has greatly affected students' interest and frustrated their enthusiasm, making it difficult for teaching to achieve ideal results. This paper takes the teaching and learning of Advanced English classes of 2016 and 2017 in Xi 'an Fanyi University as an example, discusses the specific application of the flipped classroom, and analyzes and evaluates the actual teaching effect, with a view to providing some referential experience for undergraduate translation teaching.
Exploring Chinese Rural Primary School Teachers’ Application Competencies of Educational Technologies
Authors: YU Xiao-Rong , YU Xiao-Rong , WU Di , LU Chun , CAO Ting , XIONG Xi-Being
Published: January 2025

This study analyzes the Chinese rural primary school teachers' application competencies for educational technologies in Jilin Province, from perspectives of the application of digital teaching resources and digital teaching tools. According to the research results, this study provides practical suggestions from three perspectives: resource application, tool application and school-based training.
A Systematic Analysis of Chinese Reviews of Flipped Classroom
Authors: SHIH Meilun , SHEU Feng-Ru
Published: January 2025

Flipped classroom (FC) is a recognized and popular approach of teaching and learning in the field of education. However, the large body of studies make it difficult to access a comprehensive summary of available evidence to evaluate the impact and effective implementation of FC. The aim of this review of reviews is to explore two questions: 1) What are the trends of FC studies that were identified in reviews in the last decade? 2) What are the trends of Chinese FC reviews that were conducted in the last decade? Results of this review can be used to guide future interventions and implementation in the field.
Social Factors in the Usage Continuance of Instant Messaging for Group Collaboration
Authors: EBARDO Ryan , LIMPIN Laiza
Published: January 2025

The ubiquity and mobility of mobile technologies have led to the proliferation of instant messaging apps, which have become a primary choice of communication mode among students. This trajectory gives birth to various affordances which presents opportunities for research on how these tools can support learning beyond the walls of traditional classrooms by facilitating group collaboration. While prior studies focused on examining the technological factors in the use of collaboration tools, other researches revealed that social factors are equally important. In this paper, we contribute to the dearth of research in exploring social dimensions as antecedents of usage continuance of collaboration tools. A total of 168 students participated in an empirical study which revealed social influence and social presence as predictors of positive attitude towards instant messaging tools for collaboration. Further analysis of data establishes social influence as the strongest indicator of usage continuance. However, contrary to prior research, social influence does not predict social presence. Future research, implications for the academe and limitations of the study are also discussed.
An Investigation of Affect within Ibigkas!: An Educational Game for English
Authors: BANAWAN Michelle P. , LUMAPAS Raul Vincent W. , OCUMPAUGH Jaclyn L. , RODRIGO Ma. Mercedes T.
Published: January 2025

We investigated the affective states (both individual and shared emotions) of students using a collaborative and educational game for English called Ibigkas! Our goal was two-fold: (1) To determine the incidence and persistence of affective states exhibited by the students when working individually and in groups, and (2) to adapt the Baker Rodrigo Ocumpaugh Monitoring Protocol for collaborative learning situations. Our findings for this study are as follows: (1) in single-player mode, students exhibited greater engaged concentration, pride, and frustration and less excitement, delight, and confusion compared to the multiplayer mode; (2) that individual emotions can be distinct from group emotions; (3) that negative emotions like frustration and blame/guilt were only felt at the individual level and were not observed as shared by all the members of the group; (4) affective states tended to persist more within an individualized game setting compared to the collaborative game setting where there was a greater number of opportunities to experience a wider range of emotions, hence the low chance of persistence; (5) students within an individualized setting spent more time solving the game rounds, had fewer incorrect answers, even as they experienced more frustration, and finally, (6) students within a collaborative setting had fewer errors when they had a higher incidence of excitement and had more errors when they appeared to be concentrating due to the presence of the “gaming the system” behavior.
The Discourse of Pre-service Teachers on Designing an Online Learning Course
Authors: SEET Chih-Hui , CHIANG Chuan-Chih , HONG Huang-Yao
Published: January 2025

This study aims to understand the collaborative discourse of the preservice teachers on their customly designed online learning course. The participants were 38 pre-service teachers from a teacher education program in Taiwan. Using a design-oriented instructional approach, two iteration of design thinking activities were scaffolded to help the participants work on their online course projects. To this end, the participants discussed how to design their online course/project in a knowledge building environment in which they were encouraged to generate and optimize their design ideas. Data mainly came from online discussion through posted notes. The findings indicate that although the number of posts is few, the design ideas in these posts showed some quality improvement. At the end of the course, it was also found that all groups were able to design interesting learning contents and activities personalized for their target students’ online learning use for addressing some real-life problems.
The Impacts of Digital Games on Learning Academic English: A Prior Knowledge Perspective
Authors: Lin Guan-Lin , CHEN Sherry Y.
Published: January 2025

In order to help learners improve the grammar concept of academic English, we developed an Academic English Competitive Solitaire Game (AECSG) where learners developed the understanding English academic writing via a problem-solving process. In addition, an empirical study was conduct to investigate how high prior knowledge (HPK)learners and low prior knowledge (LPK)learners reacted to the AECSG. The results indicated that HPK learners had better task scores and got fewer answer card errors in Task 1. Additionally, HPK learners favored to collect large-scaled information with the sentence hint so while LPK learners were keen to collect small-scaled information with the Chinese hint. On the other hand, no significant differences between HPK learners and LPK learners were found for the scores of Task 2. These finding suggested that practice could reduce the gap between LPK learners and HPK learners. In summary, the findings from this study contribute the understandings of how to develop personalized AECSG.
What are the most important predictors of Middle School Students' Online Academic Help-seeking Behaviors?
Authors: CHEN Ling , ZHU Ting-Ting , PAN Meng-Qi
Published: January 2025

With the rise of online learning and counseling, exploring the influencing factors of online academic help-seeking behavior can provide more targeted intervention and support for the students' individualized help. Taking mathematics as an example, we conducted a questionnaire survey on the seventh-grade students in two districts of Beijing, China, to explore the reasons why students differ in the choice of online academic help-seeking approaches. Results show that instrumental help-seeking and executive help-seeking have a significant impact on the choice of help approaches. The purpose of instrumental help-seeking is more positively correlated with the willingness of one-on-one online tutoring, and the purpose of executive help-seeking is more positively correlated with the willingness of the Q&A center. In terms of external factors, peer influence significantly predicts the willingness of two online academic help approaches. The fact that the tool is easy to use positively affects one-on-one online tutoring while it has no significant impact on the Q&A center.
From topic and research question to published manuscript: A 10-step process to writing a research article through the use of FOSS Tools and open access information
Authors: Watkins Trevor , Sheu Feng-Ru
Published: January 2025

Many academic libraries around the world has had to deal with budget cuts which limits and reduces access to resources that are behind a paywall. Resources such as research databases, journals, conference proceedings, proprietary software tools, etc. that students and faculty rely on for publishing manuscripts can be taken away as soon it is not fiscally viable to keep them. There is currently little to no Information literacy and research methodology scholarship that discusses the details of how to conduct research with an emphasis on the use of free and or open source tools with open access resources. In this tutorial we take participants through a 10-step research process of moving from idea to published manuscript guided by the use of Free and Open Source (FOSS) tools beyond the research paywall. Participants will learn how to investigate and utilize open source and free software tools for brainstorming and ideating in a structured way (XMind mind mapping tool), reference management (Zotero), conducting literature reviews (InfoBoosters), academic writing (LaTeX), research management (OpenProject), and quantitative and qualitative data analysis (Julia programming language). Learning outcomes include establishing a working knowledge of the FOSS tools used in the tutorial, understanding and being able to locate the best research resources beyond the paywall (Open Access), and complete a manuscript within a 10-step process.
Mining Student Experience and Feedback in Social and Professional Issues in IT: Basis for Understanding Blended Learning
Authors: CELESTIAL-VALDERAMA Arlene Mae
Published: January 2025

In most organizations, surveys are conducted for copious objectives. Surveys are traditions of collecting data that has become the voice of the customer relayed and conveyed anonymously or blatantly. Various learning institutions, mostly universities at large, has made it customary to allow students answer surveys intended to collect views on their overall assessment covering their satisfaction in the entire course as the semester concludes. In Jose Rizal University, student feedback is collected in various survey formats. One of which is called the Canvas Learning Experience survey that provides opportunity to the learners to comment on the proficiency of the implementation of the blended learning course. It seeks student comments on specific areas for improvement in the teaching and learning process. The conveyance of whether these students are immensely satisfied with their learning environment and experience matters mostly to the university treating them as customers and partners. One of the significant objectives of this research is to develop a blended learning feedback mining system that empowers the educational institution administration to inspect at the reproaches of their clients’ learning experience in the blended learning course and thus upgrade them accordingly. The conceptual framework of this research centers on catching and investigating criticism information from students’ perceptions basing from their qualitative comments using text mining. In turn, the framework will give the fundamental structure in the implementation of the feedback mining system that the university may utilize for addressing the results of the Canvas Experience survey.
A Study on Flow Experience and Learning Effectiveness of RFID Educational Board Game System
Authors: Lin Hsuan-Yu , Chu Chih-Ming
Published: January 2025

This study used the Arduino Mega board to develop related peripheral modules such as RFID cards, combined with SD card to record the data, analyze the data and feedback, and used this board game system to teach the computer hardware and software. This study's course took the “Information Literacy and Application” which is the compulsory general education in a university in northern Taiwan. The study participated in the experiment for a total of 40 people in the first year of the university department of foreign language, and divided into the experimental group of 23 people, control group 17 people, the experimental group used the ”Hello, Computer !” learning board game which is self-development and design, and the control group used the discussion method to teach, implement the learning outcome test and flow questionnaire after class. The results show that if used this study's learning board game, the experimental groups' learning outcomes were improved clearly, and in their opinion that this board game had a significant effect on learning, furthermore, when experimental group was engaged in the learning board game of this study, all had high level of flow.