bluuebunny/crossref_metadata_2025 huggingface dataset:
Computer Ethics Education based on ARCS Strategy for Students with Mild Intellectual Disabilities
Authors: RYU Jung-Hyun , KIM Kil-Mo KIMa , KIM Seong-Sik
Published: January 2025

Because of dysfunction of information-oriented society such as hacking, cyber violence, Internet addiction, and online game addiction, Korean Government is emphasizing computer ethics education for students. However, students with mild intellectual disabilities in integration education have difficulties at understanding and learning due to their cognitive abilities. So, It is necessary to special computer ethics education considering their characteristics. For successful computer ethics education to students with mild intellectual disabilities, students' motivation is needed. Therefore, the purpose of this paper is to develop the instructional strategy using Keller's 10 steps in ARCS motivational design process.
Recognition and Interaction Analysis of IIBS aided Distance Computing Teaching-Learning Model
Authors: GWAK ByoungCha , LEE YoungJun
Published: January 2025

Recently, IIBS(Individual Internet Broadcasting System) service has become a new instruction medium and it also can do Distance Education. Here, IIBS aided Distance Teaching-Learning can provide active real-time participation of teacher and student in class. Students have very strong motivation and it helps students have very powerful interaction with teacher, experts group and parents. In Korea, IIBS-aided education has been studied and that model can help teaching-learning to be more progressive and friendlier than traditional education. However, we need to examine the recognition and the interaction on the educational use of the IIBS aided Distance Computer Teaching-Learning in distance education. Therefore, we surveyed about the recognition and the interaction of that model between teachers and students in class. In this study, we could find that they have a positive perception of the use of the IIBS aided Distance Computer Teaching-Learning Model in class. Also, we identified what functionalities are required for the educational use of the IIBS aided Distance Computer Teaching-Learning Model in Korea.
Teachers’ Perception of Administrators Support towards the Integration of Laptops in Schools: An Exploratory Study
Authors: MOSES Priscilla , WONG Su Luan
Published: January 2025

The Malaysian Ministry of Education granted each Mathematics and Science teacher with a laptop. The integration of laptop needs strong support from the school administrators to successfully implement it. Therefore, this quantitative study was carried out to explore how teachers perceived the support of administrators in the integration of laptops in the teaching-learning process. Respondents were 38 secondary school teachers from the state of Selangor, Malaysia. The overall perception of the teachers on the administrators support was reported as satisfying. More than half of the teachers (56.5%) agreed that they received administrators support in integrating the laptops in the teaching-learning process and only a small percentage of the teachers (17.5%) disagreed that they received adequate support by the administrators.
International Chinese Student Teachers’ Professional Development and ICT Integration
Authors: YAN Dong , RONG Hong Xuan , LI Wang Hong
Published: January 2025

ICT can be used to improve international Chinese student teachers’ professional development only when they integrate ICT into their future teaching and learning practices. The available research has mainly focused on those student teachers how to develop their language and culture. The present study centers on the impact of International Chinese student teachers’ gender, web use. For this purpose, a survey was set up involving student teachers from Beijing Normal University (N=102). Results show that ICT integration significantly correlates with all teacher related variables. Implications for teacher education and further research are discussed.
A Statistical Approach on Automatic Passage Level Checking Framework for English Learner
Authors: NA CHAI Wasan , RUANGRAJITPAKORN Taneth , SUPNITHI Thepchai
Published: January 2025

In this paper, we develop a preliminary research on passage grading system. We propose an approach to examine an English reading passage that meets students' ability and level. CRF has been applied to create a level characteristic model from passage corpus. The system calculates by using three features; word, syllable and sentence complexity. The system does not require manual criteria to grade a passage, but passages are automatically graded by comparing their scores to a model. The output of the system shows a level of passage based on Thai academic school level.
Effects of Knowledge Building on Elementary Students’ Views of Collaboration
Authors: HONG Huang-Yao , WANG Po-Hsien , HONG Ming , CHAI Ching Sing
Published: January 2025

This study investigates the impacts of knowledge building on students’ views on collaboration. Participants were 53 fifth graders. Data mainly came from students’ online activities and pre-post interview with regard to students’ view on collaboration. Findings indicate that engaging students in knowledge building helped broaden students’ view of collaboration, enabling them to see collaboration not just from a task-driven, group-based perspective, but also from a more idea-centered perspective.
Constructing a Digital Authentic Learning Playground by a Mixed Reality Platform and a Robot
Authors: WANG Chin-Yeh , CHEN Chi-Hung , CHI Yu-Ling , LEE Jih-Hsien , CHEN Gwo-Dong
Published: January 2025

In this paper, we introduce a learning playground in classroom implementation. Learning Playground is an interactive stage that learning content can be developed into an authentic, task-oriented scenario. Students can acquire knowledge by experiential learning in Learning Playground. Within current technical supports, we apply mixed reality to create a contextual learning platform and place a physical character, a robot, to connect learners and the virtual world. Referring to the experiment, we see learners’ motivations, involvement, pleasure and learning effectiveness increase, and they show their strong preference interacting with a robot with social emotions in the learning process.
A Language Learning System with Automatic Feedback: An Application Based on a English-Chinese Parallel Corpus
Authors: Wong Wing-Kwong , Yang Mei-Ling , Chao Tsung-Kai
Published: January 2025

The learners of English as a second language generally need many practices on writing English, identification of the mistakes in their English, and feedback hints on how to correct their mistakes. A computer-assisted online system is designed to address these issues in a context of learning from a corpus of parallel English-Chinese corpus of New York Times news articles. In the system, students match chunks of English words to chunks of Chinese strings and order chunks of English to produce the original English sentences. Results from an empirical experiment indicated that the students found the tasks challenging and felt that the learning activities were meaningful in improving their knowledge of English. Their score improvement increased when they practiced more.
Optimization of a Cooperative Programming Learning System by Using a Constructivist Approach
Authors: HUANG Iwen , HWANG Gwo-Jen , YANG I-Jung
Published: January 2025

This work describes a cooperative programming learning system (CPLS) based on a novel constructivist approach. This system embeds various constructivist elements within functions to support each phase of the information process that allows students to construct programming skills through knowledge, tasks, and assessment domains. The CPLS comprises a discussion forum, programming editing forum, design forum with structure charts, project management, project guidance, performance demonstration, and peer assessment models. Effectiveness of the proposed system is demonstrated based on an experiment involving 54 undergraduate students in a private university in Taiwan. Learning effectiveness is analyzed using Pearson correlation coefficients. Analytical results indicate that students using this CPLS more frequently could learn programming skills more easily. Efforts are underway to incorporate more pedagogical models in the proposed system, as well as improve the system interface and functions.
Study on Learning Effect by Active Manipulation using Tangible Solar System Teaching Equipment
Authors: SETOZAKI Norio , IWASAKI Tutomu , MORITA Yusuke
Published: January 2025

This study aimed to clarify the learning effect through an active manipulation of tangible solar system teaching equipment that was synchronized with a model manipulation. A teaching practice using the tangible solar system teaching equipment was carried out with high school students who had previously been taught using multi-view VR teaching equipment. As a result, an improvement in the understanding levels of students with low proficiency was observed. It is suggested that active manipulation of the teaching equipment may contribute to the improvement of students’ levels of understanding.
Development of Class and Learning Materials Design Tool based on Instructional Design
Authors: SASAKI Shigeru , WATANABE Hiroyoshi
Published: January 2025

We have proposed the class design and the learning materials development method by creating the “class outline” and “contents outline”. The class outline is the design of the whole activities in the class and the “contents outline” focuses especially on the contents. In this paper, we define the class and learning materials design method as a systematic process by making the class outline and the contents outline, and we develop the support tool (COEdit) for this method.
Shared Virtual Presentation Board for e-Communication on the WebELS Platform
Authors: BERENA Arjulie John , HE Zheng , SRIPRASERTSUK Pao , CHUNWIJITRA Sila , OKANO Eiji , UENO Haruki
Published: January 2025

In this paper, a shared virtual presentation board (VPB) for e-Communication application on the Web-based e-Learning System (WebELS) platform is introduced. WebELS is a general-purpose e-Learning system to support flexibility and globalization of higher education in science and technology. In WebELS, the Meeting module consists of online slide presentation and video meeting, which the combination of both creates a so-called virtual room for e-Communication applications where meeting participants convene via the Internet. Online presentation features synchronized remote control for scrolling function, zooming function, cursor movement, shifting of slides back and forth, and even controlling the playback of video embedded on the slide. It also features online annotation to enhance the versatility and usefulness of online presentation. Online annotation allows the presenter to overwrite figures, draw objects or write mathematical equations to further elaborate what is being presented in a synchronized manner. This paper discusses the features of online presentation and the development of a virtual presentation board (VPB). VPB is a shared object that resides on the WebELS server system and is periodically accessed by WebELS client system in order that attendee’s presentation viewer can replicate that of the presenter.
Group Scribbles to Support Elementary Students’ Writing Based on VSPOW Model: A Preliminary study
Authors: WONG Lung-Hsiang , LIN Chiu-Pin , LIN Chih-Cheng , SUNG Yuan-Lin
Published: January 2025

The aim of this study is explore the writing performance effect of a collaborative writing approach mediated by a computer-assisted collaborative learning tool for elementary school students. To increase students‟ interest and performances in Chinese essay writing, we facilitated co-writing peer learning programs are executed on Tablet PCs with Group Scribbles software for students‟ practicing themes about Taiwan with VSPOW (Vocabularies → Sentences → Paragraphs → Outlines → essay Writing) writing model. Through the peer collaborations, the pooling of rich vocabularies and corpus, and face-to-face discussions, the students‟ motivation and quality of writing had been enhanced. Keywords: Collaborative writing; Language learning; V.S.P.O.W.; Group Scribbles
Towards a Matching Strategy of Constructivism and Instructionism
Authors: TANGWORAKITTHAWORN Preecha , GILBERT Lester , WILLS Gary B
Published: January 2025

There exists a traditional conflict in teaching between constructivism (learner’s perspective) and instructionism (instructor's perspective) because they are mutually exclusive and practitioners will support either one idea or the other. In this paper we attempt to bridge the gap between these two theories via a matching strategy through the intended learning outcomes. We propose that the philosophies of constructivism and instructionism can be used to balance the learner's knowledge and instructor's knowledge in order to provide the suitable learning activities to the learners.
Reconstructing the contextual cues (space) of a textbook for building a study guide on the e-book-based SQ3R method
Authors: YANG Sheng-Jie , LEE Yu-Hsuan , CHEN Gwo-Dong , LI Liang-Yi , YANG Yoko
Published: January 2025

Most e-books support functions of highlighting, taking notes, and adding bookmarks for students to read the material, and these functions suffice for reading. However, when they want to review content, they are required to drag the scrollbar to revisit information, though the speed of turning pages varies, and they may frequently navigate unrelated chapters. Using contextual cues to help people revisit information is useful. According to our previous study, chapter names and the visualization of each page are critical for readers revisiting information. However, these cues are used depending on the reading habits of users. This study thus employs an SQ3R reading strategy to enable users to utilize more cues, and consequently presents a design of an e-book system with integrated contextual cues (space) and the SQ3R method. The results of the experiment shows that the proposed e-book system can help students enhance their learning and reviewing performances, and reduce the time to revisit information compared to a typical e-book.
EAGLE: an Error tAGger for Learners of English
Authors: TAKHOM Akkharawoot , TRAKULTAWEEKOON Kanokorn , CHOTIMONGKOL Ananlada , PORKAEW Peerachet , NA-THALANG Sanooch Segkhoonthod , SUPNITHI Thepchai
Published: January 2025

This paper describes the design and development of EAGLE, an Error tAGger for Learners of English. EAGLE combines all the processes necessary for the analysis of learners' language, such as creating an error tagset, tagging learners' writing, and reporting error tagging results, within the same tool. EAGLE has been developed to allow more flexibility in the creation of tagsets as well as to support many tagsets. These functionalities are achieved with the use of a hierarchical tree tagset and offset annotation. Researchers can develop their own tagsets from different theoretical frameworks and even apply them to the same document. EAGLE also provides multiple ways of viewing and comparing the statistics of tagged errors. All these features allow taggers to compare their ideas and work together to create an error tagset to render the analysis more reliable and accurate. Since EAGLE was not designed specifically for any learner language, it could be applied to tag errors produced by learners of other second languages as well.
The relationships among science-related major students’ information commitment, mental load and mental effort
Authors: HSIEH Ya-Hui , TSAI Chin-Chung
Published: January 2025

This study was conducted to explore the relationships among science-related major students’ information commitment, mental load and mental effort. The sample included 314 college students in Taiwan. The correlation analysis revealed the obvious relationships between ICs and mental load. Students who have sophisticated information commitment tended to experience low mental load. On the other hand, students who have superficial information commitment experienced more mental load. The finding was suggested that students may need an appropriate training for learning in the web-based environment with information seeking activities indispensably. Educators could help students develop superior searching strategy and the ability of information commitment to reduce the experience of cognitive load.
Critical Thinking and Participation in an Online Collaborative Inquiry
Authors: LENG Jing
Published: January 2025

Critical thinking is regarded central to progressive discourse. This paper presents a case study of a humanities course in a secondary school where the teacher places emphasis on critical thinking elements in the curriculum design and is also adopting collaborative inquiry in his teaching. This paper adopts a mixed approach to teach critical thinking which provides a separate mini-lesson on certain critical thinking skills and an immersive environment to foster critical thinking. Two critical thinking tests are employed to measure different aspects of students’ critical thinking, critical thinking skills and dispositions. The scores of critical thinking tests are reported and their relationship with students’ participation in the online discourse is explored.
Computer-supported Collaborative Learning for Elementary School Students on the Effectiveness of Reading Comprehension
Authors: YANG Su-Jian , LIN Chiu-Pin , YANG Mei-Hwa , SHAO Yin-Juan , CHEN Wenli
Published: January 2025

Fostering children’s reading skills is of significance in their learning. Reading materials recently have been expanded from paper-based books to digital books and even the multimedia books. In this research we explored a synchronous collaborative learning using Group scribble software and self-adopted e-picture book based on our traditional local paper-based reading books. Experimental group and control group were established to investigate the effectiveness of using GS –based e-picture book in developing students’ reading and comprehension skills. The results indicated that great improvement in using GS –based e-picture book in reading as well as great enhancement of motivation and interest of learning by collaborative learning with GS.
Method for Evaluating Participants' Roles in Online Text Discussion Using Network Analysis
Authors: NIKI Kanako , FURUTA Takehiro , AKAKURA Takako , TOMOTO Takahito , NISHIHORI Yuri , NAGAOKA Keizo
Published: January 2025

We propose a method for evaluating participants’ roles in online text discussion using network analysis of chat log data. In our method, we use log data to construct a statement network indicating the relativity of the statements. We evaluate the participants’ role by calculating four types of point centralities. Experiments have been conducted to evaluate our method. The results from our method closely correspond to participants’ peer assessment data. This indicates that the proposed method is effective.
The Effects of Computer-supported Collaborative Learning on E-commerce Applications Professional Competence
Authors: CHUNG Pansy , KUO Sheng-Huang , YEH Ron Chuen , CHEN Yi-Cheng
Published: January 2025

Utilizing “Blog” on Global Logistics Management curriculum, this research aimed at exploring the influence of computer-supported collaborative learning (CSCL) on enhancing business-majored university students’ customer relationship management and e-commerce applications professional competencies. In addition, how student’s self-feeling about professional skills/knowledge (competence) through the use of Blogs was also investigated. The research adopted a quasi-experiment of unequal controlling group design. The researchers selected two classes of senior students in a technological university in Taiwan as subjects. One class was assigned as the control group, and the other was experimental group. Twenty two students were assigned to the experimental group with CSCL treatment that took two periods per week during nine weeks, while twenty eight students were in the control group with traditional teaching activities. The researcher adapted the Scale of Professional Competence to collect experimental data on business and management majored university students. Data collected were subsequently analyzed by the independent t-test, and paired samples t-test. The results indicated that the experimental group scored significantly higher than the control group on the total score of items: customer relationship management, and E-commerce applications. The results can provide instrumental guidelines to improve the future technological education.
Collaboration by Choice: Youth Online Creative Collabs in Scratch
Authors: KAFAI Yasmin , ROQUE Ricarose , FIELDS Deborah , MONROY-HERNANDEZ Andres
Published: January 2025

Online creative production has received considerable attention for its success in creating Wikipedia and Free and Open Source Software yet few youth participate in such voluntary online collaborations, in particular in programming contexts. In this paper, we describe how youth programmers organized collaborative groups or collabs in response to a design challenge in the Scratch Online Community. We report on participation in the “Collab Challenge” in the Scratch community at large and with particular groups, designers’ efforts in recruiting and organizing collab groups, and the role of community feedback. In the discussion, we address what we learned about youth’s informal collaborative skills, fostering community participation, and the design of online communities supportive of creative collaboration, and open issues for further research.
Scripting Collaboration: What Affects Does it Have on Student Argumentation?
Authors: SCHEUER Oliver , MCLAREN Bruce M. , HARRELL Maralee , WEINBERGER Armin
Published: January 2025

Computer-mediated environments provide an arena for learning to argue. We investigate to what extent student dyads’ online argumentation can be facilitated with collaboration scripts that (1) prompt learners to prepare individually, (2) create conflict, and (3) encourage productive collaboration and argumentation. A process analysis of the chats of the dyads showed that the scripted treatment group used significantly more words and broadened and deepened their discussions significantly more than the unscripted group. Qualitative analysis indicates that scripted learners engaged in more critical and objective argumentation than non-scripted learners.
A Flexible Approach to Metacognitive Scaffolding in Computer- mediated Inquiry Learning
Authors: MIAO Yongwu , WEINBRENNER Stefan , ENGLER Jan , GIEMZA Adam , HOPPE H. Ulrich
Published: January 2025

This paper presents a flexible approach to model and support inquiry learning processes in complex domains centered around emerging learning objects. It describes our work on applying educational process modeling techniques to provide an agenda-based tool for metacognitive scaffolding that supports students in regulative activities. A prototype has been developed as a pedagogical agent. Rather than presenting the suggested learning sequence directly, the pedagogical agent helps the students to reflect on and possibly re-plan their learning processes by monitoring and analyzing students’ actions and by using a predefined process model. The pedagogical agent has been tested and the initial test results demonstrate the technical feasibility of this approach.
Collaborative Agency in Youth Online Creative Production in Scratch
Authors: KAFAI Yasmin , FIELDS Deborah , BURKE William
Published: January 2025

Much attention has focused on the successes of creative collaboration in online communities yet little is known about how members organize participation and collaboration at such sites. In this paper, we analyze different dimensions of collaborative agency by youth who locally self-organized in groups and participated in a collaborative design challenge in the Scratch online programming community. We report on youths‘ fluid roles in groups, their contributions in terms of feedback, and their awareness of participation in relation to the online community. In the discussion we address what we learned about new forms of collaboration, equity issues, and implications for the design of tasks which better support collective learning.
Knowledge Publishing Method for Knowledge Refinement in Self-Directed Learning
Authors: OKAMOTO Ryo , NARUTA Yukinori
Published: January 2025

In self-directed learning, learners often finish their leaning with insufficient or incomplete knowledge. This is a serious problem for learners because they could not have an opportunity to improve their knowledge. One approach to improve their knowledge is to present their knowledge to others. In our research, we have focused on both of acquisition and publishing processes of knowledge and propose a method to specify and revise the errors of acquired knowledge. In this paper, we describe the method to specify the incomplete or insufficient knowledge through a computerized presentation, the design of a framework and the prototype of our supporting system.
Construction of Japanese Search Engine Based on Computational Model of Inductive Reasoning
Authors: KAMINISHI Hidekazu , SUZUKI Shusuke , TERAI Asuka , NAKAGAWA Masanori
Published: January 2025

Associative search systems can be applied to the education system for language learning. In this study, we developed an information search system for language learning based on the results of previous studies. This search system is based on a computational model of inductive reasoning which uses relationships of features and nouns in structures of language knowledge (probabilistically-based language knowledge structure). The system can eliminate unwanted results in accordance with association. In addition, via the system, previous studies results were modified based on psychological experiments. Finally, a survey was conducted in order to assess the validity of the results and confirm whether the output is valid.
Ontology-Driven E-Learning System for Automated Personalized Learning Service
Authors: CHEN Bert , LEE Chen-Yu , TSAI I-Chang
Published: January 2025

Ontology has gained popularity in building knowledge base because the description, localization and effective reuse of software patterns and systems of patterns can be approached through an ontology-based formalism. This paper designs ontology in the mobile phone domain for the construction of knowledge base, and presents a new method for knowledge assessment in which quizzing questions are drawn using the mobile phone ontology-based knowledge base to assess the level of professional knowledge of mobile phone salespersons.
Kit-Build External Expression of Problem Solving Process in Physics Learning
Authors: SHINOHARA Tomoya , YAMAMOTO Sho , HIRASHIMA Tsukasa
Published: January 2025

Diagnosis of errors in problem solving process is very important to support learner’s problem solving exercise. Although externalization of the problem solving process by a learner is a promising way to realize the diagnosis, this task is hard for a learner and it is very difficult to interpret the expression automatically for a computer system. In this research, we pay special attention to Kit-Build method to help this task. The expression made by the learner is diagnosed by comparing the ideal one, and the differences are targets of learning support. We have design and implemented a learning environment where a learner expresses his/her problem solving process with the provided parts and the expression is diagnosed. In this paper, results of a preliminary use of this environment are also reported.
Off-task Engagement in a Teachable Agent based Math Game
Authors: TÄRNING Betty , HAAKE Magnus , GULZ Agneta
Published: January 2025

A previous study compared two student groups that played a mathematics game based on a teachable agent. One group played with, and the other without, the inclusion of a social conversation module: a chat between the student and the teachable agent. Results were that students who used the game with the chat included had a more positive experience of the game and learned more in the sense of teaching their agent better. However, patterns differed between sub-groups of students. Low-achievers did not prefer the game with the chat included, whereas high- and mid-achievers did, but simultaneously low-achievers tended to chat more. Low-achievers tended not to use the options of not starting the chat or quitting a chat beforehand as much as high- and mid-achievers did. In this paper we pursue a more detailed analysis of the students’ conversational behavior in the chat. The analytic focus is on the notion of engagement. Results point towards differences between the student groups in their engagement in the off-task conversation, that in turn can help explain the previous somewhat paradoxical result.
Statistical Level Checker with Personalised English Passage Suggestion
Authors: NA CHAI Wasan , RUANGRAJITPAKORN Taneth , HIRANSAKOLWONG Nualsawat , SUPNITHI Thepchai
Published: January 2025

In this paper, a system to classify a readability level of English reading passage and to match student personal interest is purposed. Student model is applied to collect student information for selecting their preferable passage topic. Statistical passage level checker is implemented to match student readability level with passage difficulty by using neural network. Three linguistic features, syllable, vocabulary and sentence complexity, are chosen to distinguish a difficulty difference among passage level. The best accuracy gained by the system is 86.25% and the constantly reliable feature for this task is a sentence complexity of the passage.
Learning Support System to Facilitate Redesigning for Understanding Software Design Patterns
Authors: OOE Hiroki , KOJIRI Tomoko , SETA Kazuhisa
Published: January 2025

Design patterns are good designs in object-oriented programming and are generated experientially by predecessors. We propose a learning method of understanding design patterns by transforming a program with a design pattern into that without one (alternative solution). We also develop a support system that encourages learners of generating appropriate alternative solution. Experimental results proved that the proposed method was effective for a deep understanding of design patterns.
Quick View of Descriptive Answers of Quiz by Auto-Extracted Keywords
Authors: TAKASE Haruhiko , KAWANAKA Hiroharu , TSURUOKA Shinji
Published: January 2025

In this paper, we develop a system that helps teachers to make an effective improvement based on answers of a quiz in descriptive answer style. Grasping students’ understandings is necessary for effective improvements for teachers. The system enables teachers to grasp understandings even before students finish their answers. First, it provides keywords that are automatically extracted from answers. Then, it shows related phrases or related answers according to teachers’ selection of keyword. As a result, teachers can grasp interested phrases quickly. It makes improvement of classes effective.
Experimental Study toward Estimation of a Learner Mental State from Processes of Solving Multiple Choice Problems Based on Eye Movements
Authors: Kojima Kazuaki , Muramatsu Keiich , Matsui Tatsunori
Published: January 2025

Recently, the research area of intelligent educational systems has increasingly approached Educational Data Mining, which addressed a variety of learner aspects such as mental states. Although data of eye movements is promising in realizing mental states of learners, we have to empirically understand features of eye movements in advance due to difficulty in handling them. Toward the final goal of automatic estimation of learner mental states based on eyes, this study experimentally described changes of eye movements by confidence of correct answers. In our experiment, participants were asked to answer multiple-choice problems and respond to questionnaires about the problems, with the results indicating that transitions of eyes in initial processes where all choices were scanned differed depending on the levels of confidence.
Definition Response Scoring with Probabilistic Ordinal Regression
Authors: COLLINS-THOMPSON Kevyn , FRISHKOFF Gwen , CROSSLEY Scott
Published: January 2025

Word knowledge is often partial, rather than all-or-none. In this paper, we describe a method for estimating partial word knowledge on a trial-by-trial basis. Users generate a free-form synonym for a newly learned word. We then apply a probabilistic regression model that combines features based on Latent Semantic Analysis (LSA) with features derived from a large-scale, multi-relation word graph model to estimate the similarity of the user response to the actual meaning. This method allows us to predict multiple levels of accuracy, i.e., responses that precisely capture a word's meaning versus those that are partially correct or incorrect. We train and evaluate our approach using a new gold-standard corpus of expert responses, and find consistently superior performance compared to a state-of-the-art multi-class logistic regression baseline. These findings are a promising step toward a new kind of adaptive tutoring system that provides fine-grained, continuous feedback as learners acquire richer, more complete knowledge of words.
Hybrid Question Generation Approach for Critical Review Writing Support
Authors: Liu Ming , Calvo Rafael A. , Rus Vasile
Published: January 2025

Research towards automated feedback can build on the work in other areas. In this paper we explore question generation techniques. Most research in question generation has focused on generating content specific questions that help students comprehend a set of documents that they must read. However, this approach is not so useful in writing activities, as students would generally understand the document that they themselves wrote. The aim of our project is to build a system which automatically generates feedback questions for academic writing support, particularly for critical review support. This paper presents our question generation system which relies on both syntax-based and template-based approaches, and uses Wikipedia as background knowledge.
Fostering Collaborators and Deep Learners through Knowledge Building among Chinese Tertiary Students
Authors: LEI Chunlin , CHAN Carol K.K.
Published: January 2025

In this study, we designed and examined a principle-based knowledge building environment that aimed to (a) promote collaboration, deep learning and domain understanding among Chinese tertiary students, (b) characterize knowledge building discourse patterns to understand the changes. The quasi-experimental design involved two groups of students: one in knowledge building environment (KB), the other in technology enriched environment (NKB). Questionnaire survey results showed both environments students improved on conceptions of collaboration and approaches to learning, but only the KB students acquired significant improvement. Also, students in KB environment outperformed their peers in NKB environment on domain understanding. The knowledge building inquiry thread analyses indicated students in KB environment were more engaged in Knowledge Forum (KF) and able to contribute discourse with high-level knowledge advances. The results also showed a trajectory of knowledge building process, suggesting students move toward deep learning, understanding, and emergent knowledge advancement by assimilating knowledge building principles over time.
Creating multimodal texts in language education – an emerging practice at the boundary
Authors: GODHE Anna-Lena , LINDSTRÖM Berner
Published: January 2025

In this paper the emerging practice of making multimodal texts within language education is explored, in order to illuminate a boundary in which students negotiate what to include in a digital story produced in an educational setting. The making of multimodal texts originates in contexts outside of education and, accordingly, influences from these practices are incorporated into the activity system of making texts in language education. Through excerpts from interactions between students and their teacher, what is considered to belong, or not belong, in a school context, is illuminated as the negotiations between actors establish what are considered appropriate and meaningful actions. The digital stories created by the students within the activity system of schooling become a hybrid as influences from intersecting activity systems are incorporated into the multimodal texts they create.
Feasibility study of using social networks platform for learning support: an example of Facebook
Authors: Chan Chien-Lung , Fu Wen-Erh , Lai K. Robert , Tseng Shu-Fen
Published: January 2025

In this study, we explored the students’ computer-supported collaborative learning behavior based on the Facebook platform. Sixty two senior college students major in Information Management took Decision Support System (DSS) class. Besides the lectures and class discussion, the students participated in the DSS Facebook for collaborative learning. We found that students’ characteristics (e.g., gender and mindset of learning) are important factors to affect their Facebook usage behavior and learning performance. The students using DSS Facebook more often get better performance in their final projects, learning satisfaction and the online communication behavior survey. We also found that gender affects the usage of social networks platform. For instance, male students use social networks platform several times per week and get better performance in online communication, learning satisfaction and creativity self-efficacy.
Positive and Negative Learning Impacts from Technological Social Agents
Authors: HERBERG Jonathan S. , LEVIN Daniel T. , SAERBECK Martin
Published: January 2025

Computerized learning environments often include implementations of simulated social agents, incorporating the reasonable design assumption that learning interactions that are more social are more effective. However, recent evidence suggests that computerized social agents can in some circumstances fail to promote or even hinder learning. The current paper outlines evidence both supporting and arguing against the utility of computerized social agents for learning. We propose a framework reconciling this evidence by delineating impacts from a social agent that impinge upon different points of learning, from shallow to deep phases. Shallow social impacts when ineffectual carry little to no potential to actively impede learning, but any potential positive impacts on shallow learning phases are relatively limited in the absence of positive deep impacts. Deep social impacts, on the other hand, carry the potential to strongly drive deep learning, but when ineffectual carry the risk to impede it. The paper concludes with a proposal for future research based on this framework.
Combining Facebook and Open Learner Models to Encourage Collaborative Learning
Authors: Alotaibi Mohammad , BULL Susan
Published: January 2025

In this paper we describe the use of a social network application (Facebook) with individual open learner models at university level, to support collaborative learning. Results suggest that Facebook and open learner models can be used together to support collaborative learning. It also suggests that Facebook and open learner models can support sociability in collaborative learning: both were found to be useful.
A Case Study of Creativity Development through Scientific Boat Construction
Authors: SHIEH Ruey-Shyy
Published: January 2025

Fostering students’ creativity helps enhance their problem-solving abilities and hands-on skills. The purpose of this study was to cultivate middle-school students’ creativity and problem-solving abilities through collaboratively constructing a scientific boat. In addition to boat artifacts, this study also collected interview and classroom observation data. The results indicate that the students were able to exert their imagination to create various types of boats with different materials. It was also found that the students’ development of creativity appears to be associated with their preference for free-style thinking and boat construction concepts. Those who were more successful tended to appreciate the free style of imagination for constructing the artifact, and were also more self-motivated. On the contrary, those who were less successful in completing the task expected clearer instructions from the teacher. To more effectively help students develop their creativity, differing amounts of instruction provided to students of various backgrounds is important.
Students’ understandings of collaborative discourse: A knowledge building approach
Authors: LIN Feng , CHAN Carol K. K.
Published: January 2025

The study assessed students’ understanding of collaborative discourse and examined the role of knowledge building environment augmented with reflective assessment in fostering more sophisticated views of collaborative discourse among students. One language teacher and 31 high school students in Hong Kong participated in this study. Data were collected from students’ pre-post essay writings about “what is good discussion”. This study identified four patterns of understandings about collaborative discourse ranging from less to more sophisticated, and found that students’ understandings of collaborative discourse became more sophisticated after their engagement in knowledge building.
Proposal and Evaluation of a Method of Estimating the Difficulty of Items Based on Item Types and Similarity of Choices
Authors: IKEDA Shinichi , TAKAGI Teruhiko , TAKAGI Masanori , TESHIGAWARA Yoshimi
Published: January 2025

In recent years, on the idea of supporting the composition of the tests by using statistical data, such as the difficulty level of the items that constitute the tests, has been investigated. In general, item response theory (IRT) is used to quantify the difficulty level of items. However, this approach requires that the items are answered by many learners in advance and it is difficult to ensure that all items in the bank are answered. We propose a method of estimating the difficulty level of unanswered items. In our method, the level of new items is estimated from the level of similar existing items based on the differences between item types and the similarity between choices. A simulation experiment shows that the difficulty levels calculated by IRT and by using the proposed method can have a reasonable correlation. However the results obtained using the new estimation method can be very different from the IRT results if incorrect answers to an item are similar to the correct answer.
Open Source Energy Simulation for Elementary School
Authors: Sze Yee Lye  , Wee Loo Kang , Ong Yong Cheng
Published: January 2025

With the interactivity and multiple representation features, computer simulations lend itself to the guided inquiry learning. However, these simulations are usually designed for post-elementary students. Thus, the aim of this study is to investigate how the use of guided inquiry approach with customized energy simulation can improve students’ understanding of this topic. In this ongoing research, the case study is adopted. In the first phase of the study, we have modified open source energy simulation based on principles for reducing extraneous processing, existing energy simulation and guided inquiry approach. The modified simulation is sent to teachers for evaluation and the feedback is encouraging. In the next phase of the study, the guided inquiry lesson package involving the energy simulation would be designed and deployed in an elementary classroom. Multiple data sources would be collected to seek a deeper understanding on how this learning package can possibly impact students’ understanding of the physics concepts.
Creation of a Topic Maps-Based Wiki with an Article Similarity Measurement
Authors: Matsuura Shu , Naito Motomu , Toyota Hiromi
Published: January 2025

We created a pilot case of a Topic Maps-based wiki site to exchange ideas about children’s behavior in elementary schools. The topic map of this site consisted of the article and subject topic types. The subject topic type consisted of topics classified into areas such as “behavior,” “competence,” “field,” and “school time.” Each article was registered as an instance of the article topic type and associated with relevant subject topics. To measure the similarity between two articles and to relate articles on the basis of the similarity, we used the Tanimoto Similarity. To improve similarity-based retrieval, it was suggested that more specific subject topics characterize the articles.
Practice of Subject Report Revision Process Following Class and Learning Materials Design Method Based on Instructional Design
Authors: SASAKI Shigeru , WATANABE Hiroyoshi
Published: January 2025

Authors have proposed the class and the teaching-materials design method based on the instructional design processes, and developed the support tool for the learning materials development following our method. One of the goals of this research is realizing student assistant participation to the learning materials development. In this research, the revision procedure of the subject report was devised as the part of our learning materials design and development method. Following this method, we have revised the subject report by student assistant participation.
Schema-based Scaffolding for Creating Presentation Documents
Authors: SHIBATA Yasuo , KASHIHARA Akihiro , HASEGAWA Shinobu
Published: January 2025

In order to properly create presentation documents as research activity, it is necessary to get and accumulate experiences in composing the semantic structure that represents what to present and how to sequence the contents presented. However, it is not easy for novice researchers because they have fewer experiences in creating presentation documents. This paper proposes scaffolding for composing the semantic structure of presentation documents with presentation schema that is typical semantic structure embedded in the presentation documents accumulated in a research group. The results of a case study suggest that the schema-based scaffolding contributes to creating presentation documents.
Has the time come to discuss technical affordances of standards?
Authors: HOEL Tore
Published: January 2025

Formal standardization communities are searching for ways to improve their approach. Process improvement is often the primary focus for this discussion. This paper explores the possibilities to put more emphasis on the technical affordances of standards. A case study is presented of a proposal to reform European standardization practice. Technical quality issues are now put forward as important metrics. However, the technical quality criteria are still vague and more research is needed to come up with the dimensions for a quality discourse on technical aspects of standardisation.
Development and Evaluation of Interactive English Conversation Learning System with a Mobile Device Using Topics Based on Learners’ Life
Authors: NAKAYA Kae , MUROTA Masao
Published: January 2025

Motivating Japanese EFL (English as a Foreign Language) learners is essential if they are to learn English conversation effectively. We developed an English conversation mobile learning system based on a heuristic model of variables influencing the concept of "Willing to Communicate" by MacIntyre et al, with "interactive English conversation", "topics based on interests and life of learners", and "applications which learners can use anywhere and anytime". The results of experiments showed that the "interactive English conversation" style worked well in making learners feel relaxed and making them speak fluently.