bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of a Gamified Number Line App for Teaching Estimation and Number Sense in Grades 1 to 7
Authors: VERZOSA Debbi Marie B. , DE LAS PEÑAS Ma. Louise Antonette N. , ABERIN Maria Alva Q.
Published: January 2025

Fraction knowledge is known to be a gatekeeper to more advanced mathematical learning. On the basis of the literature on early number learning, a number line mobile application called Catch the Carrot was designed to develop students’ knowledge of whole number and fraction magnitude. This paper aims to describe the design of the Catch the Carrot app and discusses the rationale for using number lines as representational scaffolds for developing children’s understanding of numbers, particularly their estimat ion and number sense skills. The gamification features of the app, as well as strategies for integration in a classroom are also presented. This app, which utilizes number line representations, is expected to deliver the benefits associated with using numb er lines in instruction as suggested by the literature. The next step is to investigate the extent to which the gamified number line app promotes number sense and mathematical competence.
A Trial Study on Restraint of Mind-Wandering while Viewing Educational Videos by Adjusting Biofeedback Operations
Authors: NAGAHAMA Toru , NOSE Naoki , KAWASHIMA Issaku
Published: January 2025

In this study, we conducted an experimental examination regarding the impact of biofeedback to restrain mind wandering (MW) that occurs while watching educational videos. In the experiment that was conducted with ten participants, we introduced a beep (biofeedback) while they watched educational videos when MW was detected over time. This was done by using a pre-prepared machine learning estimation model based on electroencephalograms. The results of the experiment suggest that it is possible that the beeps were introduced when the participants were thinking of something unrelated to the task, when they were daydreaming, and when they felt sleepy while watching educational videos.
Extraction Method of Characteristics of Important Body Shapes and Their Training Order for Motor Skill Acquisition
Authors: SUMIZAKI Jinya , KOJIRI Tomoko
Published: January 2025

For acquiring motor skills, players are often taught body shapes of the specific timing in the movement Such body shapes are not defined for all movement, even though the specific timing is known. Such important body shapes (IBS) are the characteristics of the body shapes that can be seen from successful players and that are not seen from unsuccessful players. This research proposes the extraction method of IBS of the specific timing from the body shapes of successful/unsuccessful players. On the other hand, players sometimes set easier sub-goals before training the target motor skill. The IBS extracted by the sub-goals may be easier to acquire than those extracted by the target movement. This research also determines the training order of IBS by the difficulties of sub-goals/target movement from which they are acquired.
DLOT: An open-source application to assist human observers
Authors: S Ashwin T , SHAIKH Danish Shafi , RAJENDRAN Ramkumar
Published: January 2025

Adaptive intelligent educational systems are gaining popularity, offering personalized learning experiences to students based on their individual needs and styles. One crucial feature of such systems is real-time personalized feedback. However, identifying real-time learning processes impacting student performance remains challenging due to data volume constraints. Current research often relies on labor-intensive human observation, which is time-consuming and not scalable. To efficiently collect real-time data, an observation tool is essential. Qualitative/Mixed Method research explores participant experiences in education, social science, and healthcare, utilizing methods like focus groups and observations. However, these methods can be labor-intensive, particularly in maintaining observation time intervals. Existing tools lack comprehensive support for education-focused focus groups and observations. To address these issues, this paper introduces the Data Logging and Organizational Tool (DLOT), a flexible tool designed for qualitative studies with human observers. DLOT offers customizable time intervals, cross-platform compatibility, and data saving and sharing options. The tool empowers observers to log timestamped data and is available on GitHub. The DLOT was validated through two studies. The first study predicted students' affective states using real-time annotations collected via DLOT, observing 30 students in each class. The second study created multimodal datasets in a computer-enabled learning environment, observing 38 students individually. A successful usability test was conducted, offering a potential solution to challenges in real-time learning process identification and labor-intensive qualitative research observation.
Unveiling Learners’ Interaction Behavior in Virtual Reality Learning Environment
Authors: PRAKASH Antony , RAJENDRAN Ramkumar
Published: January 2025

VR is increasingly being utilized in various domains, including education, due to its unique characteristics. Research in this area often relies on physiological sensors, eye-trackers, VR device orientation, human observers, and pre-test and post-test to collect data for quantitative studies and on questionnaires, surveys, and interviews to collect data for qualitative studies in VR Learning. However, there is a dearth of reliable data sources for studying learner behavior in VRLE, and minimal efforts have been made to automatically collect behavioral data in this context. Furthermore, there is a lack of studies that investigate learning processes through the lens of learners' dynamic interaction behavior in VRLE. To address these gaps, we have developed a real-time data collection mechanism that automatically logs learners' interaction behavior in VRLE, including timestamps. This mechanism was deployed in a room-scale VRLE called MaroonVR, and a study was conducted involving undergraduate engineering students. The main objectives of this paper are to identify differences in interaction behavior between high and low performers and to develop an optimal predictor model to predict the learning outcome using learners' interaction behavior in VRLE. Furthermore, we propose that the study's findings can be utilized to model learners' behavior in VR and to provide scaffolding and adaptive personalized VR learning content.
Fostering Students’ Dialogic Engagement with the Use of Visual Learning Analytics as a Teaching Assistant Tool in Primary School Classrooms
Authors: CHEN Fan , WANG Pengjin , WANG Deliang , CHEN Gaowei
Published: January 2025

Using visual discourse tools can be a valuable approach for teachers to foster academically productive talk in the classroom. However, teachers often pay considerable attention to highly engaged students and fail to create sufficient opportunities for less engaged students to participate in classroom dialogue. This study seeks to enhance learning by incorporating social network analysis to elucidate students’ levels of engagement in classroom discourse. Over a three-week period, this study analyzed both overall and individual student’s dialogic engagement in the classroom. The results demonstrate that as teachers purposefully lead class dialogue and limit their own speech, students gradually speak more. Additionally, those who initially speak less are given more opportunities to engage in classroom dialogue. These results emphasize the significance of using visualization tools to assist teachers in orchestrating and optimizing classroom dialogue.
Relationship Between Students’ Minecraft Re-engagement Metrics and STEM Interest
Authors: RODRIGO Maria Mercedes , CASANO Jonathan DL. , FUENTES Mikael
Published: January 2025

We determine the relationship between student STEM interest and four re- engagement metrics within a set of Minecraft worlds: number of concurrent players playing outside of class hours, number of observations made, number of worlds visited, and number of science tools used. With the exception of number of observations made, there were no significant relationships found between STEM interest and these re- engagement metrics. Therefore, the data so far does not provide much evidence that these behaviors are indicative of interest in STEM. Ways forward include later administration of the STEM interest questionnaire, hypothesizing other in-game behaviors, and identifying a more sensitive STEM interest instrument.
Enhancing Learning Experience in University Engineering Classes with Kahoot! Quiz Games
Authors: LIANG Zilu
Published: January 2025

In this short paper we present a study examining students’ experience using a gamification quiz platform, Kahoot!, in two engineering courses in a private Japanese university. We ran Kahoot! quiz game regularly at the end of each lecture session throughout a semester. Students were encouraged but not forced to engage in discussions with peers during gameplay. We evaluated our approach using an original questionnaire designed to probe students’ opinions of the usability and usefulness of the quiz games as well as their preferred play mode. The results showed that overall students had positive experience playing the Kahoot! quiz games in class, though many of them had no prior experience using Kahoot! or any kind of online quiz platforms before taking the courses we offered. Surprisingly, their interest in the quiz games did not wear off, and they enjoyed the fun and competitive atmosphere throughout the semester. Consistent with findings in prior studies, our analysis showed that many students considered the quiz games useful in helping them to concentrate in class and to develop a deeper understanding into the technical content. To a less degree, students found the quiz games motivating them to learn more about the subject. Students’ preference of the play mode split, which suggests the importance of diversifying the play modes to meet the needs of different types of learners. We reflected over the nature of our quiz questions using the revised version of the Bloom’s taxonomy. Our current design was centered on the ‘Remember’, ‘Understand’, and ‘Apply’ levels of factual and conceptual knowledge. Future studies are needed to expand the quiz game design to support the development of higher-order cognitive skills at the ‘Analyze’, ‘Evaluate’ and ‘Create’ levels, as well as adding additional objective measures for the assessment.
Investigating Cognitive Biases in Self-Explanation Behaviors during Game-based Learning about Mathematics
Authors: ANDRES J.M. Alexandra , CLOUDE Elizabeth B. , BAKER Ryan S. , LEE Seiyon
Published: January 2025

The study investigates the impact of cognitive biases on middle-school students' affective experiences while learning about math in a game-based learning environment (GBLE). The study focused on students' confrustion, an affect construct that unifies the several manifestations of confusion and frustration. We studied confrustion in the context of students self-explaining erroneous examples, where they had to find and fix common errors in given math problems and self-explain their problem-solving processes either with or without scaffolding. Text replays were utilized to examine student interactions during game-based learning and identify behaviors that emerged in response to cognitive biases and affect and its impact on learning and performance outcomes. The results revealed that students who demonstrated more pseudo-confidence in their self-explanations had higher self-reported self-efficacy, but were more likely to submit incongruent responses, exhibit confrustion, make errors, and take longer to finish the game. Overall, the findings show that students were vulnerable to cognitive biases and did not always respond in ways that accurately reflected their approach to solving math problems. The insights into how students approach and learn from math games inform the design and implementation of GBLEs by addressing cognitive biases.
GaMINLab - Meaningful gamification to engage students in science inquiry practices through simulation labs
Authors: RANE Archana , MURTHY Sahana , Mb Sasikumar
Published: January 2025

Practical labs in science are expected to foster disciplinary practices of “doing science” in learners. Simulation-based labs which provide the convenience of conducting practical lab experiments online however, come with their own set of challenges such as steep learning curves, learner working in isolation, lack of personalization which may adversely affect learner engagement and motivation. OLabs is a set of simulation-based labs for schools widely used in India. The main goal of this work is to redesign simulation-based labs like OLabs to engage learners in science practices and to motivate learners to engage in science practices. Meaningful gamification is one of approaches that focuses on intrinsically motivating learners to find meaning in the given learning context. GaMINLab, which is this proposed redesign of simulation-based labs like OLabs, was informed by literature recommendations for fostering disciplinary practices, addressing challenges in simulation-based labs, and meaningful gamification. We discuss the design features of GaMINLab.
Exploring the Relationship between 21st Century Skills and Motivation: A Study Using Contextual Inquiry Project-based Learning
Authors: THANYAPHONGPHAT Jirapipat , TAPINGKAE Preeyada , DAUNGCHARONE Kannika , THONGKOO Krittawaya
Published: January 2025

Motivation has gained considerable attention as educators and researchers seek to understand and nurture the diverse set of 21st century skills required for individuals to thrive in the rapidly evolving landscape of the 21st century. These skills, including critical thinking, collaboration, problem-solving, creativity, and self-direction, among others, are crucial for success in various professional and personal contexts.This study investigates the relationship between 21st-century skills and motivation within the framework of Contextual Inquiry Project-based Learning (CI-PBL). The purpose of the study is to gain insights into how motivation influences the development of various 21st-century skills. The research employs Pearson's correlation coefficient to analyze the relationship between motivation and these skills. The study aims to provide a comprehensive understanding of the strength and direction of the correlations, revealing potential patterns and associations between motivation and skill development.
Data-Driven Competency Assessment Supporting System for Teachers
Authors: KANO Taito , HORIKOSHI Izumi , KOIKE Kento , OGATA Hiroaki
Published: January 2025

As many countries seek to promote competency-based education, formative assessments are important to capture the learning processes of learners. However, as yet there are no assessments that can fully capture the learning process. Recently, the use of ICT tools for learning has become more general, and learning log data has been accumulated. Using these data, it has become possible to capture learning processes in detail; therefore, data-driven assessment has attracted increasing attention. However, as conventional data-driven competency assessments require experts to map data to competencies, they can only be applied in a defined context. In this study, we proposed an assessment framework that allows teachers to assess their students’ competency by freely combining data collected as students used the Learning & Evidence Analytics Framework (LEAF) platform. We created an assessment in a scenario in an assumed educational setting using the proposed framework and examined what kind of assessment would be possible. Then, we created a system for the framework. Finally, interviews were conducted with three teachers regarding the system. The results suggest that the system can achieve context-independent and flexible data-driven assessment, contributing to the continuous improvement of learning and teaching from multiple perspectives in activities that use the system.
Sustaining students’ interest in an instructional system design course by leveraging interest-driven creator theory
Authors: BADHE Vishwas , RASTE Sunita , MURTHY Sahana , IYER Sridhar
Published: January 2025

In semester-long courses, the trajectory of students' interest hits multiple highs and lows as the course progresses. In general, sustaining students' interest is a challenge, which becomes even more important when there is a real-world project with an expected deliverable. This study emphasizes investigating how instructors’ strategies help in sustaining students’ interest in instructional system design (ISD) course. The course participants developed a real-world project involving training resources for sensitization about the needs and challenges of persons with disabilities (PwD) in an educational institute. We have analyzed interview data of fifteen students and one instructor, survey data of the same students, and In-class observations by researchers. We have identified instructors’ strategies which were implemented thoughtfully and supported by interest-driven creator (IDC) theory. We have mapped indicators from student responses to the components of the interest cycle i.e. triggering, immersing, and extending. The findings of the study show that course strategies supported by IDC theory played an important role in sustaining the students’ interest throughout the ISD course while ensuring both conceptual learning and project execution.
Supporting science teachers to select quality edtech learning solutions for their context
Authors: JAIN Shruti , VASUDEVAN Sheeja , MUVINKURVE Madhuri , MURTHY Sahana
Published: January 2025

There has been a surge in the development and use of education technology (edtech) learning solutions in the past decade. Amidst the pandemic, teachers were compelled to incorporate edtech into their instructional approaches. While there are several frameworks, standards, or guidelines available for implementing these edtech solutions, few address the problem of selecting good quality edtech solutions. The ones that address the problem of quality edtech solutions fail to cover all criteria that are needed for effective edtech solutions. In addition, they are not easily usable by the teachers for the selection of an edtech solution. For an edtech solution to be effective it is crucial that it aligns with the context of the learner such as their grade range, their subject of interest, language comprehensibility, etc. Also we found that there are no standards that are available specifically for science teachers in the Indian context. In this paper, we present a validated, reliable, and research-based, Edtech Tulna Index designed to support science teachers in India to select quality edtech learning solutions for their classrooms. We conducted a study to understand the challenges that teachers face and to test the usability of the tulna index and its usefulness to mitigate teachers’ challenges pertaining to the selection of edtech. We found that teachers found the tulna index easy to use. This paper contributes to the research of evaluation of edtech solutions by listing the criteria required for science teachers to select the edtech product, while it also provides the practice community with a usable tool that can be used to select effective learning solutions and potentially enhance their teaching- learning.
The Role of Flexibility in Shaping Teachers’ Digital Learning Agility: A Preliminary Study
Authors: MOHD ROSLI Nur Dania , ABDULLAH Kamilah , KHAMBARI Mas Nida MD. , WONG Su Luan , ZAKARIA Noor Syamilah , MOSES Priscilla , HAMZAH Siti Raba’ah
Published: January 2025

Digitally agile teachers are capable to deal with new experience flexibly and rapidly by trying new behaviors and making quick adjustment so that learning can take place even they have constraints especially in using technologies. Flexible teachers are capable to adjust their plan on the fly and make changes to suit current demand. This preliminary study explores the role of flexibility in supporting teachers’ digital learning agility. The study employed qualitative approach with three in-service teachers through semi-structured interviews. Findings suggest that flexibility helped teachers to become digitally agile by developing more effective and strategic behaviors to overcome difficulties in online learning. This study emphasizes the value of flexibility in enhancing teachers' digital learning agility and offers suggestions for personal and professional development.
Promoting Teachers’ Digital Literacy Achievement: A Nationwide Survey of Education Informatization in China
Authors: CHE Ziyan , YANG Jiumei , WU Longkai , WU Di
Published: January 2025

Education informatization is one of the paramount issues in educational reform. To resonate with Chinese national progress in technology development and national policy for promoting education reform and modernization, this study ascertains the current status of education informatization and teachers’ use of technology in teaching and learning in China. Data from a national survey on primary and secondary schools and teachers about the performance of education informatization was analyzed. According to the results, teachers’ use of technology in teaching is a reinforcement of traditional pedagogy; innovative functions such as the communication and evaluation of teaching and learning are under-utilized. On the basis of this finding, promoting education informatization needs to promote teachers’ coherent Digital Literacy (DL) integration competence. Meanwhile, a professional gap in using digital educational resources was found among teachers. The Ministry of Education, Science & Technology (MEST) and the research team have put sustained efforts to guide the development of education informatization in China, and the results of this study serve as evidence for policymakers and principles to promote teacher professional development in line with the changes of new requirements for teachers’ teaching ability in this information era.
Virtual Reality and Embodied Learning: Unraveling the Relationship via Dynamic Learner Behavior
Authors: PRAKASH Antony , RAJENDRAN Ramkumar
Published: January 2025

Embodied Cognition theory asserts that the physical body, its environment, and the interplay between them hold a pivotal role in the process of embodied learning. In comparison to traditional and computer-based learning methods, Virtual Reality (VR) enhances embodied learning, primarily owing to its capacity to offer a sense of situatedness and engage learners through physical interactions. Furthermore, the incorporation of haptic sensations in VR-based learning introduces tactile sensory memory, complementing the existing auditory and visual sensory dimensions. Despite the evident advantages of VR in facilitating embodied learning, the current body of literature has yet to delve into the dynamic behaviors exhibited by learners within Virtual Reality Learning Environments (VRLEs) during embodied interactions, and their inherent relationship with the embodiment phenomenon. In this paper, we take a significant step by integrating the Interaction Behavioral Data (IBD) collection mechanism, a development from our previous work, into a VRLE. This integration is achieved by adopting a structured framework for embodied learning activities within a VR context. Through an empirical study involving 14 participants, we meticulously logged their interaction traces using the IBD logger. Subsequently, we effectively extracted the diverse embodied learning activities carried out by these participants within the VRLE, from the interaction trace data collected in the IBD logger. Our endeavor aims to establish meaningful connections between these embodied interaction activities and the overarching concept of embodiment. These correlations, once identified, will serve as invaluable insights for VR content developers, offering clear guidelines for the design and creation of VRLEs that optimally facilitate enhanced learning experiences. Ultimately, this knowledge transfer will not only empower instructors and learners to harness VR as a potent educational tool within their regular teaching and learning practices but also foster the seamless integration of VR into mainstream education.
Enhancing Understanding of Complex Systems through Analogy-Based Video Scenarios
Authors: PAWAR Meera , VASUDEVAN Sheeja , MURTHY Sahana
Published: January 2025

Biological education grapples with the challenge of teaching intricate systems, particularly the complex human immune system. Existing teaching methods often fall short of conveying these complexities effectively. Analogies and metaphors have proven successful in teaching complex biological systems across educational levels. We developed video scenarios connecting a wound-healing phenomenon with a real-life analogy, incorporating reflection spot activities for students to map elements based on structure, function, and behavior. Our study with high school students revealed significant improvements in their understanding of the wound-healing phenomenon through analogy mapping and reasoning. The study's contribution lies in an effective pedagogical and technological design for complex biological phenomena using analogies to enhance students' understanding of complex biological systems.
Implementation of Professional Development Training for Industrial Employees on Artificial Intelligence of Things
Authors: CHOOKAEW Sasithorn , HOWIMANPORN Suppachai , SOOTKANEUNG Warin
Published: January 2025

Artificial Intelligence of Things (AIoT) is the most emerging era of a combination of Artificial Intelligence (AI) and the Internet of Things (IoT), which is exponentially gaining researchers' attention with every passing day because of its broad applicability in various sectors. Technology 4.0 in the industry focuses on effective object sorting of conveyors and energy saving. There is an increase in the need for industrial employee training. However, the new technology of conveyor systems to enhance performance has yet to be widespread. However, the new technology of conveyor systems to enhance performance has yet to be widespread. Owing to the learning material for training is expensive. It is also not possible to simulate the operation of a comprehensive system. Industrial employees need to understand the big picture, causing problems in learning and lacking practical skills. Especially new industrial employees may need more knowledge and experience when operating errors; they can have problem-solving skills to seek solutions. Therefore, we proposed the implementation of an object-sorting training kit based on AIoT technology. In the experiment, nineteen industrial employees from many industrial enterprises participated in three days of training activities. The results show increased employee performance with an AIoT training kit that can simulate object sorting with color and size and then offer a dashboard. They can understand how to save energy in manufacturing. Mainly, they have practical skills and positive perceptions toward this study.
Exploring Motivational Differences in Competitive and Cooperative Game-Based Learning through Educational Board Games
Authors: HSU Ting-Chia , Chiang Yuan-Yao
Published: January 2025

The purpose of this study was to determine whether educational board games have a significant impact on learning motivation by developing the information media literacy educational board game Hi-Life. It also examined the differences in learning motivation between the competitive group and the cooperative learning group through a randomized experimental design. A total of 26 students from a national university in northern Taiwan participated in the study, 14 students in the control group for cooperative game-based learning and 12 students in the experimental group for competitive game-based learning. Through the analysis of the Mann-Whitney U test, the results showed that the dimension of Relevance was significant in both the experimental and control groups. Although the rest of the dimensions are not significant, the overall data showed that the average values of the three dimensions of Relevance, Confidence and Satisfaction were all higher than 3.5. The students demonstrated a favorable learning motivation in the ARCS model after playing the educational board game.
Empowering Students Computational Thinking through Robotics-enabled STEM Education
Authors: SUN Daner , TIAN Peiyao , LAW Kam , CHEUK Wai
Published: January 2025

The present study aims to conceptualize and develop a comprehensive series of STEM lessons enriched by robotics, meticulously guided by the 5E inquiry model. By skillfully weaving together robotics and STEM education, while adhering to a well-defined pedagogical framework, this research endeavor seeks to bridge the existing gap in the effective amalgamation of CT education within the diverse realms of STEM education. A pilot study conducted in a primary school demonstrated the positive results in CT skills test.
Dynamic Facial Expression Recognition through Partial Label Learning and Federated Learning
Authors: DAFFA Mohammad , GUPTA Manas , CHEN Hao , WONGb Cheryl
Published: January 2025

In this paper, we present a model development pipeline for dynamic Facial Expression Recognition (FER) aimed at quantifying learning in virtual classrooms. The proposed pipeline involves the use of partial labels for training dynamic FER models, followed by the use of a self-supervised federated learning approach in further enhancing the model's performance on new subjects, addressing both continual learning needs and privacy concerns. This work ultimately contributes to advancing learning quantification in virtual classrooms by integrating partial label training and federated learning strategies for dynamic FER.
An Empirical Investigation on Google Classroom: Use Behaviour of Malaysian School Teachers
Authors: MOSESa Priscilla , LAU Jacqueline , CHEAHc Phaik , YAP Phoebe , KHAMBARI Mas , WONG Su
Published: January 2025

Google Classroom (GC) has become a prominent online learning platform in Malaysia since the government’s official announcement and later sees its boost in usage again during the COVID-19 pandemic due to the implementation of emergency remote teaching. The literature has unveiled that the mean score pertaining to technological knowledge in the context of GC usage was the lowest. Therefore, this study aims to investigate the level of GC use and the significant influence of facilitating conditions, habit, and behavioural intention on GC use behaviour among Malaysian teachers. A total of 37 secondary school teachers participated in an online quantitative survey consisting of 22 five-point Likert scale items. Descriptive statistics and standard regression analysis were used to analyse the data. Findings found that the extent of agreement and utilisation of GC during the pandemic were only moderate, requiring increased focus as a precautionary measure for potential future scenarios, such as another pandemic, where remote learning becomes the sole viable option. Results also suggested habit (β = 1.128, p < .0005) as the most significant factor that influences Malaysian teachers’ GC use behaviour. Thus, future initiatives in boosting the intentions of using GC among Malaysian teachers need to be considered.
Gamification to Train Soft Skills of Software Professionals Through Active Video Watching
Authors: PEIRIS Pasan
Published: January 2025

Soft skills play a major role in the success of software development projects. However, learning soft skills is difficult. Video-based learning (VBL) provides self-paced and flexible learning but is often a passive method. Therefore, Active Video Watching (AVW) has been proposed to increase engagement and learning. We investigate gamification as an intervention to enhance the soft skill training of software professionals using AVW. The proposed research method includes both quantitative and qualitative approaches.
Immediate Feedback in Computational Thinking: Generating hints using a Knowledge Graph
Authors: JHA Nitesh Kumar , BHOWMIK Plaban Kumar , BHAGAT Kaushal Kumar
Published: January 2025

In this study, we present an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) to develop the CT skills of students. The platform provides immediate feedback with hints to support students during problem-solving activities and encourages them to explore multiple solutions for a problem. The hints are generated using a Knowledge Graph that stores information about the solution details of a problem. A six-week study was conducted on 79 high school students to determine the effectiveness of the platform with hints on students' CT skills. The results showed that the students improved their CT skills significantly after the intervention. Findings suggest that the CT-ONLINQ platform consisting of IBL-based CT activities with immediate feedback could help school students improve their CT skills.
Can We Ensure Accuracy and Explainability for a Math Recommender System?
Authors: DAI Yiling , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

Providing explanations in educational recommender systems are supposed to increase students’ awareness of the recommendations, trust toward the system, motivation to adopt the recommendations. With the expectation to have a higher prediction accuracy, more and more complex recommendation models are developed, which are difficult to explain. It remains debatable that whether there exists a trade-off between the accuracy and explainability of recommender systems. In this study, we focus on the explainable math quiz recommender system--- Naïve Concept Explicit (Naïve CE) proposed in our previous work. We are interested in knowing whether the explainable Naïve CE has a good prediction accuracy compared with a powerful but less explainable model--- Matrix Factorization (MF). We also proposed a combined model CE+MF to preserve the explainability of Naïve CE and predicting power of MF. We then used a long-term quiz answering dataset to evaluate the models’ accuracy as to predicting students’ correctness rate of the quizzes. The results revealed that 1) The explainable model Naïve CE had a lower accuracy than the less model MF given the sparse dataset; 2) Combining two models achieved a moderate accuracy in predicting students’ answers while preserving the explainability of Naïve CE. Our study served as an example of how to develop an inherently explainable educational recommender system and how to improve the accuracy by integrating more complex models.
Remembering the knowledge of experts and novices in computer-supported collaborative learning: A multinomial processing tree approach
Authors: ÜLKER Oktay , BODEMER Daniel
Published: January 2025

Accurately assessing learning partners’ knowledge profiles improves collaborative learning. Group awareness tools facilitate constructing such social context knowledge during learning and the formation of learning partner models retrievable afterwards. In this experimental study (N = 70), we investigated potential schema effects in partner modeling: Participants were first provided with descriptions of two learning partners (expert vs. novice of an area) and with their knowledge profiles consisting of knowledge levels (high vs. low) regarding certain topics of this area. In a memory test, participants had to remember the specific knowledge levels of both partners. Partner modeling was analyzed with multinomial processing tree models, as these models disentangle memory and guessing, which are often confounded when schema effects on memory are examined. High and low knowledge levels were equally well remembered for both partners. However, participants showed metacognitive biases, expecting their memory to be better for high knowledge levels. Additionally, knowledge profile estimations revealed that while novices’ knowledge was estimated accurately, experts’ knowledge was overestimated. We discuss the results and potential benefits of using multinomial processing tree models in the learning sciences for and beyond analyzing schema effects in partner modeling.
Argumentative Knowledge Construction and Certainty Navigation: A Comparison between Individual and Group Work
Authors: Chen Wenli , Ng Eng Eng , Guo Su , Junzhu Su , Li Xinyi , Chai Siew Cheng Aileen , Lyu Qianru
Published: January 2025

This study investigated (the extent to which levels of certainty impacted the argumentative knowledge construction in individual work and group work. Argumentative knowledge construction has been characterized into simple claims, grounds, qualifiers, counterarguments, and integrated replies to illustrate the components of argumentation and nature of resolving conflicts in argumentation where certainty levels have been divided into uncertain, neutral, and certain. Findings showed that individual and group work differed significantly in terms of levels of certainty for simple arguments and counterarguments. Study implications were discussed.
Do the Same Rules Apply? Transferring MOOC Success Behaviors to University Online Learning
Authors: Monterozo Clarence James , RODRIGO Maria Mercedes
Published: January 2025

In this paper, we replicated the methods and findings of a study on successful completion of massive open online courses (MOOCs) in the context of online learning in a university in Metro Manila, Philippines. Specifically, we examine whether discussion forum behaviors associated with completion in MOOCs also resulted in better outcomes in university online learning courses. To this end, we collected logs from the university’s learning management system. The Mann-Whitney U test was used to compare the average scores of those who conformed to these behaviors and those who did not. Pearson’s r correlation was then used to determine if a significant relationship exists between each of the measured behaviors and the average scores of the students for each course. The same analyses were then performed for each of the five schools in the same university. The study failed to replicate the results of the MOOC study in all cases. The difference in means was not far apart for all rules. This could be attributed to the difference in pacing and demographic between universities and MOOCs. Despite these, the study still demonstrates that techniques used to study MOOCs can be used to study the behaviors and success indicators of students.
Adapting Noticing Framework to Analyze Learner's Reasoning in VR-simulated complex scenarios
Authors: PC Herold , DASGUPTA Chandan
Published: January 2025

Car drivers learning to make decisions in Indian on-road scenarios is challenging. We designed and simulated a complex on-road scenario using virtual reality technology to help learners experience alternate perspectives of their driving actions. Our research focused on the cognitive influences on decision-making and adapted the noticing framework as the analytical lens. Four participants drove a car on virtual Indian city roads accompanied by a virtual conversational agent to elicit their reasoning while making decisions, followed by a stimulated recall protocol. We recorded each participant's actions and timestamped conversations with the agent and researcher. We inductively coded the noticing episodes and interpreted six types of conceptual relationships between the designed elements in the VR scenario. These interpreted codes could help us analyze the changes in a learner’s noticing patterns after taking alternate perspectives. This paper highlights the usefulness of the adapted noticing framework for future studies with multiple complex VR scenarios.
AI-Driven Feedback for Enhancing Students' Mathematical Problem-Solving: The ScaffoldiaMyMaths System
Authors: SUN Daner , WANG Jingyun , YANG Lan , CHOU Kee-lee , SONG Zhixuan , ZHENG Zhizi
Published: January 2025

As online learning becomes increasingly prevalent, it is essential to understand students' perspectives and address the challenges they encounter. The developing system, ScaffoldiaMyMaths, aims to support the mathematics learning of underprivileged and lower-ability primary school students. This system integrates context-specific and dynamic scaffolding to provide personalized support, particularly in the study of fractions. In addition to standard learning management features, ScaffoldiaMyMaths offers dynamic virtual manipulative representations and adaptive scaffolding for problem-solving, complemented by Al-based real-time feedback. The Al-generated feedback enhances the learning experience by delivering immediate, tailored responses to students' queries. It analyzes students' inputs to offer precise guidance, suggest alternative problem-solving strategies, and identify areas needing further practice. By utilizing Al, ScaffoldiaMyMaths ensures that feedback is both prompt and customized, effectively addressing individual learning gaps and fostering a deeper understanding of mathematical concepts.
Development of a Management Game for English Vocabulary Learning
Authors: Chen Zhi-Hong , Lee Shu-Yu , CHOU Chih-Yueh
Published: January 2025

In this paper, we describe the development of a management game, My-Pet-Shop, to support incidental learning for English vocabulary. The design rationale of the system lies in the fact that vocabulary learning should learn from meaningful context rather than abstract description. In addition, a management game could help students regulate their learning in a joyful way. Based on the two rationales, we develop the My-Pet-Shop, which consists of three components, including self-representation, self-management, and social interaction. In addition to the introduction of the three components, their underlying thoughts are also described. In the near future, the system usability and its influences on student learning would be conducted.
Educational System of English Tense for Japanese Learners by Forming Temporal Constraints on Tense
Authors: NAGATA Haruto
Published: January 2025

In this study, we developed an English-tense learning and education system that provides training in constructing tense constraints from given sentences. Temporal constraints refer to the condition that the correct choice should be met in English tense-choice questions. In this study, we organized the patterns of temporal constraints and guided learners to assemble them based on these patterns. We also introduced a visual representation to enhance the intuitive understanding of temporal constraints. We conducted an experimental evaluation of the proposed system to investigate its learning effectiveness. Additionally, in the experimental evaluation, we developed a system using graphic representation and a system without graphic representation and investigated the differences between them.
TOKAT/ZİLE ULU CAMİ’SİNDEN TOKAT MEVLEVİHANE MÜZESİ’NE VAKFEDİLEN HAVSIZ KİRKİTLİ DOKUMALAR
Authors: Topçulu Suna
Published: January 2025

Orta Karadeniz Bölgesinin geçiş güzergâhı üzerinde bulunan Zile, gerek tabiat dokusu gerekse coğrafi konumu bakımından ulaşım kolaylığı ve ticaret merkezi durumundadır. Kültürel mirasın en güzel örneklerini içerisinde barındıran bu güzel ilçe, verimli toprakları ve eşsiz tabiat güzelliği bakımından son derece zengindir. Tarihsel süreç içerisinde birçok medeniyeti içinde barındıran Zile, arkeolojik verilerin zenginliği ve çeşitliliği ile dikkatleri üzerinde toplamaktadır. Bereketli toprakları ve ulaşım kolaylığı açısından Yörüklerin, Karapapak Türklerinin, Çerkezlerin, Anadolu Bektaşilerinin, Sıraçların, Horasan kökenli Oğuz Türkmenlerinin ve Kafkas Türkmenlerinin yerleşim bölgesi olmuştur. Özünde bir töresinde farklı olan boyların zaman içerisinde birbiriyle kaynaşması nedeni ile havsız kirkitli dokumaların kompozisyon özelliğinde değişiklikler görülmektedir.
Zile, havsız kirkitli dokumalarında özellikle geometrik bezemeler yoğunluktadır. Geometrik zenginliğinin yanı sıra, stilize edilmiş kuş motifleri, canavar izi motifi, ejder motifi, hayat ağacı motifi ve ağırlıklı olarak büyük çengelli motiflere yer verilmiştir. Geometrik bezemeler çoğunlukla iç içe geçmiş eşkenar dörtgen dilimlerinden ibarettir. Çengeller içerisinde, canavar izi ya da bereket motifiyle tamamlanmıştır. Ayrıca dolgu ögesi olarak, muska motifi, çengel motifi, tarak motifi, koçboynuzu motifi gibi bezemelere yer verilmiştir. Kullanılan renkler ağırlıkça kırmızı ve laciverttir. Renklerde uyum ve ahenk ön plandadır.
KAZAK DESTANLARINDAKİ SU, HAYVAN VE BİTKİ MİTOSLARININ TESPİTİ
Authors: Küçüközen Kamer
Published: January 2025

Destanlar bir milletin geleneklerini, göreneklerini, inanışını, korkularını, sevinçlerini, yaşam tarzını aktarır. Kazak Türklerinin destanları da Kazak Türklerinin sözlü kültürünün ve dolayısıyla sözlü edebiyatının önemli bir parçasıdır. Destanlar gibi mitoslar da sözlü kültür ürünleriyle aktarılan ögeler arasındadır. Bu nedenle mitoslar, geçmişle gelecek arasında bir köprü kurarak insanların inandığı ve kutsallaştırdığı, birtakım anlamlar yüklediği canlıları, nesneleri, sembolleri değerler bütününü destan türü ile de gelecek kuşaklara aktarır. Kazak Türkleri, geniş bir coğrafyada yaylak ve kışlak yaşam tarzını sürdürür. Doğa ile iç içe olmaları dolayısıyla evreni, tanrıyı anlama çabaları onların sulara, hayvanlara, bitkilere iyi-kötü, tehlikeli-tehlikesiz, uğurlu-uğursuz, faydalı-faydasız, zehirli-zehirsiz gibi anlamlar yüklemelerine sebep olur. Bunlarla birlikte bazı mitoslardan yararlanarak gelecek ile ilgili tahminlerde ve sembolik anlamlarda bulunulur. Bu anlamlar ve olağanüstü inanışlar kahramanlarla birlikte kalıplaşmış olarak destanlarda verilmektedir. Destanlarda bulunan kalıplaşmış yapılar ve olağanüstülükler metnin incelenmesi, kutsallıkların ve inançların çözümlenmesi için önemlidir. Kazak destan kahramanları savaşta yaralandıklarında bitkilerden, hayvanlardan, sulardan faydalanır. Genellikle düşmanı kaçırmak için korku verici, görkemli hayvanları, ormanları ve kutsal sayılan su kenarlarını kullanır. Bu nedenle su, bitki ve hayvan mitosları Kazak Türklerinin değerler bütününü yansıtması bakımından önemlidir. Kazak Türklerinin inanışları, yaşam biçimleri en geniş ölçüde destanlardaki mitoslarla verilir. Bu nedenle destanların incelenmesi gerekmektedir. Çalışmamızda “Mırkı Batır”, “Nurgayşa”, “Anışbay Batır”, “Edige” destanlarında geçen su, hayvan ve bitki mitosları tespit edilecektir. Kazak Türklerinin hayatında önemli bir yere sahip olan hayvan türleri, bitki türleri ayrıntılı olarak ele alınacaktır. Destanlar vasıtasıyla mitolojik ögelerin, kültürel motiflerin, inanışların ve mitoslarla gelecek kuşaklara aktarımının sağlandığı incelenen destandan alınan örneklerle verilecektir.