bluuebunny/crossref_metadata_2025 huggingface dataset:
Development and Evaluation of a User Adaptive Kanji Learning System Using Computer Graphics
Authors: MATSUSHITA Kotaro , KURUMAGAWA Takahiro , NEMOTO Natsumi , SAKIYAMA Takuya , SUZUKI Hideo , MACKIN Kenneth , NAGAI Yasuo , NUNOHIRO Eiji
Published: February 2025

This paper describes the development and evaluation of a user adaptive Kanji learning system. In order to make our already developed learning systems more adaptive for users so as to obtain the learning effects, in this study, we used the Japanese Kanji characters as e-learning content displayed on our computer system, evaluated the system performance and analyzed the learning effects. After introducing our newly developed learning system into an elementary school, we got good results through a questionnaire survey. In addition, we found out the improvements to this new system.
Learning by “Search & Log”
Authors: YIN Chengjiu , FLANAGAN Brendan , HIROKAWA Sachio
Published: February 2025

Although previous research has demonstrated the benefits of the “learning by searching” strategy, there is a new problem which is how to measure and analyze the effectiveness of "Learning by Searching" behaviors. In this paper, by using the record of the students’ learning history, we have proposed a SNSearch system to analyze student web-searching behaviors of "Learning by Searching".
On Using Mutation Testing for Teaching Programming to Novice Programmers
Authors: OLIVEIRA Rafael A. P. , OLIVEIRA Lucas B. R. , CAFEO Bruno B. P. , DURELLI Vinicius H. S.
Published: February 2025

In this paper we argue that the incorporation of experiences on testing activities, in particular mutation testing, in programming courses adds valuable knowledge to the learning process. Mutation testing is centered on the idea of creating test data for uncovering seeded faults in programs that slightly differ from the original program. These faulty programs are called mutants. Through source code analysis and test case execution, testers have to identify the differences between the original program and the mutants. To do so, testers must have a sound understanding of the program's control flow and instructions. This broad understanding of programming represents a key skill for novice students in programming courses. We evaluate the effects of using mutation testing to improve the learning process of novice students in programming courses. We conclude that the introduction of mutation testing in the learning process provides students with learning experiences that go beyond traditional lectures and hands-on programming courses.
Search System for Audio and Video Lecture Content Using Auto-Recognized Transcripts
Authors: MORIMOTO Yosuke , AOKI Kumiko , KATSURADA Kouichi , ISHIHARA Genki , IRIBE Yurie , NITTA Tsuneo
Published: February 2025

An audio and video retrieval system that can search auto-recognized transcripts of lectures has been developed. A spoken term detection engine that can perform a fuzzy search are utilized to handle recognition errors, unknown words, and potential spelling variants. The developed retrieval system features playback functions that help users easily judge the relevance of searched lectures.
A systematic review of assessment methods in mobile computer-supported collaborative learning (mCSCL)
Authors: SONG Yanjie
Published: February 2025

This study aims to investigate (1) assessment measures utilized in Computer-Supported Collaborative Learning (mCSCL) research; (2) whether these assessment measures have examined the effectiveness of mCSCL that the studies intend to assess; and (3) when the assessment measures are conducted in mCSCL research in an attempt to bring to light potential methods that are conducive to examining effectiveness of mCSCL practices and sustain the practices, and identify methodological issuesin mCSCL to be addressed in future research. The research findings show a variety of methodological issues that need to be addressed. Discussions are made in comparison with the findings in CSCL research and other studies leveraged by mobile technologies. Potential directions to investigate the effectiveness of mCSCL practices are proposed.
Maparin: Creating a Friendly and Adaptable Learning Scenario for Foreign Students in Taiwan
Authors: TANG Wei-Tung , YOUNG Shelley Shwu-Ching
Published: February 2025

In this paper, we describe a mobile App called Maparin. It has been designed to facilitate foreign students enrolled in National Tsing Hua University (NTHU, Taiwan) while adapting to this Chinese speaking environment. Focused on providing complementary learning material in addition to regular Mandarin course training, the App leads foreign students to their desired restaurant to undertake Chinese learning and social interaction with locals in a real-life context. With the built-in GPS and Augmented Reality (AR) display, students equipped with iPad App have the ability to decide when and where to acquire essential Chinese language knowledge in informal settings. In addition, an embedded Automatic Speech Recognition (ASR) assessment system allows foreign students to learn the authentic pronunciation of daily meals in Taiwan. Moreover, a group of foreign students have been selected for system testing and evaluation. The experimental result shows that food ordering and campus restaurant locating via Maparin is much more efficient and satisfying for the foreign students.
A Context-aware Dynamical Learning Environment for Multiple Objectives
Authors: CHEN Min , CHIANG Feng-Kuang , YU Sheng-Quan
Published: February 2025

In a real ubiquitous learning environment, different learners may have different learning objectives; a learner also has different objectives in different periods. Ubiquitous learning environment should be able to support different learning objectives. However, most of ubiquitous learning environments are designed for specific learning objectives, in which all learners only get learning resources related to the specific learning objectives with fixed contents. This research proposes a ubiquitous learning environment to support different learners’ learning with different learning objectives at same time. This environment is called CDLEMO (Context-aware Dynamic Learning Environment for Multiple Objectives). It can provide available and suitable learning resources, and the contents of a resource can be adjusted dynamically according to learning objective. The results of a pilot experiment conducted in the botanical garden in Beijing Normal University show that CDLEMO can make learning become more convenient and fun, enhance learning motivation, stimulate learning interest, and it wins the learners' acceptance and approval.
Context-aware Personalized Courses Search based on Hybrid Learner Profile
Authors: XIE Haoran , ZOU Di , WANG Fu Lee , WONG Tak-Lam , TROSHINA Ksenia
Published: February 2025

With the rapid growth of massive online open courses (MOOCs) on the Web, it is essential to provide learners with appropriate assistance in courses and learning materials. The extant approaches of personalized course search mainly consider historical learnt and enrolled courses of learners. That is, those courses which are contently similar to previous courses in learner profiles will be highlighted in the ranking results of the personalized course search. However, these approaches mainly neglect two distinguished characteristics in this domain, which are (i) context-dependent: course search which is highly correlated with learner contexts, e.g., a learner may have the individual learning schedule of the courses to be retrieved depending on the temporal contexts; and (ii) knowledge-constrained: learners are more willing to search and enroll in the courses that they have sufficient pre-knowledge about. To incorporate these two domain characteristics of the personalized course search, we therefore present a novel approach based on hybrid learner profile in this paper. Furthermore, we conduct the experiments which compare the performance of different methods on a dataset to verify the effectiveness of the proposed method for the personalized course search.
Learning by Teaching Support Environment based on Teaching Assistant Activities with Teacher Agent
Authors: NOGUCHI Yasuhiro , HONDA Shintaro , KONISHI Tatsuhiro , ITOH Yukihiro
Published: February 2025

A learning environment where human learners learn by teaching computer agents generally has some advantages for their effective learning. One of the expected advantages is the learners can be aware of the related knowledge and the strategy of problem solving. However some human learners cannot succeed in teaching the agents as a learner even if these learners can completely resolve the problems. It is because these learners cannot diagnose the understanding level of the agents. Even if these learners can teach the answer of the problems, they cannot identify the causes of the agents’ mistakes and lead them to the correct solution. In this paper, to support their learning by teaching, we propose a new learning environment where human learners learn by teaching as a teaching assistant. In this environment, these learners can receive some assistance from the teacher agent. The teacher agent supports the learners in diagnosing the causes of mistakes based on the related knowledge and the strategy of the problem solving, when the learners become stuck. Our preliminary evaluation shows the advantage to enable learners to be aware of the related knowledge and strategy.
Selective Prediction of Student Emotions based on Unusually Strong EEG Signals
Authors: AZCARRAGA Judith , MARCOS Nelson , AZCARRAGA Arnulfo , HAYASHI Yoichi
Published: February 2025

With an electroencephalogram (EEG) sensor mounted on their head while learning mathematics using two computer-based learning software, EEG signals were collected from fifty six (56) academically-gifted students of ages 11 to 14. The EEG signals are used to predict four academic emotions, namely frustrated, confused, bored, and interested. It is shown that emotion classification accuracy is improved by selective prediction - performed only when a pre-determined proportion of EEG feature values deviate significantly from the baseline mean. The experiments on instances, where 0%, 2%, 4%, and up to 20% of the features are signifi- cantly stronger EEG signals, show that the accuracy rate of decision trees increases from 0.50, 0.59, and 0.45 (for instances with 0% special event features) to 0.74, 0.75, and 0.66 (for in- stances with 20% special event features) for predicting frustrated, confused and bored, respec- tively. Accuracy for predicting interested does not increase like for the other three emotions.
A Study of an Online Community for Promoting Chinese Reading among Primary Schools in Hong Kong
Authors: KONG Siu Cheung
Published: February 2025

An online community for promoting students to naturally develop true interest and sustainable habit of Chinese reading has been set up among six primary schools in Hong Kong. The approach of Reading of Tomorrow is adopted, which integrates the rationale of Modeled Sustained Silent Reading (MSSR) and the use of a game-based learning platform “Bookstore of Tomorrow”. This paper shares the first-phase experience of this online reading community, of which a total of 534 students across Grade 4 to Grade 6 in the six collaborating schools participated in the half-year Reading of Tomorrow activities for reading books according to own interest, sharing personal reading records, making book recommendations to peers, and reading peers’ book recommendations. In the student questionnaire survey, the participating students positively perceived the impact of the Reading of Tomorrow approach on motivating them to not only keep habit and increase interest in Chinese reading, but also to explore new reading topics and develop new thinking ways through sharing book recommendations with peers using the “Bookstore of Tomorrow” platform. In the focus group interviews, the participating teachers acknowledged the potential of the Reading of Tomorrow approach to influence students to increase reading frequency and widen reading topics; and suggested the need to focus on promoting students to interact with peers more for sharing personal comments and feelings after reading books. Implications are discussed for the online reading community to sustain students’ motivation and interest in reading extensively for learning new knowledge and developing creative thinking.
Linking the learning processes to learning engagement and learning outcomes: How well did the students learn in modeling-based computer simulation activities?
Authors: Wang Ya-Joe , Wen-Yu Lee Silvia , Lin Pai-Chuan , Liu Chen-Chung
Published: February 2025

The purpose of this study was to investigate the relationships between students’ different extent of completion of modeling activity and the students’ modeling competences and learning engagement. Research participants were 76 11-th grade students in Taiwan. The students participated in modeling-based computer simulation activities (MBCSA). We designed and learning patterns was analyzed through lag sequential analysis (LSA). Research instruments included pre- and post-modeling competence tests, engagement questionnaires, and online students’ worksheets. Students’ activity logs were also recorded by the computers. The students’ online worksheets were scored and used for grouping the students into three levels of completion of MBCSA: the Low-Score Group (LSG), Middle-Score Group (MSG) and High-Score Group (HSG). The results showed that, first, in analyzing the students’ pre- and post-modeling competences test, ANCOVA results showed HSG and MSG were significantly higher than LSG on model representation (MR). Second, in analyzing the engagement questionnaires, ANOVA results showed HSG was significantly higher than MSG on positive behavioral engagement and positive social engagement, and LSG was significantly higher than HSG on negative cognitive engagement, negative behavioral engagement and negative social engagement. Third, by using the LSA, six activity patterns were identified in this study. Students in the three groups showed different tendencies of the sequences of completing the modeling activities.
Enhancing STEM Knowledge and Skills by Making Electronic Sound Synthesizer based on TPACK Model
Authors: Hu Chih-Chien , Yeh Hui-Chin , Chen Nian-Shing
Published: February 2025

STEM education has received increasing attention in recent years. Thus, this study proposes a knowledge and skill enhancement framework by integrating TPACK for enhancing learners’ STEM knowledge and skills. The main idea of the proposed approach was to conduct a workshop for learners to make an electronic sound synthesizer. Related data were collected along the whole process, the results revealed that the proposed approach significantly helps learners improve their learning performance and fosters their positive attitudes toward STEM.
A Technique for Tracking the Reading Rate to Provide Students’ Learning Feedback
Authors: ZHAO Fuzheng , YIN Chengjiu
Published: February 2025

Reading rate is the number of words a user reads per unit of time, also known as reading speed. As online learning has been continuously growing, research on tracking learning behavior is undertaken, and the reading rate was beginning to be applied to measure the learning process. However, current calculating methods are based on the traditional learning environment of a paper-based course, and further research is needed to determine whether they can be used to track students’ learning in an online learning environment and integrate with their online reading habits. To this end, this study proposed a new method based on online learning used to calculate reading rate as a measure to track students’ learning status, after analyzing students’ reading behavior in the e-book learning system. This method not only can identify students with learning difficulties through reading rate outliers, but also provide urgent feedback to students on their reading status.
Analyzing Sentiments of ChatGPT Users: Philippine Setting
Authors: DIZON Gisele , CAGUIAT Ma. Rowena
Published: February 2025

The research is focused on a statistical examination of data from Twitter, a popular social networking platform where lively debates may be exchanged on a wide range of topics, including ChatGPT. The primary goal of this research is to conduct sentiment analysis on the ChatGPT-related tweets in order to get insight into how Twitter users in the Philippines feel about this AI-powered language model. In addition, the study delves into the n-grams and most commonly used words associated with AI, highlighting the preponderance of AI-related phrases and their practical significance. However, 16.57% of tweets expressed negative sentiments, suggesting areas for improvement and privacy concerns. In conclusion, this research provides valuable insights into user sentiments surrounding ChatGPT during a period of significant milestones and growth. The findings offer guidance to developers and stakeholders for addressing potential challenges and further enhancing ChatGPT's success in the ever-evolving AI landscape.
Implementing an Inquiry Learning with Mobile-supported Mathematical Board Game to Promote Primary Students’ Attitude toward Mathematics Learning
Authors: CHALEELPLIAM Sakda , PREMTHAISONG Sasivimol , CHAIPIDECH Pawat
Published: February 2025

One of the teaching approaches most used by educators is the inquiry-based learning, and with the development of technology, students have access to more games. Therefore, many researchers have integrated investigative learning methods with mobile-supported board games. The purpose of this research is to investigate students’ conceptual understanding and their attitude toward mathematics learning using inquiry-based learning methods and mobile-supported board games. In this study, the participants were primary school students in the northeastern region of Thailand. The finding demonstrated that students have better conceptual understanding after using an inquiry learning with mobile-supported mathematical board game. Moreover, students had a positive attitude toward mathematics learning. Specifically, it allowed students to gain confidence and motivated them to study mathematics. Consequently, this study revealed that an inquiry-based learning combined with mobile-supported board game has the potential to foster positive attitudes towards mathematics learning with technology and may develop into other content in future primary mathematics learning.
A Chatbot for Image Recommendation in Mobile Language Learning
Authors: HASNINE Mohammad Nehal , BUI Huyen , UEDA Hiroshi
Published: February 2025

Mobile language learning applications have already shown great promise and have played a significant role in how language learners learn foreign vocabulary. Many mobile language learning applications such as mobile apps, computer programs, chatbots, and electronic dictionaries are developed to support vocabulary learning. Finding images to represent a word, considering the learning contexts, is challenging. Therefore, this article describes the development of a chatbot to provide foreign language learners with images to represent a word to memorize using Telegram messenger platforms. Using Python, Microsoft Azure services, and the Telegram API, this chatbot has been designed to provide five relevant still images from the image search engine to get the images to represent a word immediately. This minimizes learners' time spent searching images and optimizes the planning for their learning activities. This chatbot, AIVAS-iBOT (Appropriate Image-based Vocabulary Acquisition System-Image BOT), was also deployed in Skype and hence could be accessed from Telegram and Skype.
Developing Computational Thinking: Using TurtleStitch and Physical Computing
Authors: SEOW Peter , KER Chin-Lee , XUE Haoran
Published: February 2025

In this paper, we describe how the use of physical computing devices like an embroidery machine and TurtleStitch software can be used to engage learners in coding and developing their Computational Thinking (CT) skills. Two lessons are described on how novice learners can create geometric patterns with code while applying CT skills. In the first lesson, students learn to create polygon shapes such as square, triangle, pentagon, and hexagon. Through abstraction, pattern recognition, and algorithmic thinking, they must develop a modularized code block to create a polygon with sides and length of the polygon as input parameters. In the second lesson, they must create pinwheel geometric patterns through decomposition, pattern recognition, and algorithmic thinking. The accompanying approaches such as tinkering, creating, debugging, persevering, and collaborating were used to develop CT skills as learners generate geometric patterns with block-based codes in TurtleStitch. The use of embroidery machines and coding on TurtleStitch can provide opportunities for novice learners to develop coding and computation thinking skills as they creatively generate patterns with codes that can be embroidered in a tangible textile form.
Development of TETPR: Technology-Enhanced Total Physical Response for Elementary Students to Learn English Vocabulary in Indonesia
Authors: SAPUTRA Riska
Published: February 2025

This study explores the potential of Technology Enhanced Total Physical Response (TETPR) as an engaging approach to teaching English vocabulary to Indonesian students to support their English reading. TETPR integrates technology to enhance language acquisition, using the web, multimedia, AI, and remote. The study involves elementary students in Indonesia and employs a pretest-posttest control-group design. Data analysis will utilise an independent sample t-test to compare vocabulary acquisition between the experimental group taught with TETPR and the control group taught through traditional methods. The hypothesis predicts a significant difference in favour of the TETPR group. If successful, this study will contribute to IDC Theory by emphasising the role of interest-driven approaches on TETPR in improving students' English vocabulary acquisition.
Student Engagement Detection: Case Study on Using Peer-to-Peer Emotion Comparison with Context Regularization
Authors: LIN Geyu , GUPTA Manas , WONG Cheryl Sze Yin , ZHANG Huayun
Published: February 2025

This paper describes a method to automatically assess participants' engagement in online education. Similar to emotion recognition, student engagement can be subjective. Hence, it is challenging to obtain large-enough and consistent ground-truth engagement labels for automatic student engagement. We propose an unsupervised method that could detect abnormal engagement states using peer-to-peer emotion correlation analysis in different modalities. Without any human engagement labeling, this zero-shot method accurately pinpoints the abnormal student engagements in our experiment. Modality-dependent engagement prediction also suggests possible distractions on the student's device.
Evaluation of Simulators to Promote the Understanding of Bioaccumulation among Elementary School Students
Authors: MATSUYAMA Yuka , KAMIYAMA Shinichi , FUNAOI Hideo , YAMAMOTO Tomokazu
Published: February 2025

This study introduced four simulators developed by Matsuyama et al. (2023) into sixth-grade science classes to educate students about bioaccumulation of pufferfish toxin. The simulators helped students understand how the concentration of pufferfish toxin increases as predators approach the top of the food chain. Results of a survey of “students’ usability” indicated that all 12 of the questions received a positive rating. In “students’ understanding,” the number of creatures that students thought would be affected by DDT (dichlorodiphenyltrichloroethane) bioaccumulation increased in part pre- and post-transfer test. Particularly, the answers of aquatic creatures showed a significant improvement, and it was found that the simulators helped students understand “the food chain and bioaccumulation in the water.”
Enhancing Mobile Learning App for Revamped Blended Learning Class in Beginner's Chinese Course
Authors: OHKAWA Yuichi , ZHAO Xiumin , MITSUISHI Takashi , GUI Wen , WANG Xuan
Published: February 2025

The authors have been conducting Chinese language classes for first-year university students that combine face-to-face instruction and e-learning for review. They have also been developing a mobile application for review. Beginning this year, the curriculum has been modified so that one of the two linked weekly classes will be conducted as an on-demand class, and the app will be utilized to consolidate the learning content. The mobile application was also substantially modified accordingly. This paper describes the design.
Designing Learning Companions for Enhancing Students' Writing Habits
Authors: LIAO Chang-Yen
Published: February 2025

This study confronts the issue of insufficient writing practice among elementary students, a concern prevalent in Taiwan. Despite the integral role of writing in learning, students frequently need more opportunities for consistent writing practice, affecting their reading and writing abilities. This research proposes a novel approach through an artificial intelligence-based "Writing Companion," designed to supplement the writing practice gap in current education. Three design mechanisms of the Writing Companion include facilitating autonomous writing opportunities, providing writing prompts, and aiding self-monitoring of the writing process. By encouraging consistent writing habits and promoting a balance of writing practice and strategy learning, this study aims to enhance students' writing literacy and motivation. The findings may provide critical insights into harnessing artificial intelligence to improve writing education.
Supporting Engineering Degree Student Wellbeing with Compulsory Lessons on Stress Management
Authors: BEARDSLEY Marc
Published: February 2025

In this paper, we present findings from the evaluation of compulsory lessons on stress management at an engineering school in Spain. Both a face-to-face and an online lesson were integrated into a credit-bearing course for first-year university students. A pre-post survey study was conducted (n = 54). Results indicate that the lessons fostered more positive stress mindsets among students. Findings also suggest that students increased their proficiency in contemplating the topic of academic stress and in understanding the active role they can play in managing stress.
Learning Effectiveness of Integrating Peer Assessment and Board Games in a Computational Thinking and Artificial Intelligence Unit: Taking Speech Recognition as Examples
Authors: CHEN Mu-Sheng , HSU Ting-Chia
Published: February 2025

This study aims to investigate the impact of peer assessment and educational board games on computational thinking (CT) and artificial intelligence (AI) courses using a two-factor experimental design. Combining educational technology, we designed an AI speech recognition course suitable for first-year students with no prior knowledge of CT or AI. The goal is to develop their foundational understanding and application of CT and AI. By employing educational board games, the study seeks to enhance learning enjoyment, increase students’ self-efficacy in CT, and reduce their learning anxiety. Additionally, through the strategy of peer assessment, the study aims to provide benefits to students in both evaluating and being evaluated, thereby improving their learning outcomes and engagement.
The design and use of conversational intelligent tutoring systems and computer simulation for the use of students of technology entrepreneurship
Authors: ILAGAN Joseph Benjamin
Published: February 2025

Entrepreneurship is complex and dynamic. It involves continuously pursuing novel or better products and business models amidst constraints, uncertainty, and constant change among ecosystem participants (or "agents"). Entrepreneurship education, therefore, needs to be non-linear. Yet, traditional teaching methods in entrepreneurship came from business management education practices: lectures, case studies, and group discussions-mostly ineffective because entrepreneurship is more dynamic and non-linear. Recent entrepreneurial experiential learning attempts include starting and running a business and using computer simulations to reduce time and cost. There are opportunities to introduce non-linear and more human-like approaches to the learning interface, and these are some of the aims of intelligent tutor systems (ITS). This study proposes using a conversational ITS (CITS) as the learning experience interface for a technology entrepreneurship program to teach students various concepts. Conversations, through natural language, will take advantage of recent developments in large language models (LLMs) and related conversational agents and Al assistants such as ChatGPT. At the heart of the learning tool is a suite of computer simulation environments specifically for technology entrepreneurship, with the choice of technology entrepreneurship forcing novelty and relative market uncertainty in product offerings. The design and selection of technologies will follow evaluation frameworks on the effectiveness of entrepreneurship teaching simulation environments: fidelity, verification, and validity. The expected output will be a simulation environment resulting from multiple design-build-implement iterations. The CITS and the simulation core engine shall interface with a Learning Management System (LMS). The study will also generate insights after simulation sessions with domain experts and students through educational data mining (EDM) of the resulting logs.
Exploring Business Students' STEM Literacy for Work Preparedness
Authors: ZHANG De-Qi , JONG Morris Siu-Yung
Published: February 2025

This paper presents a proposed doctoral study exploring STEM (science, technology, engineering, and mathematics) literacy for business students' work preparedness. The overall research consists of two studies. Study 1 will develop a theoretical model relating business students' STEM literacy for work preparedness by adopting a grounded theory approach. Based on the model, a measurement scale, viz. Business Students' STEM Literacy Scale (BSSLS), will be developed. Study 1 will involve fresh business graduate workers and business students with work experience in STEM-related industries. Study 2, which aims to recruit around 500 participants in mainland China and Hong Kong, will validate the BSSLS and investigate the current situation of final-year business students' STEM literacy. The proposed research will contribute to generating new insights into researching STEM literacy in higher education and incorporating this literacy as a curricular component in business education.
Evaluating the Assessment of Comment Quality in Learning Communication Skills using Active Video Watching
Authors: LUMAPAS Raul Vincent , MITROVIC Antonija , GALSTER Matthias , MALINEN Sanna , HOLLAND Jay , MOHAMMADHASSAN Negar
Published: February 2025

Supporting student engagement remains one of the key challenges in video-based learning. This challenge is addressed by active video watching (AVW), a learning approach that supports engagement through different interventions, such as note-taking in the form of comments that learners submit while watching videos. One platform to support AVW is AVW-Space. Previous studies on AVW-Space detail improvements in the system, such as the integration of Artificial Intelligence and Machine Learning (ML) models in the comment feature of the system. This study investigates two machine learning models used to automatically assess the quality of comments when learning communication skills via AVW. One model is generated based on a large set of comments created by students when engaging with videos about presentation skills. For this study, a new model is developed from comments that students submitted when engaging with videos about communication skills. Results show that the new model, which was created from data on communication skills, performed better when assessing comments for communication skills compared to the model generated from comments for another skill. This has been demonstrated by the higher value of inter-rater agreement with the comment quality assessment made by human coders.
Preservice Teachers' Video-Based Reflection Supported by the Teacher Dashboard: An Epistemic Network Analysis
Authors: CAI Huiying , LU Linmeng , GU Xiaoqing
Published: February 2025

To evaluate how video-based reflection supported by the teacher dashboard influence teachers' abilities to reflect, 48 pre-service teachers from the same university in Eastern China were recruited to participating the comparative quasi-experiment to view the same classrooms video and make some discussion how to make the instructional design better in QQ. Twenty-four pre-service teachers were assigned in group in the experimental condition adopting video-based reflection with the teacher dashboard. Twenty-four pre-service teachers were the control condition adopting video-based reflection only. After analyze the teachers' collaborative discourse in conjunction with descriptive analysis alongside ENA, the results showed that video-based reflection supported by the teacher dashboard can improve the quality of reflection discussion and engage in deep and critical reflection to generate reason-based decisions with more teaching improvement.
Extraction of Characteristic Answering Behavior Using Handwritten Log Data
Authors: ATAKE Junya , KANO Taito , NAKAMURA Kohei , HSU Chia-Yu , HORIKOSHI Izumi , OGATA Hiroaki
Published: February 2025

We extracted learners' characteristic answering behaviors from handwritten process log data and investigated whether learners' situations could be inferred based on these characteristics. The result showed we were able to extract several characteristic answering behaviors, such as stopped pen stroke and late start. Furthermore, we examined the learners' situation for each feature in the actual answering process. The results revealed that several characteristic answering behaviors indicated situations such as learners' stumbling or giving up. These results imply that handwritten process log data can allow teachers to capture learners' situations and support teachers' interventions.
Challenges to Augmenting Literacy in the Digital Environment
Authors: KHAN Khalid , MASON Jon
Published: February 2025

Integrating data literacy skills into school curricula for a data-literate society extends the span of '21st-century skills' assumed to be essential in school education for over two decades. Due to rapid digital advancements, however, the full scope of these skills remains unclear. This short paper explores data literacy skills in education, placing initial emphasis on discerning facts from data in a digital world increasingly shaped by Al. Dialogue is also highlighted as a critical element that augments digital literacy in challenging reliance on search technologies. Critical thinking, decision literacy, and data literacy are identified as all mutually informing.
What Do University Students Say About ChatGPT? A Topic Modeling of Perception on GenAI in Academic Writing
Authors: JIN Lingxi , KIM Kyuwon , SO Hyo-Jeong , LEE Ga Young
Published: February 2025

This study explores the student perceptions of Generative AI (GenAI) tools, such as ChatGPT, on academic writing across different educational levels in higher education. Using topic modeling, this study analyzed open-ended responses from 189 university students in Korea to identify the dominant themes related to these tools. The findings reveal that students across all education levels generally recognize the potential of ChatGPT to enhance writing efficiency, idea generation, and organizational structure in their academic work. However, concerns vary by educational level, with graduate students expressing a more cautious and critical attitude towards the use of GenAI tools. These insights provide a deeper understanding of the impact of GenAI on academic writing from a student perspective and offer valuable considerations for instructional support in higher education.
Penerapan Model Discovery Learning untuk Meningkatkan Keterampilan Proses Sains Siswa Sekolah Dasar
Authors: Rachmawati Hani , Fatkhiyani Kiki
Published: February 2025

The research aimed to enhance students' science process skills through the discovery learning model that was conducted in Grade V of UPTD SDN Bangodua 2. The purpose of using the discovery learning model was to increase the range of student activity, focus on the process, encourage self-direction, self-discovery, and frequent reflection as part of the learning activities. Based on initial observational findings, the learning completeness in Natural Science subjects is still very low, with only 30% of students meeting the Minimum Completeness Criteria (Kriteria Ketuntasan Minimum). This was due to the lack of supporting media for science learning and the ineffective learning model applied, resulting in low student engagement in the science learning process. The Classroom Action Research (CAR) method was used in this research. The data collection techniques include interviews, observations, and tests. Data analysis was conducted using average scores in percentage formulas. Based on the research results, student learning outcomes increased to 50% in Cycle 1 and further improved to 80% in Cycle 2.
Pendidikan Holistik dalam Pengembangan Karakter Siswa
Authors: Sriyanta Sriyanta , Mujahid Kasori , Suranto Muh.
Published: February 2025

Holistic education is an educational approach that builds humans as a whole by developing all the potential that exists in humans. Holistic education aims to shape the character and personality of students, not only intellectually but also spiritually, morally, and socially. With the active role of teachers and the environment, holistic education can help develop the potential of individuals to become whole humans. Holistic education has advantages and disadvantages, but with collaborative efforts between educational institutions, teachers, parents, and the community, holistic education can shape individuals who are balanced and have strong characters.
Divulgación de innovación docente en la Universidad de Cádiz: Estudio y perspectivas
Authors: Cotrina García Manuel Joaquín , Durán Guerrero Enrique , Escribano Moral María
Published: February 2025

Desde el curso 2015-2016, la Universidad de Cádiz viene celebrando anualmente unas Jornadas de Innovación Docente Universitaria. Con ello, la Universidad de Cádiz se suma a la práctica cada vez más extendida en el ámbito universitario de impulsar eventos científicos destinados a que el profesorado universitario pueda difundir la innovación de su práctica docente. Este impulso es, sin duda relevante, ya que la innovación educativa es uno de los aspectos clave en el desarrollo profesional docente. Como señalan Fernández y Alcaraz (2016) para desarrollarse como profesional, el docente universitario debe entender su práctica como una fuente de conocimiento y reflexionar sobre ella, buscando la mejora a través de las aportaciones de los compañeros, aislando la idea del docente que trabaja en solitario en su aula con la puerta cerrada. En este sentido, las Jornadas ofrecen la oportunidad de compartir prácticas docentes innovadoras, lo que le otorgan un importante papel en la diseminación de “buenas prácticas” y contribuyen a la mejora continua de estas a través de las aportaciones críticas de los colegas. En el marco de la gestión, las Jornadas responden a un propósito de política universitaria que, en este caso, se hace explícito en la web de las propias Jornadas en los siguientes términos: “nos mueve el interés y empuje de nuestro propio profesorado por consolidar un foro de interacción, comunicación y colaboración que se nutra de nuestra experiencia, pero también de la colaboración con profesores invitados, especialistas en temáticas de interés docente”. Las Jornadas, como cualquier otra actuación, comprometen recursos institucionales (económicos, materiales, personales, …) que, dadas las limitaciones siempre presentes en la financiación universitaria, implican una opción de prioridad frente a otras posibilidades. Ambos aspectos, la dirección de la política universitaria y los recursos implicados en la misma, exigen un ejercicio de transparencia informativa, que en palabras de Guerrero Romera (2017), es un acto de responsabilidad de la propia institución dar cuenta a la comunidad universitaria y a la sociedad en general de lo realizado.
Aprendizaje servicio para el desarrollo local en el ámbito universitario
Authors: Sánchez-Carreira María del Carmen , González-López Manuel
Published: February 2025

La Universidad es un actor social que puede cumplir varias funciones, como contribuir al desarrollo socioeconómico local y regional (Alburquerque, 2002; Agrafojo, 2014). Además de las tradicionales funciones de formar e investigar, lo que permite transmitir y generar conocimientos, desde mediados de la década de los noventa se presta más atención a la misión social de la Universidad, centrada en la transferencia de conocimiento al tejido productivo o a la sociedad. La función social de la universidad no siempre es suficientemente conocida o visible, convirtiéndose en necesarias las iniciativas que sirven para proyectar esa responsabilidad (Martínez, 2008; Gaete, 2011; Agrafojo, 2014; García, 2014; Sotelino y Agrafojo, 2014; Sotelino, Santos, y Lorenzo, 2016), así como para promover, visibilizar y difundir la colaboración entre la Universidad y la sociedad. El Aprendizaje-Servicio (ApS) es una metodología activa que trata de reforzar el aprendizaje instruyendo de forma integral: proporciona conocimientos y forma en habilidades, competencias y valores. Así, relaciona teoría y práctica, aplicando los conocimientos en un contexto real; al mismo tiempo que combina el aprendizaje con la prestación de un servicio a una comunidad determinada (Puig y Palos, 2006; Martínez, 2008; Francisco y Moliner, 2010; Mendía, 2012; Martínez et al., 2013; Santos, Sotelino, y Lorenzo, 2015). El objetivo de este capítulo es describir la primera experiencia de ApS desarrollada en el Grado en Economía de la USC en el curso 2017-2018 y reflexionar sobre ella. La entidad colaboradora fue el Ayuntamiento de Santiago de Compostela.
El Aprendizaje Basado en Investigación en el diseño gráfico. Una intervención en el contexto educativo mexicano
Authors: Ramírez Paredes Karina Gabriela
Published: February 2025

El fortalecimiento de la investigación en diseño gráfico impulsa la colaboración multi, inter y transdisciplinaria en el desarrollo de proyectos en vinculación con los sectores público, social y empresarial. Lo anterior permite también diseñar e implementar nuevos y más efectivos esquemas para la generación, aplicación y transmisión de conocimientos sobre el diseño gráfico y su impacto en el desarrollo social, cultural y educativo. Bajo este esquema, el presente capítulo busca establecer el impacto de la investigación en el desarrollo académico del diseñador gráfico, con el fin de demostrar su importancia en los programas educativos mexicanos. Se expone el escenario actual del trabajo científico de la profesión proyectual, y se muestra una perspectiva a través de las voces de representantes de distintas academias que promueven la investigación del diseño gráfico en México, así como la tarea de los programas educativos de diseño gráfico; posteriormente se propone el Aprendizaje Basado en la Investigación como perspectiva didáctica para la formación de los diseñadores gráficos. Finalmente, se presenta el DiseñoLab: Laboratorio de Intervención en el Diseño, cuyo propósito es impulsar el capital intelectual, creativo y proyectual de los diseñadores gráficos a través de procesos investigativos, para que por medio del trabajo interdisciplinario desarrollen capacidades y habilidades que favorezcan procesos de cooperación e interacción que permitan mejorar las situaciones o circunstancias sociales, culturales, académicas y empresariales a través de la comunicación visual.
Trabajo colaborativo online en la enseñanza universitaria. Revisión de la literatura científica
Authors: García Lázaro Irene
Published: February 2025

La sociedad actual se encuentra inmersa en una vorágine de cambios constantes. Ante estos cambios, las nuevas tecnologías de la información y el conocimiento, así como una nueva cultura de interacción y comunicación en el ámbito educativo basada en la interactividad hace imprescindible el replanteamiento de nuevos modelos didácticos centrados en el aprendizaje. En este sentido, en las instituciones de Educación Superior (ES), los estudiantes son conscientes de que el acceso a la información y al conocimiento no está limitado a las aulas físicas (Silva, 2017). Nuevos entornos de aprendizaje, como son los virtuales, exigen y requieren adaptaciones a nuevos estilos de aprendizaje. Así, la implementación de nuevas metodologías activas es de vital importancia en estos escenarios de enseñanza-aprendizaje (E-A) donde se fomenta el desarrollo de competencias. Este tipo de metodologías activas, configuran un nuevo espacio educativo donde el estudiante es el principal protagonista del proceso formativo. Por ello, para adaptarnos a este nuevo escenario, es necesario la combinación coherente de diferentes métodos de enseñanza como la lección magistral, los estudios de casos, la resolución de ejercicios, el aprendizaje basado en problemas, el aprendizaje orientado a proyectos y el aprendizaje colaborativo, entre otros (De Miguel, 2006). Desde un enfoque colaborativo, el desarrollo de competencias transversales es fundamental en el ámbito académico, profesional y social.
Hacia la consolidación del Aprendizaje-Servicio como metodología innovadora para la mejora educativa-social en Extremadura
Authors: Solís Galán M. Gloria , López Medialdea Ana M.
Published: February 2025

El Aprendizaje-Servicio (ApS) “es una propuesta educativa que combina procesos de aprendizaje y de servicio a la comunidad en un solo proyecto bien articulado en el que los participantes se forman al trabajar sobre necesidades reales del entorno con el objetivo de mejorarlo” (Puig y Palos, 2006, p. 61). En primer lugar, el ApS supone una innovación educativa del acto didáctico, repensando tanto el proceso de enseñanza como el proceso de aprendizaje. Las prácticas de ApS se constituyen como actividades complejas innovadoras al romper con la forma de enseñanza tradicional, basada en aprendizajes declarativos abstractos, descontextualizados y de escasa relevancia social. En cambio, en las acciones de ApS, los aprendizajes están vinculados con el servicio, favoreciendo la comprensión de la problemática de la realidad donde se va a actuar. En este sentido, se promueven aprendizajes significativos, relevantes y útiles, posibilitando su transferencia y generalización a situaciones de la vida real. Esta contextualización de los aprendizajes otorga al ApS valor como instrumento, herramienta, estrategia y recurso encaminado a la educación basada en competencias, ensalzando las competencias sociales y cívicas así como las relacionadas con la autonomía y la iniciativa personal (Mendía, 2017, p.76). Por otro lado, el ApS es un ejemplo de práctica educativa soportada en la creencia de que la satisfacción de las nuevas demandas sociales requiere considerar el medio como una red educativa (Trilla, 2005; Puig et al., 2009). Desde esta óptica, se consideran insuficientes los procesos puestos en marcha desde la escuela, y demás entidades, proyectos o influencias educativas de la sociedad en sí mismas de forma independiente. Por el contrario, se requieren una mayor conexión entre escuela y comunidad, así como acciones que se sirvan de todas las redes de aprendizaje existentes en la comunidad (Mayor, 2018; Subirats, 2002; Pérez, 2012).