bluuebunny/crossref_metadata_2025 huggingface dataset:
Emergent Practices and Distributed Emotions in Educational Game Play
Authors: KIM Beaumie , HO Wing
Published: January 2025

This paper discusses the learners’ encounters with an educational game called DinoPlates, which intends to support playful learning for secondary level Earth science concepts. DinoPlates simulates and lets learners control the Earth’s processes and search for dinosaur fossils. We contend that the emergent interactions observed in playing DinoPlates may implicate a potential for liberalizing the social practices of the digital generation through an educational game play. Findings with Singapore secondary male students indicate that different pairs playing the game identified different practices for achieving their emergent goals. We discuss the opportunities that the design of DinoPlates affords for emergent interactions in game play, and the ways learners’ emotional resources influence their practices.
System Design for Academic Listening of Second Language Based on Strategy Object Mashups Approach
Authors: LI Hangyu , HASEGAWA Shinobu
Published: January 2025

Most foreign students studying abroad lack of effective academic listening ability which is considered to be essential for them to achieve their academic successes. Moreover, as listening comprehension ability is also considered to be the most difficult to improve in contrast with the other three (Reading, Speaking and Writing), the purpose of this research is to support the training of academic listening skills for students pursuing academic success in a foreign educational institute. We have identified several learning strategies proved to be effective for cultivating academic listening skills from related work and built up the respective strategy models. Based on the established strategy models, we are now in the process of designing and developing various strategy objects (function units), so as the mashups environment where these objects can be assembled and operated. Unlike previous learning systems that provided identical functions to the learners, this research is expected to provide the learners with self-adjustable learning environment by putting together various strategy objects provided. We also attach semantic meanings (listening strategies and tactics) to each object to improve the metacognitive awareness of strategy application of the learners, for the effectiveness in listening practice as proved in past studies. Furthermore, a feedback agent is to be implemented to recommend proper strategy objects to the learners based on their learning situations. As a result, the learners are expected to be able to: practice their listening under an adaptive learning environment, strengthen their metacognitive awareness of the strategy application, and adjust their learning environment constantly with the support of the feedback agent or through peer reviews.
MULTIMEDIA DEVELOPMENT OF ENGLISH VOCABULARY LEARNING IN PRIMARY SCHOOL
Authors: ROHIM Syaiful , YULINDA Lina
Published: January 2025

This research study is aimed at: (1) developing multimedia of English vocabulary instruction in yearfive of the elementary school, (2) revealing the quality of the developed instructional multimedia viewed from the aspects of content, instruction, appearance, and programming, (3) revealing the aspect of attraction of the developed instructional multimedia, and (4) revealing the learning mastery of the students after using the developed multimedia. This study was developmental research. The research validators included one expert in English education and one expert in instructional multimedia. The research subjects consisted of three students for the one-to-one try-out and twenty students for the large group try-out. The instruments employed in this study were a questionnaire, observation guide, and pre-test and post-test. The data were analyzed by using descriptive statistics. The findings of the study are: (1) the development of English vocabulary instructional multimedia in year-five of the elementary school proceeded in six steps, namely, analyzing, designing, producing, validating, revising, and trying-out; (2) the quality of the developed instructional multimedia viewed from the aspect of content, instructional, appearance, and programming is good. The score range of 1 to 5, the content aspect shows a mean score of 3.75, the instructional aspect shows a mean score of 3.71, the appearance aspect shows a mean score of 3.87, and the aspect of programming shows a mean score of 3.75; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting: in the one-to-one tryout, of the three students observed, two students indicated that the product attraction was very interesting, and one student indicated that the product attraction was interesting; in the large group try-out, of the twenty students observed, twelve students indicated that the product was very interesting, and eight students indicated that the product was interesting; and (4) learning by using instructional multimedia has good impact on students’ mastery learning: in the large group try-out, out of twenty students, nineteen students (95%) have accomplished mastery learning in the English vocabulary instruction.
Online Manga and Anime in Promoting Language Learning and Literacy Practices
Authors: RAZALI Abu Bakar
Published: January 2025

The field of language learning and literacy education is vast and ever expanding. New and hybrid literacies are always given birth to within and outside the field of education, in particular the Internet realm. With the reach of the online medium these new literacies has expanded for the consumption and production of people all over the world. More often than not, these forms of new literacies develop through the consumption and production of the many popular cultures within the Internet. Realizing the importance of these new literacy practices, a number of scholars have studied the impacts, roles, and potentials of these online popular cultures with relations to language learning and literacy education. Two of the more recent areas within the sphere of online popular culture being studied by literacy scholars are the consumption and dissemination of online manga and anime. This conceptual paper analyzes several key academic papers (i.e., commentaries, conceptual papers, research studies, etc.) published thus far on the use of online manga and anime in the field of language learning and literacy education. In doing so, the author discusses briefly the notions of New Literacies Studies and Multimodality in the use of online manga and anime in language learning and literacy education. The author also discusses a brief background of manga and anime; the roles and potentials of these genres as representation of universal culture and in promoting literate practices; and the issues or problems with online manga and anime in the field of language learning and literacy education. The author offers views, recommendations, and implications for the use of online manga and anime in the field of language learning and literacy research.
A Tagging Editor for Learner Corpora Annotation and Error Analysis
Authors: LEE Lung-Hao , LEE Kuei-Ching , CHANG Li-Ping , TSENG Yuen-Hsien , YU Liang-Chih , CHEN Hsin-Hsi
Published: January 2025

In this paper, we describe the development of the tagging editor for learner corpora annotation and computer-aided error analysis. We collect essays written by learners of Chinese as a foreign language for grammatical error annotation and correction. Our tagging editor is effective and enables the annotated corpus to be used in a shared task in ICCE 2014.
Essay Development Schemata to Support English Composition
Authors: KUNICHIKA Hidenobu , IKEDA Yuki , TAKEUCHI Akira
Published: January 2025

We propose essay development schemata to support learners in English essay writing. The schemata are expressed by unified vocabulary in unified level of detail. Since essay structures are expressed as such schemata, learners will be able to know what the structures of essay exist, recognize how each structure is different, and what kinds of information are necessary for composing a type of essay. Computers, moreover, can support learners in composing essays by referring to the schemata as the knowledge of the logical structures of English essay.
Game-based Mobile Learning Companion for L2 Vocabulary Acquisition
Authors: OU YANG Fang-Chuan , Yang Yu-Mei , WU Wen-Chi Vivian
Published: January 2025

With the emerging development of Digital Game-Based Learning (DGBL), a growing body of research has begun to explore the effectiveness of gamification of language learning. This paper introduces an evolving study which aims to explore the effectiveness of a mobile learning companion game, named “MyEVA (My English Vocabulary Assistant) Mobile”, which was originally developed by combining the metacognitive and cognitive strategies and mobile gaming technologies. In the current status of this study, the proposed system has finished development and continues to elaborate the usability according to the language experts and student suggestion. In the future, a mixed research will be conducted to investigate whether flow and enjoyment lead to improvement in L2 vocabulary learning.
Survey on Japanese University Students’ Learning Experiences with ICT and Open Sources for International Collaboration
Authors: GODA Yoshiko , YAMADA Masanori , ISHIGE Yumi , HANDA Junko
Published: January 2025

The purpose of this research is to report university students’ learning experiences with information communication technology (ICT) and open educational sources (OES) for global learning in Japan. The survey of 327 Japanese university students included seven multiple-choice items and 16 open-ended questions about students’ learning experiences. The results showed that the most frequent use of ICT, including computer-mediated communication, is a discussion function of Blackboard for formal collaborative learning and LINE for informal learning. Learning with OES is less popular; only one student had taken a two-month course via YouTube provided by a Japanese university, and only two students had learned with foreign students online. The students’ preferred activities for future international collaborative learning included project-based learning, casual chats and conversation, discussion, and e-mail exchange. Favored topics were ones related to their majors, international situations, the environment, cultural differences, and school life. Language proficiency, communication, cultural differences, and values and beliefs caused the most anxiety and concern for international collaboration, but the time gap, legal issues, and infrastructure were also considered.
Teacher Learning in a Virtual Field Experience
Authors: YEH Hui-Chin , YANG Yu-Fen , YANG Shih-Hsien
Published: January 2025

This study aims to explore how teaching assistants (TAs) respond to students’ written texts through a virtual field experience. Five prospective teachers served as TAs to revise 20 college student writers’ texts in the English as a Foreign Language (EFL) context in an online virtual field experience. This study draws on the notions of hard and soft scaffolds to conceptualize the way TAs provide and reflect on their written support. It was found that TAs’ preconceptions of effective scaffolding in text revision were challenged and reexamined. An online virtual field experience nurtured teacher learning with efficient support.
The Relationships among Learners’ Backgrounds, Metacognitive Vocabulary Learning Strategy Awareness and Mobile Vocabulary Learning Readiness
Authors: LIN Chih-Cheng , WU De-Yan
Published: January 2025

The present study aims to investigate the relationship between the metacognitive vocabulary learning strategy awareness and the mobile vocabulary learning readiness among Taiwanese junior high school EFL students. A total of 372 participants completed a questionnaire which assessed their readiness towards mobile vocabulary learning. They also completed the Metacognitive Vocabulary Learning Strategy Awareness Questionnaire, which evaluated their awareness and perceived use of vocabulary learning strategies. The results indicated that the learners’ proficiency levels and ownership duration significantly influenced their readiness towards mobile vocabulary learning and metacognitive vocabulary learning strategy awareness. In addition, a significant correlation between the learners’ readiness and awareness was found.
Topic: Using popular mobile application software to increase learner motivation
Authors: WU Pin-hsiang Natalie , KAWAMURA Michelle
Published: January 2025

Immersed as they are in technology today, educators have more options to create a curriculum using the mostadvanced and convenient means in their classrooms. Teachers of English as a foreign language can now utilize technology-enhanced communication to connect their students to other English learners in different countries and cultures. With the widespread of instant messaging system and the increasingly easy access to hand-held devices such as cell phones and tablet computers, English learners worldwide can experience authentic cross-cultural communication for language and cultural learning. This paper argued that using popular mobile software and incorporating cross-cultural learning in an instructional design of a language learning course can increase learner motivation for cross-cultural communication, whereas the cross-cultural learning context can lead to willingness to communicate in an international context. In order to examine the willingness to communicate cross-culturally of English learners, a culturally oriented, collaborative language-learning project integrating mobile mediating technology was implemented on university students of two cultural groups. Data were collected for quantitative analysis in order to explore participants’ willingness to communicate cross-culturally based on the utility of LINE and the cross-cultural learning context. Results showed that both the use of LINE and the effectiveness of crosscultural collaboration gained from the instructional design had significantly predicted these learners’ future willingness to communicate in an international context.
An Ecological Model for Scaling and Translation: Maximizing the impact of Research and Development Interventions
Authors: HUNG David , WU Longkai , WONG Lung-Hsiang
Published: January 2025

Scaling and translation constitutes essential challenges for educational fields. Gold standards are not possible in education because student-centered processes assume variability in different situations rather than adopting a ‘one-size fits all’ form of instruction. This paper proposes a more nuanced ecological model to describe the scaling efforts of educational innovation within the Singapore context. In this model, innovations “flourish” under different conditions with various structural supports depending on their complexity. The spreading of educational innovations from a centralized agency would be limited. Instead, teacher/researcher-led and school-led innovations would be encouraged and supported throughout the system. By going through multiple local instantiations of innovations, efficiency and cost effectively issues are addressed and teacher agency is nurtured through professional learning communities and communities of practice. System-wide baseline data is encouraged to keep tab of the growth and spread of innovations, identify gaps, and recognize areas where nudging and further supports are needed.
An Educational Practice Using a Code Reading Support Environment for Understanding Nested Loop
Authors: YAMASHITA Koichi , NAGAO Takamasa , KOGURE Satoru , NOGUCHI Yasuhiro , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe a code reading support environment and a classroom practice using our system for understanding of nested loop. In our preceding work, we had practiced an exercise class in nested loop with a code reading support environment. The evaluation results suggested that students could obtain an expected learning effect roughly by using our system. However, we also found some of them had reached a learning impasse in the classroom. We tried to cope with them, based on two supporting approaches; to bridge a gap between generalization structures of program code and corresponding operations, and to make students capable of predicting the behavior of the nested loop. We extended the preceding system with some new functions according to our approaches, and practiced renewed exercise class in nested loop with our system. The evaluation results suggest that our new system has a certain correlation with understanding of nested loop.
Analytical Evaluation of Technology Acceptance in Teachers Training of Primary Mathematics Education in Hong Kong: A Preliminary Study
Authors: WONG Gary , CHEUNG Ho-Yin
Published: January 2025

Digital technologies have been introduced for the purpose of enhancing the learning and teaching effectiveness, and many tools are designed specifically for mathematics education. However, whether pre-service teachers will actually intend to adopt the software or not in their future workspace is an important question. Even if they do, it is important to study the reasons behind their decision in this particular local context, and how the training curriculum can assist them in fulfilling their teaching goals. In this paper, our aim is to study the technology acceptance of our pre-service teachers in primary mathematics education, and investigate the incentives behind their decision of adoption in our local context based on their technology-enhanced learning experience in our Institute. Using multiple-regression analysis, we examine the factors influencing the technology acceptance of the pre-service teachers in their future teaching career. Our goal is to provide preliminary insights into how technology is perceived by these pre-service teachers in mathematics education training and career. This insight will help us build a better analytical model for a more formal analysis in our future study that fits both local and global contexts.
Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study
Authors: MOCHIZUKI Toshio , KITAZAWA Takeshi
Published: January 2025

New teachers are often shocked at real school situations such as rules of local schools, human relationships in an enclosed environment, and the reality of teaching children. Also, some teachers cannot adapt to the working situation and tend to leave the workforce within a few years. It has become necessary to educate student teachers in the universities with a focus on adaptive professional socialization of teachers to overcome this problem. In order to address this issue, we introduced digital storytelling so that student teachers can visualize the prospective image of their practicum before it begins, and then reflect on their working experiences at the school after their practicum, taking into consideration the school situations. This digital storytelling aims to broaden the student teachers' perspective on schools as a workplace, by having them describe and share their working experiences. As a result, the student teachers could direct one's attention to the different characteristics of various schools as well, rather than just focusing on their teaching experiences.
Do They Keep Technology in Mind? An Implementation of TPACK-oriented Science Teacher Program for Science Degree-graduated Students
Authors: SRISAWASDI Niwat , PANJABUREE Patcharin
Published: January 2025

Science-based education in 21st century needs qualified and innovative science teachers who are expertise in using information and communication technology as pedagogical tool for their work and as cognitive tool for student learning. As such, a framework of Technological Pedagogical and Content Knowledge (TPACK) has been recognized as a theoretical basis for development of professional science teacher. This paper reported a pilot study result of implementing TPACK-focused preservice science teacher program for science degree-graduated students. The study participants were 54 preservice science teachers in a master degree of education at Khon Kaen University, Thailand. The alignment of 2-year courses has been particularly designed based on TPACK for students who graduated in 4-year bachelor degree of science. The results showed that the preservice science teachers have been cultivated their technological pedagogical knowledge (TPK) and technological content knowledge (TCK) during enrollment in the program. This could be implied that the TPACK-based approach should be used as a basis to create well-designed coursework in teacher education program.
Evaluation of Three-Site Multipoint Distance Learning using High-Definition "HyperMirror"
Authors: OKUBAYASHI Taiichiro , NAKAZAWA Akiko , MORI Hideki , MAESAKO Takanori , MORIKAWA Osamu
Published: January 2025

The purpose of this study is (1) to provide information about three-site multipoint distance learning utilizing the high-definition “HyperMirror” and (2) to determine how the video image quality of standard definition and high definition affect distance learning. We carried out distance learning projects twice in 2010, on (a) January 28th [Standard Definition] and (b) February 24th [High Definition], with middle schools in Nara and Kumamoto and the High Energy Accelerator Research Organization, Tsukuba in Japan. The three locations successfully connected using HyperMirror during the projects. Afterwards, a questionnaire survey revealed that image quality was not the sole contributing factor in the overall assessment of HyperMirror. However, it was suggested that easy-to-see figures, pictures, and remote students’ facial expressions were important for students.
Information Literacy Skills of Pre-service Teachers: A Case Study
Authors: TANG William Ko-Wai , JONG Morris Siu-Yung
Published: January 2025

This study aimed at evaluating the information literacy skills of 29 pre-service teachers. Information literacy skills include five essential areas: the ability to (1) identify the information needs; (2) select information sources; (3) locate information; (4) evaluate information; (5) synthesize information. These areas are essential life-long learning skills for pre-service teachers to cope with the rapid change in the information age. In the present research, information literacy skills were measured by questionnaire, multiple choice knowledge test and task-based information problem. The findings indicate that the majority of participants lacked information literacy skills. It is concluded that instructional support to foster pre-service teachers’ information literacy skills is essential.
Strategies for Improving Learning Performance by Using Crowdsourcing and Flipped Classroom
Authors: YU C.Y. , XU Z.H. , CHEN G.L. , GUO J.H.
Published: January 2025

We conducted a survey indicating the wide variety of computer literacy and computer skills among college students. Most teachers suggest that new teaching strategies should be deployed. To resolve these issues, we propose a strategy for improving learning performance in the Introduction to Computers class based on the concepts of crowdsourcing and flipped classroom. The design strategy attempts to resolve common issues in training teachers, designing teaching activities, and sharing knowledge and teaching experiences simultaneously. To accomplish the above goals, we make use of a crowdsourcing system which serves multiple purposes including (1) the innovation of teaching ideas; (2) the enhancement of instructor engagement and training process; and (3) the improvement of sharing knowledge and teaching experiences. To verify the proposed approach, an experiment involving over 10,000 students will be conducted.
Investigation of Students' Performance in Monsakun Problem Posing Activity based on the Triplet Structure Model of Arithmetical Word Problems
Authors: HASANAH Nur , HAYASHI Yusuke , HIRASHIMA Tsukasa
Published: January 2025

The implementation of learning by problem posing in practical use is facing the issue of inefficiency in time needed for assessment and giving feedback to students’ posed problems. As a solution of this problem, we have developed tablet PC-based software for learning by posing arithmetical word problems named Monsakun. The software is based on Triplet Structure Model of arithmetical word problem. In this research, we investigated elementary school students’ performance in Monsakun. The result shows that students did not pose problems randomly and with some sort of thinking. With further analysis of constraints, we also found that the frequent errors contain few non-meaningful errors and students tried to pose problems satisfying as many constraints required in each assignment as possible. The process of understanding assignment requirements and relating them to suitable sentence cards is an important point especially for young learners to reach deep understanding of the structure of arithmetical word problems.
Hybrid ITS for DFA Construction Problems
Authors: Darshan K. M. , KUMAR Viraj
Published: January 2025

Intelligent Tutoring Systems (ITS) that match or exceed human tutoring are often the product of expensive research efforts in specific domains, and the lack of high-quality ITS in other domains is partly explained by this high creation cost. In this paper, we propose a hybrid ITS, where human instructors perform two critical tasks within an otherwise automated system: (1) giving learners specific types of feedback, and (2) scaffolding students’ reasoning. We argue that such a hybrid ITS can be cost-effective when the pool of learners is too small to justify the cost of creating an ITS. To illustrate these arguments concretely, we have implemented a hybrid ITS for a component of the undergraduate Computer Science curriculum: the construction of DFA (deterministic finite automata).
Identity Play in Gameful Learning: Avatars as Multiplayers in a Graduate Course
Authors: KIM Beaumie , GUPTA Diali
Published: January 2025

Considering how games engage players in goal-driven pursuits, educators and researchers are paying attention to the learning and design principles of games for their efforts to support meaningful learning experiences in classrooms. We argue that educators’ experience in gameful learning is important in order for them to understand the gaming context of young people. We propose that as educators engage in identity play through gameful learning, they are able to discover their own potentials and work towards a constructionist ethos of creating both artifacts and selves. In this paper, we discuss how we designed a graduate course on digital game-based learning to engage participants who are educators in its concepts and practices. The design of the course was a progressive development for three years, which included gaining experience points (XP) mediated by a social media technology, Google+. The design was modified with subsequent iterations to implement the use of avatars and self-assessment of XP. The social media worked as a possibility space for the participants to explore, embody and implement new identities especially from the second iteration, which introduced the avatars. In this paper, we discuss the identity play across three iterations from three different perspectives: as a course facilitator, a student and researchers. Our findings, which are primarily based on learner-generated content on Google+, demonstrate the participants’ emergent play with identities in their effort towards being gameful.
Gamifying a CSCL and its effect on collaboration and self-organization
Authors: VEROY Astrid , KASI Ganga , HANNON Daniel , DANAHY Ethan
Published: January 2025

InterLACE (Interactive Learning and Collaboration Environment), is a Computer-Supported Collaborative Learning (CSCL) tool that was developed at Tufts University to support active learning in high school Physics education. Usability testing yielded positive results, but usability did not translate to usage in a learning environment. In classroom testing, peer-to-peer interactions among student users did not live up to expectations. Gamification, or the use of design elements characteristic for games in non-game contexts, was identified as a possible means to encourage more interaction among users. A study was conducted to examine the influence of gamification on the number of interactions and selforganization that occurs in InterLACE users during a high school Physics learning activity. University students in the Boston area (N = 48) between the ages of 18 and 31 were recruited and randomly assigned in groups of 4-6 to two conditions: gamified and control. Gamifying elements were introduced in the experimental condition, such as rules for earning points, a leaderboard, badges and time constraints. The leaderboard provided immediate feedback on individual scores and rank in relation to other players. Results indicate an increase in interparticipant collaboration indicated by a greater number of interactions (15.37 vs. 4.81 average per person). Participation also increased, as indicated by the count of words posted (303.14 vs 205.99 average per person). The number of self-organized groups formed were also higher (4 vs 1.6), but the difference between the two conditions was not statistically significant.
Behaviors and Features Selection of Online Learning Data
Authors: JIANG Bo , GAO Ming
Published: January 2025

To identify any patterns in learning behaviors, learners’ learning behavior data are captured and stored in many online learning platforms. It is crucial to determine which behaviors and which features of a behavior are most related to the specific analytics task. To do this, feature selection method has often been applied to determine a global reduced feature space. However, little attention has been paid to select the behaviors and features within behavior simultaneously. In this work, we propose a two-level feature selection method which can determine the importance of behaviors and features simultaneously. The proposed method is embedded into the classical k-means to cluster a famous e-learning dataset. Our experimental results show that the proposed method is an effective way to improve the clustering performance significantly.
A Relational Design Oriented Seamless Framework to Support Idea Sharing and Social Network
Authors: SHIH Yen-An , CHANG Ben
Published: January 2025

Mobile technique and device development have become mature. Online community and application of social networking facilitate our connection and communication with other people. However, the design of social networking supporting learning activity still remains many gaps. The aim of this study is to demonstrate the relational design oriented seamless framework and the seamless learning environment architecture. Currently, a platform named cocoing.info is under construction based on the proposed frameworks. In the future, the users’ behavior on the platform will be collected and analyzed.
A Web-based Learning System for Myanmar Culture and Language Learning of Undergraduate Students in Thailand
Authors: CHANOONAN Chanapa , THEW Nang Chit Su , WONGWATKIT Charoenchai , CHONGDARAKUL Waralak , CHANSIRI Suphaphan , Po Chit Su Po
Published: January 2025

An efficient online learning system leads any education to increase overall performance and accomplish a specific course. Traditional learning of Myanmar language and culture makes infringingly the decrease of motivation in students and paperwork of the course. Therefore, the students need the system that can help them to review the content effectively in order to motivate them in the study and a system that provides better management of learning materials, exercises, and activities, including a more comfortable tool for lecturer and students, and provide online learning activities based on student's performance, promote understanding of Myanmar Culture Learning (MCL). In this study, an online web-based learning and exercising system has been developed by adopting the context of the course on Myanmar Culture and Language. The developed system embedded adaptive structured questions, assessment, and learning profiles that can help students to understand the content outside the classroom better. The system has been tested for system performance before use. To find the effectiveness of this system, the data analysis has been conducted. The results show that the students who were learning and practicing this system have a higher understanding of the content and better achievement in the exam. The findings of this study shed light on the significance of promoting the learning motivation of MCL and learning paths for each student.
Leveraging LSTM in the fine-grained analysis of the Incubation Effect in Physics Playground
Authors: TALANDRON-FELIPE May Marie P. , RODRIGO Ma. Mercedes T.
Published: January 2025

Incubation Effect (IE) refers to the phenomenon where one gets stuck in a problem-solving activity, decides to take a break, and afterwards revisits the unsolved problem and eventually solves it. While studies on IE were all limited to traditional classroom activities, this research aimed to continue the study of IE in the context of a computer-based learning environment and find features that would predict the incidence of revisiting an unsolved problem and its positive outcome. A prior IE model was developed using a logistic regression but the hand-crafted features used were from aggregated data and do not reflect specific characteristics of students’ actions. Further analysis was conducted in this study and used a deep learning technique which significantly improved the performance of the IE model. In order to interpret the learned features of the neural network, a combination of dimension reduction, visualization technique, and clustering were used. It was found that the coarse-grained features are consistent with the fine-grained features but action level features were also discovered which provided more evidence that there was an improvement on how students tried to solve the problem after incubation.
Towards Adaptive Provision of Examples During Problem Solving
Authors: TAHIR Faiza , MITROVIC Antonija , SOTARDI Valerie
Published: January 2025

Intelligent Tutoring Systems (ITSs) are effective in supporting learning, as shown in numerous studies. The goal of our project is to develop an adaptive strategy that would be capable of identifying situations during problem solving in which the student would benefit from worked examples. As a first step towards developing such a strategy, we conducted a pilot study in the context of SQL-Tutor, a mature ITS that teaches database querying. The participant could ask for a worked example whenever he/she wanted during problems solving. After each example, the participant specified whether the example was useful, and whether additional examples were needed. Participants’ facial expressions and eye gaze were recorded. The findings show that the participants generally found examples useful, although in some cases they stated additional examples would be beneficial. The analysis of the eye gaze shows that students compared provided examples to their own solutions. Affect analysis shows that negative emotions reduced while engagement increased when participants viewed examples, and immediately after examples.
Correlating Working Memory Capacity with Learners´ Study Behavior in a Web-Based Learning Platform
Authors: LINCKE Alisa , FELLMAN Daniel , JANSEN Marc , MILRAD Marcelo , BERGE Elias , JONSSON Bert
Published: January 2025

Cognitive pre-requisites should be taken into consideration when providing personalized and adaptive digital content in web-based learning platforms. In order to achieve this it should be possible to extract these cognitive characteristics based on students´ study behavior. Working memory capacity (WMC) is one of the cognitive characteristics that affect students’ performance and their academic achievements. However, traditional approaches to measuring WMC are cognitively demanding and time consuming. In order to simplify these measures, Chang et al. (2015) proposed an approach that can automatically identify students’ WMC based on their study behavior patterns. The intriguing question is then whether there are study behavior characteristics that correspond to the students’ WMC? This work explores to what extent it is possible to map individual WMC data onto individual patterns of learning by correlating working memory capacity with learners´ study behavior in an adaptive web-based learning system. Several machine learning models together with a rich context model have been applied to identify the most relevant study behavior characteristics and to predict students’ WMC. The evaluation was performed based on data collected from 122 students during a period of 2 years using a web-based learning platform. The initial results show that there is no linear correlation with learners´ study behavior and their WMC.
Investigating Functional Fixedness among Novice Student Programmers
Authors: TALANDRON-FELIPE May Marie P. , BONIFACIO Kent Levi A.
Published: January 2025

Functional Fixedness (FF) refers to a type of fixation which hinders an individual to use an object in an unfamiliar, atypical, and new ways aside from what had been previously learned about the object’s functionality. In a problem-solving activity, FF may delay or impede the process of finding a solution due to the inability to utilize the available materials and options presented. In this study, the incidence of FF in the context of computer programming was investigated. The students were given programming problems that require them to utilize a specific Java pre-defined method in a different manner from its basic and usual implementation. Results showed that all students exhibited at least 1 incidence of FF although no significant relationship was found between FF and their poor performance in solving the problems. The students explained that they got stuck in the known usage and it was difficult for them to think of other ways to use it in order to solve the problems.
Flare-Fork: A pedagogy for expanding problem and solution space for design problem solving
Authors: NARAYANAN Soumya , MURTHY Sahana
Published: January 2025

In design, fixation is a recurring problem with novices where they choose the first solution that they think of for a given problem rather than explore a range of possible solutions. Fixation can result in barriers in design process, restricted search and premature commitment to solutions that may be sub-optimal. Among undergraduate engineering students, design fixation is due to limited prior conceptual knowledge, insufficient knowledge of design heuristics, and disconnected and evolving knowledge base, skills and strategies. One mechanism to overcome design fixation is expansion of problem and solution space where learners explore a variety of aspects related to the design problem such as constraints, assumptions, concepts and principles, before deciding on the solution to be followed. To be able to expand problem and solution space, novice designers require support. We have devised a pedagogical strategy flare-fork which scaffolds students’ problem space and solution space expansion in the flare phase and generation of multiple constraint optimized designs in the fork phase. Flare-fork is a systematic process that supports students to build on their opportunistic ideas to expand design boundaries and subsequently identify trade-offs to generate a variety of solutions tailored to fulfill a combination of constraints and assumptions. The pedagogy brings together design strategies, tools and practices such as rapid ideation, shared visual representation, categorization and techniques to restructure thinking patterns in a collaborative environment. In this paper, we first describe the conceptual design of our proposed pedagogy. We then describe a study to examine how the intervention operationalizing the flare phase of the pedagogy supports students in expanding their problem and solution space.
Group Awareness Information to Support Academic Help-Seeking
Authors: SCHLUSCHE Christian , SCHNAUBERT Lenka , BODEMER Daniel
Published: January 2025

Students are expected to deal with complex learning material, that regularly challenges their learning processes especially in the first semester. When students ask peers for explanations, they apply a functional learning strategy, known as academic help-seeking. But finding peers to discuss questions on learning materials is difficult for those that are new to university. Finding adequate peers for help-seeking requires awareness about their knowledge and competencies in and beyond the learners’ own study group; i.e. group awareness. This paper investigates how group awareness information supports academic help-seeking among first-semester students on a Moodle-based learning platform that has been adapted with a newly developed extension to collect, transform and visualize group awareness information about peers. In a field study accompanying an introductory statistics lecture (N = 107), we examined (1) motivational, attitudinal and social characteristics of helpees that asked for help on the platform, (2) the effect of provided group awareness information on the selection of helpers, and (3) the cognitive characteristics of selected helpers and their difference from the helpees. The participating students were invited to seek help from their peers within Moodle and had access to a sortable list of all course members in order to find an appropriate helper. The control group (n = 55) only saw the full names of the peers while the treatment group (n = 52) was additionally provided with self-assessed group awareness information (competence and availability of a helper). Unfortunately, participants rarely used the platform and only 22 help-seeking episodes were recorded. Results indicate that helpees did not differ regarding motivational, intentional or social factors from the rest of the course. The overall occurrences of sorting the list was higher for the condition provided with group awareness information, but both groups did not differ with respect to the competence of selected helpers. The results provide useful, practical insights bringing online help-seeking into an educational context.
Introduction of Educational Technology Engagement Model
Authors: BULUT Ibrahim Hakki , DELIALIOGLU Omer
Published: January 2025

This paper proposes an educational technology adoption model considering the limitations of traditional technology adoption models. Based on the model, the authors develop a questionnaire, in which the items are derived from previous technology adoption studies, to identify and indicate the constructs in the proposed model. The paper presents the statistical validity and reliability of the questionnaire. The results based on Exploratory Factor Analysis (EFA) indicate that the items on the questionnaire that are meant to measure the constructs in the model are statistically valid and reliable.
How shared concept mapping facilitates explanation activities in collaborative learning: An experimental investigation into learning performance in the context of different perspectives
Authors: SHIMOJO Shigen , HAYASHI Yugo
Published: January 2025

Studies in collaborative learning have shown that explanation activities drawing on diverse perspectives facilitate deeper understanding and metacognition. However, it is difficult to develop an explicit understanding of others’ perspectives and knowledge through communication in a computer-mediated environment. The present study investigated the use of a visually shared concept map interface, expected to facilitate dyadic awareness of different perspectives and thus improve learning performance during explanation activities. In this study, each dyad built a concept map about a key technical term in psychology, and generated explanations of the term and generated explanations of the term on mutually accessible concept maps. We predicted that learners would be able to (1) gain deeper knowledge through the shared explanations; and (2) explain the key term from different perspectives or knowledge sets. Twenty-six university students participated in this experiment, and we assessed their performance through free recall tests before and after they used the concept mapping tool. Our findings showed that learners were able to (1) gain learning performance and (2) explain a concept based on different perspectives. We discuss the implications of our findings and suggest directions for further research on the development of learning support systems.
A Crowd-Programming Approach for Computational Thinking Education
Authors: KRIZANOVIC Christopher , LE Nguyen-Thinh , PINKWART Niels
Published: January 2025

This paper proposes a crowd-programming approach for computational thinking education. An evaluation study was conducted with 61 high school students to investigate four hypotheses: 1) Learners using the computer-supported crowd-programming system require less time for problem-solving, 2) they need less attempts for correct solutions, 3) they tend not to request bottom-out hints for programming problems, and 4) they can solve more programming problems within 70 minutes than in other conditions.
Using Knowledge Forum to Support the Development of STEAM Literacies"
Authors: MA Leanne , AKYEA Thelma
Published: January 2025

Over the last decade, there has been growing interest in Science, Technology, Engineering, Arts, and Math (STEAM) education to promote creativity and design thinking in schools. Knowledge Building, which engages students in sustained, interdisciplinary work with ideas, represents one pedagogical approach to achieve these goals, while Knowledge Forum technology facilitates the implementation of STEAM education in classrooms. This study explores the simultaneous development of 8- and 9-year-old’s scientific literacy, graphical literacy, and mathematical literacy in Knowledge Forum. Between fall and winter term, a grade 3 class studied growth and changes in plants. Qualitative analyses on student work in Knowledge Forum reveal increasingly proficient use of expert vocabulary to explain scientific phenomena, as well as productive use of increasingly complex graphical and mathematical representations to explore socio-scientific issues. Study implications are discussed within the context of STEAM education and assessment of 21st Century competencies.
Investigating the effects of cognitive style on blended museum learning
Authors: Hsu Tien-Yu , Liang Hsin-Yi , Chen Jun-Ming
Published: January 2025

Museums provide an ideal inquiry learning environment with fruitful learning resources for diverse learners. With digital applications in museums, there is a need to consider the influences of the museum context in the service design to avoid negative effects on museum learning. Besides, there is a need to provide proper learning supports to satisfy the different needs of diverse learners. In order to effectively support diverse learners learning, cognitive style has been the focus due to the significant effects on learning with digital applications. However, as there are limited studies on understanding the effects of cognitive style on museum learning, this study developed a game-based learning service to engage learners in interacting with museum exhibits and other people in a blended museum learning context. The learners’ learning experiences were examined to evaluate the service design, and an independent t-test was used to identify the differences between learners with different cognitive styles, i.e., the Field dependent (FD) and Field independent (FI). The results show that FI and FD learners have different preferences concerning service design during their visits. Besides, the unmatched service design may influence FI learners better than it would FD learners