bluuebunny/crossref_metadata_2025 huggingface dataset:
Authoring Augmented Reality as Situated Multimedia
Authors: SANTOS Marc Ericson , TY Jayzon , LUEBKE Arno in Wolde , RODRIGO Ma. Mercedes , TAKETOMI Takafumi , YAMAMOTO Goshiro , Sandor Christian , KATO Hirokazu
Published: January 2025

Augmented reality (AR) is an enabling technology for presenting information in relation to real objects or real environments. AR is situated multimedia or information that is positioned in authentic physical contexts. In this paper, we discuss how we address issues in creating AR content for educational settings. From the learning theory perspective, we explain that AR is a logical extension of multimedia learning theory. From the development perspective, we demonstrate how AR content can be created through our in situ authoring tool and our platform for handheld AR.
Why Are Schools Reluctant to Bring Higher-order Thinking Games to Classrooms?
Authors: JAN Mingfong
Published: January 2025

In this conceptual paper, we analyze why schools are reluctant to bring higherorder thinking games to the classrooms. We use a role-playing mobile game designed for scientific argumentation—Mad City Mystery—to illuminate the complexity of the issue. We argue that the complexity arises at the design level, at the enactment level, and at an education system level as schools evaluate bringing a higher-order thinking game to a classroom. We maintain that these factors, as synthesized in Table 1, can be utilized as an essential check list for researchers, teachers, school leaders and policy makers when they consider designing and introducing higher-order thinking games to the classrooms.
Development of Multimodal Tool to Support Pronunciation Training in Second Language Classroom – Case of Japanese*
Authors: KHAN Nushrat Jahan , JOHO Hideo
Published: January 2025

Rapid technological advancement in computer and mobile technologies has resulted in inclusion of different multimodal tools for teaching and learning language. Most of these software and tools are designed to assist learning process of adults and mostly used for remote learning. But there are fewer studies that take into account the needs of such technology in children’s language classroom and suggest tool development according to children’s intellectual level. While most of the studies focus on English language learners, not many studies focus on acquisition of Japanese as a second language at elementary level. In this study we focused on finding out technological needs of the teachers to understand what kind of tool can actually fit language classroom and meet children’s need and intellectual level. From the analysis of user studies, we derived the key functions of the interface that are – lesson customization, personalization and feedback for integrating the tool in classroom. Based on those key components, a multimodal tool containing image and audio functions was developed on iOS platform. The interface was then evaluated by a group of users that received positive feedback. The full result of the evaluation will be reported later.
Pedagogical Methods in Web-Based Language Teaching
Authors: HATTORI-SAITO Rieko , HAYAKAWA THOR Masako , MIZUFUNE Yoko , INOSE Hiroko , LOPES CORDERO Mario Antonio , PRUTH Alex
Published: January 2025

This paper presents a research project that is being conducted at Dalarna University in Sweden. The aim is to study the following: 1) The quality of online language education compared with that of campus education, and 2) Advantages and disadvantages of online language education and how the disadvantages might be overcome. The project consists of two parts: pedagogical methods in online language education from the teachers’ point of view and from the students’ point of view. The first part was conducted in 2012 and various characteristics (benefits and difficulties) of online language education were identified. Flexibility and wider opportunities were general benefits, while lack of physical co-presence, difficulty in having lively debates/discussions, and high dropout rates were among the problems. The second part of the project (being conducted in 2014) aims to investigate how students experience online language learning. The goal is to explore alignments and misalignments between teachers’ perspectives and students’ perspectives, and to develop methods to enhance the quality of online education.
Knowledge Features of Peer Response Process
Authors: WANG Siou-Lan , LIAO Calvin , SHIH Chih-Yuan , Chan Tak-Wai
Published: January 2025

There is no doubt that peer response facilitates learning. Yet, the knowledge features in the process of peer response still need further identification. In this paper, we identify four knowledge features of peer response process through the connections of early grades’ writing revision. In a suburban elementary school in northern Taiwan, a class of second grades participated the intervention of peer response on writing revision. Students reviewed the drafts from classmates and gave comments. After receiving comments from peers, writers went back revising the drafts. The result finds four knowledge features of peer response in early grades’ writing response process. Moreover, early grades benefit more from the the knowledge that they learn from the peer response process than the knowledge from peers’ explicit comments. Such findings have shed light on extending the knowledge of peer response process.
Enhancing EFL Learning of Elementary School Students through Human-Robot Interaction
Authors: Wang Rong-Jyue , WU Wen-Chi Vivian , Liu Yi-Chun
Published: January 2025

This study explored the potential for using in-house built teaching assistant robots in elementary school classrooms for the instruction of English as a Foreign Language (EFL). Both hardware and software design for such an innovative English program via interactions with the robot was included in this study. This Human-Robot Interaction (HRI), based on the results, led to better pedagogical effects on learning, This paper provides not only new directions for EFL instructors but also instructional design guidelines that other researchers can follow to create an innovative and enjoyable English classroom that employs an interactive robot as an assistant for enhancing English acquisition while simultaneously reducing the pressure and teaching load of the English instructors.
Characterizing TPACK Transformations in the Design of School-Based Pedagogical Change
Authors: KOH Joyce Hwee Ling , CHAI Ching Sing
Published: January 2025

The technological pedagogical content knowledge (TPACK) framework has been accepted as a powerful framework to examine ICT integration in the classroom. However, nearly a decade of TPACK research has not documented clearly how teachers synthesize the different aspects of their existing technological, pedagogical and content knowledge into a new form of knowledge to support ICT-integrated lessons. This study unpacks how teachers and researchers who are collectively engaged in lesson design sessions by putting their existing knowledge together through talk and jointly designing new TPACK to support pedagogical change in a school-based context. The study found that to do so, TPACK transformations need to occur in the areas of pedagogy, content, and technology through iterative problem-solving. The study indicates that such kinds of design efforts are potentially very important to develop deep pedagogical understanding among teachers.
Professional Development of Teachers in a MOOC
Authors: KARLSSON Niklas , GODHE Anna-Lena , BRADLEY Linda , BRADLEY Linda , LINDSTRÖM Berner
Published: January 2025

In this paper, we describe the participation in a MOOC which was arranged by and for teachers in Sweden. The MOOC was organized as a community rather than a course, which meant that there was a skeletal structure to facilitate community engagement but no set learning goals or tasks that had to be done by the participants. This loose structure enables participants to attend to the MOOC in different ways. Based on answers to surveys, four ways of participation are mapped out in this article. The structure of the MOOC was based on connectivist notions of knowledge building and the central principals of autonomy, diversity, openness and interactivity. How connectivist thinking can be related to the participation in the MOOC is explored and tensions between the two are discussed. The importance of dialogue in order to develop connections for learning is an aspect which is regarded as important in this article. As professional development for teachers, the MOOC has both advantages and disadvantages. The openness of the MOOC is considered an advantage by some participants, but an obstacle by others. The openness means a flexibility of when and to what extent to participate, but it also creates an uncertainty of what is expected and how to participate.
Construction of Web Communication System to Support Young Teachers’ Training
Authors: MORISHITA Takeshi , TSUKAMOTO Hiroo , KIKUNAGA Toshiro , SAKODA Takashi , WAKISAKA Ikufumi , TSUCHIDA Satoshi
Published: January 2025

There numerous small-scale public schools, including on remote islands and in other locations, in Kagoshima, Japan. Therefore, we suggest a method of mentoring between young teachers via the Internet because it is difficult for persons to meet in many of these areas. We added three functions to the existing portfolio system and constructed a web communication system that young elementary and junior high school teachers can use for support and to share ideas with each other on the Internet. The teachers used two systems, the comment column and the bulletin board, for different purposes. However, there was considerable variation in the use of the system. Moreover, to improve the use situation, we found that it was necessary to make the system compatible with a mobile phone, making it possible to exchange opinions, and study the applicable scope of communication on the Internet.
Development of Association Recommend Function for a Cross-curricular Subject Education Database as an Example in Disaster Prevention Education
Authors: MURAMATSU Hiroyuki , SHIMADA Hideaki , KUMAGAYA Shingo , TANAKA Satoshi
Published: January 2025

This study would like to suggest an association recommend function as a framework to compensate for the shortcomings of the search type method, by incorporating a recommend type information collection into the database, in order to effectively support teachers working on disaster prevention education. The similarity scores of individual contents in an item base were calculated, and a plug-in which displays the association mapping based on the calculation was developed. As a result of operation verification, the achieved recommend information targeted by the purposed association recommends function could be visually displayed.
Practice of the Programming Education Using Arduino and the Class Support System
Authors: TENRA Kazuo
Published: January 2025

A school setting course "Introduction to Arduino" in my school is characterized by Cross-Curriculum and Problem Solving learning on information science, physics, and mathematics, and by Flip Teaching using cloud servers. The author constructed a class support system to carry out this course and was able to develop students’ originality in a short time by utilizing the system.
Students’ conceptions of and approaches to knowledge building: A phenomenographic method
Authors: TSAI Pei-Shan , CHAI Ching Sing , KOH Joyce Hwee Ling , MUHAMAD JAILANI Nurul Huda , KOH Angela Lay Hong
Published: January 2025

This study explored primary school students’ conceptions of and approaches to knowledge building using a phenomenographic method. A total of 48 students participated in present study. Five qualitative conceptions of knowledge building, namely “building up knowledge,” “sharing ideas,” “obtaining ideas,” “discussing ideas” and “improving ideas,” and five approaches to knowledge building, namely “seeking for the related information,” “contributing what I know, ” “receiving more ideas,” “discussing ideas for better understanding” “getting feedback for making ideas refined” were revealed. These different and hierarchically related categories show the perspectives as experienced by the students. The results indicated that the students with fragmented conceptions tended to use surface approaches while those with cohesive conceptions tended to adopt deep approaches
The Development of Scenario Game Teaching Material for the Learning of Power Networks at Technology Education in Junior High School
Authors: MURAMATSU Hiroyuki , KITAZAKI Ryoichi , NISHIZAWA Hiroyoshi , TANAKA Kiyoshi , RAMEZANJAMAAT Saeed , CARDON Phillip
Published: January 2025

The purpose of this study is to develop the scenario game teaching material for the learning of power networks for the junior high school students. Based on the GBS theory, we developed this teaching material that the games main character is in partnership with the power company to supply power stability in charge area. The result of practices will target the first year students at junior high school, we have been able to verify that this material can be utilized as a teaching tool of power network and attract the interests of students.
An Exploratory Study of Student Persistence and its Relationship with Achievement While Using a Game-based Learning Environment
Authors: PALAOAG Thelma , RODRIGO Ma. Mercedes , ANDRES Juan Miguel
Published: January 2025

This study tests the common wisdom that persistence leads to academic success. We explore indicators or markers of persistence exhibited by 60 students from Baguio City, Philippines as they played a game-based learning environment called Physics Playground. The study attempted to determine the extent to which the markers of persistence identified by Shute et al. (2013) – specifically time spent, number of level restarts, and number of level revisits – were related with achievement. When clustered the data into two, according to these features, the clusters only differed significantly in terms of time spent and number of restarts. Number of revisits was not significantly different. What was most interesting, though, was that gold and no-badge outcomes were significantly negatively correlated with time spent and significantly positively correlated with number of restarts. These findings imply Shute’s markers while possibly indicative of persistence may also be indicative of non-learning behaviors, most notably wheel spinning.
An investigation of eureka and the affective states surrounding eureka moments
Authors: ANDRES Juliana Ma. Alexandra , ANDRES Juan Miguel , RODRIGO Ma. Mercedes , Baker Ryan Shaun , Beck Joseph Barbosa
Published: January 2025

This paper continues prior work conducted on the analysis of moments of student learning in Physics Playground, a learning environment for qualitative physics. The study analyzed data from 60 tenth-grade students who used Physics Playground for 90 minutes. We detected spikes of student learning, or “eureka” moments, while solving physics problem. We then related these moments of insight to affective states labeled according to the BROMP protocol. Our hypothesis was that students would be confused before eureka moments, and experience delight afterwards. Contrary to this hypothesis, we found that eureka moments and the periods surrounding them were associated with a decrease in all affective states. No significant differences were found in comparing the affective profiles of students who experienced eureka and those who did not.
Identifying and Analyzing the Learning Behaviors of Students using e-Books
Authors: YIN Chengjiu , OKUBO Fumiya , SHIMADA Atsushi , OI Misato , HIROKAWA Sachio , OGATA Hiroaki
Published: January 2025

Analyses on students’ learning behaviors comprise an important thrust in education research. This study focused on e-books system used in the classroom and this system recorded students’ learning logs in their daily academic life. These learning logs can be used to analysis students’ learning behaviors. By performing partial correlation analysis, the study found that a number of learning behaviors have a significant relation with students’ test scores.
Practical Use of Visualizing Lesson Structuresin Teacher Training Education and Its Effectiveness
Authors: KASAI Toshinobu , NAGANO Kazuo , MIZOGUCHI Riichiro
Published: January 2025

We have built an instructional design support system called “FIMA-Light” which uncovers teacher’s intentions from his/her lesson plan and automatically visualizes them as goal decomposition trees. A decomposition tree expresses the ways of achieving a learner’s state change that should be realized in a whole lesson in the form of a tree structure. We have made use of FIMA-Light so that incumbent teachers themselves can improve their lessons. In this paper, we report on a practical use of goal-decomposition trees produced by FIMA-Light to improve trainee teachers’ skills in designing instructions before teaching practices in the teacher education program, and we discuss its effectiveness.
Do Novices and Advanced Students benefit from Erroneous Examples differently?
Authors: CHEN Xingliang , MITROVIC Tanja , MATHEWS Moffat
Published: January 2025

Learning from problem solving, worked examples, and Erroneous Examples (ErrEx) have all proven to be effective learning strategies. However, what kind of learning material should be provided to students with different level of prior knowledge within Intelligent Tutoring Systems (ITSs) is still an open question. Recently, alternating worked examples and problem solving (AEP) has been shown to benefit students compared to problems only or worked examples only in SQL-Tutor (Najar & Mitrovic, 2013). However, how students with different prior knowledge learn from ErrEx in SQL-Tutor is unknown. In this paper, we compared AEP to a new instructional strategy (WPEP) which provides ErrEx in addition to worked examples and problem solving to students. The results show that that both novices and advanced students improved their post-test scores significantly in either condition. Our findings also show that novices acquired significantly more debugging knowledge when erroneous examples were presented (WPEP) in comparison to the AEP condition. Moreover, both novices and advanced students benefitted from ErrEx. In particular, advanced students who studied with erroneous examples showed better performance on problem solving as measured by the number of attempts per problem.
LOD Based Semantically Enhanced Open Learning Space Raises Engagement for Historical Deep Consideration
Authors: JOUAULT Corentin , SETA Kazuhisa , HAYASHI Yuki
Published: January 2025

The purpose of this research is to support learners in self-directed learning on the Internet using automatically generated support using the current state of the semantic web. The main issue of creating meaningful content-dependent questions automatically is that it requires the machine to understand the concepts in the learning domain. The originality of this work is that it uses Linked Open Data (LOD) to enable meaningful content-dependent support in open learning space. Learners are supported by a learning environment, the Semantically Enhanced Open Learning Space (SOLS). Learners use the system to build a concept map representing their knowledge. SOLS support learners following the principle of inquiry-based learning. Learners that request help are provided with automatically generated questions that give them learning objectives. To verify whether the current system can support learners with fully automatically generated support, we evaluated the system. The results showed that LOD based support was feasible. Learners felt that the support provided was useful and helped them learn. The question support succeeded in improving the development of learners’ historical considerations and deep historical thinking skills. In addition, the engagement and interest in history of learners was improved by the questions. The results are meaningful because they show that LOD based support can be a viable tool to support learners in open learning space and that the question support has potential to support learners during a long time study.
Ontology of Culture: A Procedural Approach for Cultural Adaptation in ITSs
Authors: SAVARD Isabelle , MIZOGUCHI Riichiro
Published: January 2025

We believe that Culture can affect teaching and learning, primarily due to the existence of cultural variables in educational practices. The multiplication of opportunities to learn and teach abroad and the growing desire on the part of universities to attract an international clientele increase the need for cultural adaptation. However, as pointed out by Rogers, Graham and Mayes (2007), teachers are not always aware of these cultural variables. If these cultural variables were made explicit, it would be easier for instructional designers, teachers and learners to adapt to the different cultures. In this article, we present our understanding of the notion of Culture and an upper ontology of Culture modeled according to a procedural approach. We believe that such an approach allows us to make explicit the functionalities of Culture so that we are able to understand how it can influence not only our daily lives, but more particularly teaching and learning. It opens the door to concrete and practical solutions for cultural adaptation in ITSs.
Ontology-based Systemization Approach to Capture Meta-level Thinking Processes from Gaze Behaviors
Authors: HAYASHI Yuki , SETA Kazuhisa , IKEDA Mitsuru
Published: January 2025

It is difficult to capture a person’s thinking processes because of the invisible, shapeless, complex structure of thought. In order to approach implicit thinking processes, we propose a framework for capturing a portion of meta-level thinking processes from gaze behaviors. Here, we focus on the meta-level thinking processes in the dissolution of belief conflicts, and introduce the concept of semi-metacognitive-level thinking, which allows us to make assumptions about the monitoring/control cycle based on gaze behaviors toward externalization objects of base-level thinking. In this paper, we discuss a framework for capturing metacognitive thinking processes from gaze behaviors and propose an ontology to embody the concept of the framework.
An Improved Genetic Algorithm Approach for Optimal Learner Group Formation in Collaborative Learning Contexts
Authors: ZHENG Ya-Qian , DU Jia-Zhi , YU Hai-Bo , LU Wei-Gang , LI Chun-Rong
Published: January 2025

Collaborative learning has been widely used in educational contexts. Considering that group formation is one of the key processes in collaborative learning, the aim of this paper is to propose a method to obtain inter-homogeneous and intra-heterogeneous groups. In this method, the group formation problem is translated into a combinatorial optimization problem, and an improved genetic algorithm approach is also proposed to cope with this problem. To evaluate the proposed method, we carry out computational experiments based on eight datasets with different levels of complexity. The results show that the proposed approach is effective and stable for composing inter-homogeneous and intra-heterogeneous groups.
Designing a web tool to support teamwork awareness and reflection: Evaluation of two trial cycles
Authors: KOH Elizabeth , TEE Yi-Huan , SHIBANI Antonette , TAY Kian Leng , TAN Jennifer Pei-Ling , HONG Helen , HUSSIN Munir , CHAN Hwee Leng
Published: January 2025

Teamwork is an important 21st century competency to be nurtured in students. In this study, we describe the first two trial cycles of a web tool “My Groupwork Buddy” that is designed to support teamwork awareness and reflection in collaborative inquiry tasks. The tool is developed using a design-based approach and was based on the Team and Self Diagnostic Learning pedagogical framework. The system was trialled with 35 Secondary School students in a blended learning environment. Qualitative feedback from student focus group discussions and questionnaires were analysed from each trial. Design changes that focused students on specific reflection questions and goals helped to improve the quality of student responses of their teamwork. Further refinement of the tool and activity designs is in progress to better support teamwork awareness and reflection to build the teamwork competency of 21st century learners.
“VC/DC” - Video versus Domain Concepts in Commentsto Learner-generated Science Videos
Authors: HOPPE H. Ulrich , MÜ LLER Maximilian , ALISSANDRAKIS Aris , MILRAD Marcelo , SCHNEEGASS Christina , MALZAHN Nils
Published: January 2025

The recently finished EU project JuxtaLearn aimed at supporting students’ learning of STEM subjects through the creation, exchange and discussion of learner-made videos. The approach is based on an eight-stage activity cycle in the beginning of which teachers identify specific “stumbling blocks” for a given theme (or “tricky topic”). In JuxtaLearn, video comments were analyzed to extract information on the learners’ acquisition and understanding of domain concepts, especially to detect problems and misconceptions. These analyses were based on mapping texts to networks of concepts (“network-text analysis”) as a basis for further processing. In this article we use data collected from recent field trials to shed light on what is actually discussed when students share their own videos in science domains. Would the aspect of video-making dominate over activities related to a deepening of domain understanding? Our findings indicate that there are different ways of balancing both aspects and interventions will be needed to bring forth the desired blend.
Student Behavior in Computer Simulation Practices by Pair Programming and Flip Teaching
Authors: SUZUKI Satoshi , HIROKAWA Sachio , MUKOYAMA Shinji , UEHARA Ryo , OGATA Hiroyuki
Published: January 2025

Recent education roles encourage willingness to learn individually, solve unfamiliar problems using knowledge acquired through information and communication technologies (ICTs), and collaborate with others. Various learning methods to cultivate this ability have been invented and researchers discussed learning effect on such methods with qualitative and quantitative analyses. One of the authors introduced pair programming as a method of peer learning and flip teaching, which consists of preliminary learning of basic programming and advanced learning practices based on peer activity in classroom lessons, into computer simulation practices for undergraduate students. With introducing class schedule design for flip teaching and development of peer learning preparation support system for determining the appropriate pair formation and seat allocation in the classroom utilizing a probabilistic combinatorial optimization algorithm, this study focuses on learning behavior of wellperforming students, analyzing learning records and access logs on a learning management system and answers to a questionnaire administered after the practices. In this analysis, we attempted to discriminate behavior of well-performing students observed from the learning records, access logs, and questionnaire to discover best practices for improving the performance of medium to bottom-line students. Well-performing students tended to prepare for classroom lessons in good time, but their performance depended on the lesson content difficulty. A correlation was observed between the frequency of interaction among students and skill acquisition. We discuss how to improve learning environments using ICTs and collaborative learning methods based on the analysis.
Empirical Study on the Effect of Digital Badges in a General Physics Homework System
Authors: UANHORO James , YOUNG Shelley Shwu-Ching , LIN Yi-Hsuan
Published: January 2025

In this paper, we study the effect of digital badges within an online homework system for an undergraduate general physics course at a large university in Taiwan. Students (N=162) self-selected themselves into two course sections; students in one course section (N = 68) were able to earn one badge per assignment for turning their assignments in earlier than the assignment deadline – treatment group, while students in the other section (N = 94) could not – control group. In addition to submission before a special badge deadline, students in the treatment group were also required to obtain maximum scores to get these badges. However, assignments were designed to be easy enough for students to earn the maximum grade (which students generally did). Additionally, students in the treatment group were able to earn higher level badges by combining the assignment badges. Students in the treatment group were fully aware of badge requirements and the badge design was visible. Our results show that students in the treatment group actively attempted to earn badges, and there was a statistically significant increase in the timeliness of their assignment submissions. These findings show that badges can be used to motivate specific behaviors in students whilst requiring minimal changes to the course structure.
Analysis of Steps in Posing Arithmetic Word Problem as Sentence-Integration on Interactive Learning Environment
Authors: SUPIANTO Ahmad Afif , HAYASHI Yusuke , HIRASHIMA Tsukasa
Published: January 2025

Learning by problem-posing is promising activity in learning mathematics and considered to contribute the understanding of the problem’s structure. If we can clarify how learners are thinking in steps of problem-posing, we will support learning by problem-posing more. This study investigate what learners think during problem-posing as sentence-integration in terms of intermediate products as well as the posed problems as the resultant product. Problem-posing as sentence-integration defines that arithmetic word problems have a structure and problem-posing is a task to satisfy all the constraints and the requirements to build a valid structure. A previous study shows, in problem-posing of arithmetic word problems as sentence-integration, learners try to satisfy relatively large number of the constraints in the posed problems. This study focuses on the violation of constraints in the intermediate products during problem-posing as sentence-integration. If learners have concern with the structure, they will try to avoid relatively larger number of the violated constraints on the way to the resultant posed problems. We conducted Pearson’s correlation test between the occurrence frequency of intermediate products and the number of violated constraints of them. The result shows the negative correlation between them. We consider that learners had an inclination to avoid as many violated constraints as possible throughout problem-posing activity.
Design of a Learning Support System and Lecture to Teach Systematic Debugging to Novice Programmers
Authors: YAMAMOTO Raiya , NOGUCHI Yasuhiro , KOGURE Satoru , YAMASHITA Koichi , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In our previous research, we developed a learning support system for teaching a systematic debugging process. However, it was observed that all the subjects were unable to learn the entire process but some managed to learn it partially at experimental evaluation. We considered following two reasons: (1) the level of debugging skills we expected for subjects was higher than their actual level and (2) subjects were not offered lectures about the debugging process and required skills but were provided with only some exercises. For (1), we consider that they need to gain more basic debugging skills. For example, we decided to teach a skill to observe variables’ values. For (2), we designed a lecture that learners could attend to learn the process and debugging skills. The lecture has instruction and exercise parts. Next, we extended our learning support system to be adapted to the lecture and assist learners who face difficulties in the exercises. In this paper, we report a design of the learning support system and the lecture.
A Case Study of Interactive Environment for Learning by Problem-posing in Special Classroom at Junior High School
Authors: YAMAMOTO Sho , HIRASHIMA Tsukasa
Published: January 2025

We have developed a learning environment for problem-posing as sentence integration. In this exercise, a learner is required to select and arrange given simple sentence cards for posing problems. On the other hands, learners write problems from scratch in usual problem-posing. Because it is very difficult for learners with reading disability to write a sentence, they cannot exercise by usual problem-posing virtually even though a teacher would like to teach the arithmetic word problems to them through problem-posing exercise. However, several learners with reading disability are able to read a simple sentence. So, we assumed that these learners realize to exercise problem-posing by problem-posing as sentence integration. Moreover, its practical use targeted as sixteen junior high school students in special classroom is reported.
A Competency Similarity Detection for Generating Career Path
Authors: Chai Wasan Na , Ruangrajitpakorn Taneth , Buranarach Marut , Supnithi Thepchai
Published: January 2025

In this paper, we propose a method to detect a similarity of competency to generate a career path. Career path is important for students and workers for their planning in career. In this work, data of competencies from Thailand Professional Qualification Institute are used for generating a relation among units of competency (UoC) as a crossable path for career transfer. Similarity Score using ngram precision is exploited to find the commonness in UoC context to indicate the possibility in career relation. From an experiment, the proposed method gained 80% accuracy. As a result, career path is generated as a map for a person in career planning for both promotional path and crossable path.
Photocasting: A Low-Cost Technique to Create and Disseminate Digital Lecture Notes
Authors: Manasa H. G. , PURANIK Kavitha , ANTIN Lakshmi , KUMAR Viraj
Published: January 2025

Instructors who wish to disseminate digital content to learners in an economical manner must consider the costs of (1) content creation (software and hardware), (2) content dissemination (data transfer costs), and (3) content access (hardware and software needed to view content). In this paper, we present a novel technique – photocasting – to greatly reduce these three costs in a one-to-one learning environment. Our technique has minimal requirements: a low-end smartphone for instructors and learners, and a modest additional effort by instructors after recording their digital notes. The delivery cost is primarily determined by the size of the audio, and is approximately 100 times smaller than the size of a traditional video of comparable quality. We have implemented our technique as a prototype for the Android platform, and we report initial results of a small-scale user study with three participants: a school teacher, a private tutor, and a high-school student.
Wearable Learning Technologies for Math on SmartWatches: a feasibility study
Authors: CASANO Jonathan , ARROYO Ivon , AGAPITO Jenilyn , RODRIGO Ma. Mercedes
Published: January 2025

A theory of cognition called embodied cognition believes that the development of thinking skills is distributed among mind, senses and the environment. Research into this field has resulted into the development of applications in different areas including Mathematics. This paper reports one part of a larger series of studies on the design and implementation of embodied cognition of Mathematics educational systems. We describe the migration and evaluation of a game called "Estimate It", a wearables-based game for teaching measurement estimation and geometry. Experts were invited to evaluate the game, for which a generally positive rating was acquired. The game's collaborative nature, its hands-on way of teaching estimation, and the incorporation of technology were seen as promising points. Infrastructure readiness, classroom control and adjustment to the new technology were areas of concern.
Using a Text Adventure Game for an Extended Series of Assignments in CS2
Authors: KUSSMAUL Clifton
Published: January 2025

Students in computer science and related disciplines need experience with larger software projects. This paper describes a sequence of assignments for CS2 that guide students to develop a text-based adventure game. These assignments seek to increase motivation, provide context for core topics, and explore some of the challenges associated with larger projects. This paper also describes forms of support and scaffolding to make such projects more effective, and describes lessons learned for faculty seeking to adapt or create their own extended assignments.
How Learners of Different Learning Styles Collaborate in a Mobile-Assisted Chinese Character Game Based on Flexible Grouping
Authors: Wong Lung-Hsiang , Hsu Ting-Chia , Boticki Ivica
Published: January 2025

To assist young learners of Chinese Language in developing general orthographic awareness (i.e., the knowledge of Chinese character structures), a novel mobile game-based learning intervention was designed. In playing the “Chinese-PP” game in a 1:1 (one-deviceper-pupil) setting, each of the 31 participating 9-year-old pupils was assigned a Chinese character component in her smartphone. A pupil may make use of her own and peers’ character components to form a legitimate Chinese character, and invite the peers with matching components to join her group, resulting in rapid social negotiation. In this paper, the students’ collaborative learning processes in three game sessions are analyzed. The relationships between pupils with varied learning styles and their game behaviors and learning gains are unveiled. Through the intervention that stimulates active peer coaching and social learning, we discover that all the pupils (regardless of their learning styles) became active learning participants and achieved high learning gains towards the last game session.
Exploring the Effect of Writing Mini-lessons on Peer Response in Elementary Classroom
Authors: CHANG Wan-Chen , LIAO Calvin , HSU Chi-Yang , CHAN Tak-Wai
Published: January 2025

Previously, the research team designed a game-based writing environment to support students’ writing development. However, students are not good at peer response. It decreased the effect of talking for revising strategy. Therefore, the purpose of this study designed writing mini-lesson and enhanced students’ skill of giving peer response and revising their draft based on the received response. A quasi-experiment was conducted and 108 three-grade students from 4 classes participated in. The experimental group received the three writing mini-lessons during the semester and the control group received general instruction. Both of these two group students wrote three writing article on game-based writing environment. The writing minilesson was implemented in the beginning of every writing course and cost around 5-8 minutes. The results showed that there is no significant different on the number of peer response between control and experimental group. In contrast, the type of peer response was different between these two groups. It implied that writing mini-lesson could provide students how to give concrete response and proved the effect of writing mini-lesson for elementary school students.
Affecting Children’s Ability to Understand Other’s Feelings through an Online Cyber-wellness Programme
Authors: LOOI Chee-Kit , PARK Yuhyun , GOH Jesmine , WU Longkai
Published: January 2025

The purpose of this paper is to investigate the effectiveness of using an interactive cyberwellness programme to teach primary school students life skills on cyberwellness as well as values like positive self perception and knowing the feelings of others. 95 male and 112 female Primary 4 Singaporean students participated in this research. Measures of self-perception and understanding of other’s feelings were conducted for both control and experimental groups as a pre-test and post-test measure. The experimental group (N=46) interacted with the iZ HERO RESPECT programme, an online cyberwellness teaching programe, daily for 14 days, while the control group (N=107) did not experience the intervention. Questions measuring self perception and ability to know the feelings of others were taken from (Rosenberg, 1965)’s Self Esteem Scale, (Choo et al., 2010)’s psychological variables and (Liau, Tan, Li, & Khoo, 2012)’s Personal Strengths Inventory. Results showed significant increases in ability to know the feelings of others in the experimental group compared to the control group. There was no significant change to measures of self-perception in both groups. A knowledge quiz showed improvements in knowledge gained on cyberwellness for the female students in the experimental group but not for the male students. Overall, the iZ HERO RESPECT programme is demonstrated to be able to teach students to understand other’s feelings, lending support for the use of technology to teach values. An area of application is that schools can free up curriculum time by allowing students to engage in such programmes at their own time outside of school. Further work will help analyze the elements of the programme that have helped or not helped in the participants’ learning.
Best Practices in ICT Integration: Teacher Education through Teachers’ Views
Authors: UYOUKO Arit Uyouko , WONG Su Luan , AKPAN Imaikop Okon
Published: January 2025

This study explored views held by teachers in Nigeria with regards to Information and Communication Technologies (ICT) integration. This qualitative study used interview to collect data from teachers at the college of education. Results of this study indicated that teacher education programs failed to provide adequate instructional technologies and ICT facilities for class activities. Further, three major issues which appeared to affect the integration of ICT were found to be: (a) the redesigning of the curriculum and ICT policy, (b) incompetent teachers/lack of professional training in ICT delivery, and (c) insufficient ICT structures.
Exploring effects of immersivity across three dimensions in Training Design: Technology Integration Training Workshop for Engineering Teachers in India
Authors: MAVINKURVE Madhuri , NARAYANA Soumya , PATIL Mahesh
Published: January 2025

Short term training programs are relevant in Indian context as an effective teacher professional development program as it addresses the ever present problem of paucity of time among engineering faculty members and the need to keep abreast with latest technological offerings. Most of the training programs studied so far, deal with techniques to incorporate Technology, Content and Pedagogy in classroom teaching. However, they do not adequately represent the techniques required when technology and content are inter-related as seen in circuit simulations for instance. We propose training with immersivity in Technology, Content and Pedagogy as an effective format for TDP when the technology aspect is closely connected to the content. We specifically look into the integration of SEQUEL - a circuit simulation and analysis tool, in the context of teaching analog electronic circuit design. In this paper, we present findings from an implementation of short term training program, merging recommendations from TPACK framework and immersivity in the three dimensions of Technology, Content and Pedagogy, as the underlying design principle. Our study shows promising results and indicates a clear shift towards adopting technology and pedagogy principles to augment content in lesson plans by the participating faculty members.
A Pilot Study on the Effects of a Tangible Learning System for Pre-Service Teacher Training
Authors: MORITA Yusuke , NAGAHAMA Toru , SETOZAKI Norio , TAJIRI Keisuke , KITAZAWA Takeshi
Published: January 2025

The purpose of this pilot study was to discuss a possibility of a tangible learning system for pre-service teacher training. For the purpose of this pilot study, the tangible learning system was implemented and demonstrated in a science teacher training class. Then, comprehension test scores before and after the class and a mental rotation test (MRT) score were compared. 23 college students were divided into three groups based on the pre- and post-comprehension test scores; HH (12 High-High students), LH (7 Low-High students), and LL (4 Low-Low students). According to the ANOVA on the MRT, the LH students received an average score on the post comprehension test, however the LL students scored lower due to their lack of spatial thinking ability. The results of our study imply that the tangible learning system is effective for college students to understand the phases of the Moon. Meanwhile, the results also imply that there are some students who do not have enough spatial thinking ability. These findings stress the importance of taking students' spatial ability into account especially in science teacher training.
ICT Based School Mapping Application for Elementary Education in India
Authors: Rawat Nidhi
Published: January 2025

Policy implementation through proper planning, devised by sound methodological practices in India have always been challenging due to demographic and socio-economic diversities. In this context, any investigation into the use of ICT in education would generate additional knowledge on educational impact of investments in ICT applications in education. School mapping serves as an appropriate decision-support tool for planning for universalizing access in the school education sector. The current study, however, looks into aspects of ICT applications in educational planning techniques and methods, with focus on planning for universal access and participation in school education.
Pedagogy Designs to Augment the Impact of Computer Simulations
Authors: CHANG Hsin-Yi , WEN Cai-Ting , LIU Chen-Chung
Published: January 2025

In this study, we compare the effects of two different pedagogical designs around a computer simulation on students’ scientific literacy in the case of learning science concepts relating to sinking and floating. We also compare the effects of teaching with simulations versus traditional teaching to provide baseline information. A total of 75 eighth-grade students participated in the study. Data collected include the students’ pretest and posttest data that indicate scientific literacy. The results provide evidence for the effectiveness of a student-centered pedagogical design. Reflection and discussion on how to augment the impact of computer simulations are provided.
An Investigation of Vocational Students’ Attitude towards STEM Robotic Activities
Authors: CHOOKAEW Sasithorn , SILAWATCHANANAI Chaiyaporn , HUTAMARN Santi , HOWIMANPORN Supachai , SOOTKANEUNG Warin , WONGWATKIT Charoenchai
Published: January 2025

Engineering education is one of the most demanded topics in Thailand. With the traditional instruction, pre-service engineering teachers are not well promoted to learn actively. Based on this point of view, this study developed a series of active learning activities in corresponding to the Robotic based on STEM framework. This aims to help enhance students’ understanding on the robotics, functionality, and applications. This study documented perceptions of STEM (science, technology, engineering and mathematics) content and careers for vocational students participating in STEM activities focused on industrial robotics. The analysis of the answers from 578 students in vocational education attended the activities and completed the questionnaires that showed the results showed that student’s attitude after the activities were compared across gender groups (men=421, female=157). The finding of this study is not only fruitful for students, especially pre-service engineering teachers, but also shed light of the revolutionized teaching activities for other teachers in different fields. Since this is a very first implementation of the proposed framework, it requires more investigations and improvements in the future.