bluuebunny/crossref_metadata_2025 huggingface dataset:
A Systematic Literature Review of Language Learning Based on Social Media
Authors: XU Chang , ZHENG Chunping
Published: January 2025

Language learning based on social media has attracted increasing interest in recent years. Despite its popularity and utilization, a number of people have a skeptical attitude towards the impacts and outcomes of this emerging style of language learning. This paper provides a review of the literature on the use of social media in language learning from 2015 to 2018. A total of 17 articles were identified from 4 influential journals, Computer Assisted Language Learning, System, Language Learning & Technology and ReCall. A systematic content analysis method was employed to analyze the research directions, research purposes, theoretical foundations, research designs and learning outcomes of the selected studies. In terms of the research directions, foreign language learning and informal intercultural communication with social media are mostly discussed. With regard to the research purposes, they can be divided into two groups: from the teacher’s perspective and concerning the students. Most articles explore students’ language learning. As far as the theoretical foundations are concerned, among the 17 articles, 9 indicate the theoretical background clearly, and various theories are employed to support the main points. In terms of the research designs, compared with Facebook, WeChat, Twitter and other social media, language learning through blogs is the most studied. Taiwan has conducted the most research on social media-based language learning. The main outcome of these articles signifies the effects of knowledge acquisition, motivation, and intercultural communication. It is advisable that more research be done to explore the relationship between Chinese social media users such as Chinese WeChat users and their language learning.
A Comparison of Chinese EFL Learners’ Listening Comprehension in Dictation and Dicto-comp
Authors: CAO Hongxia
Published: January 2025

Dictation and dicto-comp are two task types which are often used in Chinese EFL listening class. When the effects of task type have been found in some types of listening tasks, little has been known about its effects in the case of dictation and dicto-comp. This study aims to investigate whether Chinese EFL learners achieve a similar level of comprehension of the audio input in dictation and dicto-comp. Sixty-eight students were divided into two experimental groups. The participants first completed a questionnaire on their perception of dictation and dicto-comp, and then each group received the dictation task and the dicto-comp task respectively and had two post-tests: a free written recall and a set of multiple-choice questions. The analysis of the post-test results and the students’ response to the questionnaire showed that Chinese EFL learners achieved a similar level of comprehension of the audio input in the aspects of global comprehension, local comprehension, literal comprehension and inferential comprehension. Drawing on the Cognition Hypothesis, the paper discussed the role of task complexity in affecting learners’ listening comprehension and it was found that the synergetic effects of the resource-dispersing dimensions and the resource-directing dimensions of task complexity led to the similar level of listening comprehension in these two tasks.
Construction and Innovation Practice of “Internet +” Professional Development Mechanism for Urban and Rural Teachers
Authors: Ye Bei-Bei , HE Lei , HE Jian , DUAN Su-Ying , XIONG Xi-Bei
Published: January 2025

In the era of “Internet + education”, Guangxi is confronted with significant regional imbalance in the construction of network interactive resource platform and the construction of regional and rural teacher professional development support service system. The pilot project of “Internet + Double-teacher Teaching”, taking such imbalance into consideration, and making an analysis of the current problems faced by its urban and rural teachers’ professional development, explores to set up a corresponding mechanism and an interactive resources platform. At the same time, it also tries to build a self-organizing operation mode between the local radiation pattern and urban and rural teachers’ professional development community, and build a learning community carried forward by the special-class teacher workshops, so as to resolve such prominent problems like the common endogenous development, broaden the urban and rural teachers' professional development path, and ensure a coordinated development of urban and rural teachers' professional benefited by a local resources radiation mechanism. At present, the operation mode of this project has been promoted in 14 cities in this region.
Unforeseen Impediments Emerging in the Process of Flipped Learning: A Lesson Learned in FIBER
Authors: JONG Morris Siu-Yung , CHEN Gaowei , TAM Vincent , JIANG Yichao , CHEN Mengyuen
Published: January 2025

Flipped Issue-Based Enquiry Ride (FIBER) is a pedagogical framework to integrate flipped learning into the approach of issue-based enquiry in social humanities education. This working paper presents the work that we conducted in the first research cycle (the first year) of a piece of two-cycle design-based research (DBR) on implementing FIBER in the context of formal curriculum learning and teaching in Hong Kong. The entire DBR involved 9 teachers (from 9 different secondary schools at different academic bands) and their Secondary-5 classes in two consecutive school years. In this paper, we focus on discussing the unforeseen impediments emerging in the course of FIBER that hindered students’ learning in the first research cycle. The findings not only shed light on how to improve and optimize the current teacher facilitation acts in FIBER to be enacted in the second research cycle of the DBR, but also alert “flipped” educators and researchers to the potential problems occurring in the course of flipped learning.
Incorporating Farming Feature into MEGA World for Improving Learning Motivation
Authors: LU Zhong-Xiu , CHANG Maiga , KUO Rita , KUMAR Vivekanandan
Published: January 2025

Although educational games have been proved to be useful to get students motivated in doing learning activities, one of the most attractive game feature – farming – has rarely taken into consideration while designing and assessing an educational game. In this research, we design and develop the farming feature, also known as player versus environment (PvE) subsystem, for an educational game platform MEGA World (Multiplayer Educational Game for All). We discuss the operation workflow that the PvE subsystem communicates with MEGA World main system and design correspondent mechanic and required modules to assist students’ learning. The subsystem has two game modes and the students can use the knowledge or skills they have learned in the course to fight with the monsters and earn the rewards. We expect this subsystem can improve students’ learning motivation and performance. In order to verify our expectation, we design a semester-long experiment that involves four groups of undergraduate students.
Students’ Conceptions of Interactive Spherical Video-based Virtual Reality Supported Chinese Writing Learning
Authors: CHEN Mengyuan , JONG Morris Siu-Yung , CHAI Ching-Sing , ZHOU Xiaohua
Published: January 2025

This qualitative study reports the results of a phenomenographic analysis of students’ conceptions of Interactive Spherical Video-based Virtual Reality (ISVVR) supported Chinese writing. In the study, six Grade-9 students in Hong Kong participated in an ISVVR supported Chinese writing learning program. Data were collected through semi-structured interviews. Three qualitatively different themes related to ISVVR supported Chinese writing learning were revealed: 1) purpose of learning Chinese writing, 2) use of ISVVR to improve Chinese writing, and 3) motivation of using ISVVR to learn Chinese writing. Different conception categories of the themes form a hierarchy and show a trajectory that writing paradigm shifts from learner-oriented to author-oriented. This study offers an empirical reference for teachers and researchers to have a closer look at students’ conceptions of Chinese writing and ISVVR supported Chinese writing.
Development of Augmented Reality-Based Learning Package for Learning Network Topology via STAD Process
Authors: NAKA Totsaporn , DITCHAROEN Nadh
Published: January 2025

The aims of this study were 1) to develop the learning package for learning network topology by using augmented reality (AR) technology, 2) to investigate students’ learning achievement on network topology through the AR-based learning package in conjunction with student team achievement division (STAD) learning process, and 3) to investigate students’ satisfaction toward the AR-based learning package with STAD. The participants were 27 grade 10 students. They were divided into three groups: low-achieving group, medium-achieving group and high-achieving group. The experimental instruments consisted of AR application and concrete manipulative board kit. The pre-achievement test, post-achievement test, and satisfaction questionnaires were used for collecting both quantitative and qualitative data. The results revealed that the learning activity was effective for enhancing students’ understanding in basic devices of network and topology. After students conducted the activities, we found that the average of posttest score was statistically higher than that of the pretest. The average of students’ progress in class was 64.84 percent. In addition, students were satisfied toward this learning activity at the high level.
A Preliminary Usability Evaluation for Online Annotation and Student Clustering System
Authors: CHANG Miao-Han , KUO Rita , ESSALMI Fathi , CHANG Maiga , KUMAR Vive , KUNG Hsu-Yang
Published: January 2025

This research evaluated an annotation recommendation system – GRACE (General Rapid Annotation Clustering Enhancement) – which gives suggestions of what annotations might be missing when students were reading the teaching materials. A pilot is done in two computer science classes in a college in Tunisia. The results show that system’s usability is acceptable for students doing online reading activities on GRACE.
Identifying Determining Factors of EFL Learners’ Stage of the Acquisition on English Prepositions
Authors: MUROI Takumi , ONO Yuichi
Published: January 2025

In the instruction of English prepositions, the unidirectionality hypothesis which derives from cognitive linguistics has been widely assumed. However, there are few researches about the validity of this assumption from the viewpoint of data-based or knowledge-based methodology. This paper conducts the survey on the knowledge of various uses of preposition over and analyze the results by employing the decision tree to identify the crucial factors to predict the score which determine Japanese EFL learners’ proficiency levels of an English preposition over. The results of our analysis show that there are three important question items which predict participants’ scores on the acquisition of over, and the usages of over in these items do not follow the unidirectionality hypothesis as is assumed in the literature. This suggests that any instructional method to enhance Japanese EFL learners' knowledge of prepositions assuming the unidirectionality hypothesis needs to be reconsidered in terms of acquisitional order.
Studying Computational Thinking through Collaborative Design Activities
Authors: HUANG Joey
Published: January 2025

Previous studies have focused on examining individuals’ computational thinking (CT) practices in varied learning contexts. This study aims to expand the current framework of CT by investigating how CT is practiced through collaborative design activities with Scratch. Using a mixed methods design, including video-recorded class observations, artificat analysis, this microethnographic study proposes collaborative CT by examining students’ interactions and learning processes in a middle school classroom. By identifying the patterns of CT practices which emerged through collaborative design activities, this study informs how CT is socially practiced in small groups.
Analysis of “Evaluation Behavior” Using Students’ Peer Assessment Process Data
Authors: HORIKOSHI Izumi , TAMURA Yasuhisa
Published: January 2025

In this study, we have focused on students’ peer assessment and analyzed evaluation behavior using data from the evaluation process. Peer assessments by students are problematic in terms of reliability and validity. Many previous studies have discussed the reliability or validity of peer assessment, based on the evaluation scores of the peer assessment. However, the “Evaluation Process”, that is, who, when, and which items were evaluated in what order, has not been studied. For this issue, in this research, we have proposed to acquire the “Evaluation Process” data in peer assessment and to analyze and visualize the students’ “Evaluation Behavior”. As a preliminary result, this study identified a range of characteristic evaluation behaviors, indicating the possibility that each student might have a unique style of evaluation and that there are students who do not take evaluation seriously. We expect that we will be able to estimate the students’ motivation on the peer assessment or evaluation ability, and also to improve the design of the peer assessment form or the conditions of the peer assessment based on the “Evaluation Behavior”.
Development of a computational thinking assessment tool for lower secondary students in Malaysia
Authors: MOHAMED ZAKI Filzah Zahilah , WONG Su Luan , MD KHAMBARI Mas Nida , ABD RAHIM Nur Aira
Published: January 2025

The rise of computational thinking (CT) inclusion in education systems across the world has prompted the needs to effectively measure the computational skills for various educational level, i.e. from early childhood, elementary, secondary (K-12 education) up to adult learners. In this paper, the essence of a research proposal is presented, which focuses on developing and designing an instrument suitable for Malaysian adolescent (i.e. secondary school level students) context. The paper aimed at outlining the research objectives, and limitations and the suggested research design. Delphi technique and interview will be deployed during the first phase of the study to obtain consensus from experts identified in the field, followed by the development of the instrument. Next, the instrument will be validated, and later tested with a group of students taking Basics of Computer Science subjects in schools. The research has implication for many stakeholders, mainly for educators involved in teaching the subject in school setting. The development of this instrument would benefit in assessing appropriate CT skills and practice, in the context of Malaysian education. Among the overarching contribution includes advocating CT as another critical 21st century skillset and enhancing individual competency in problem solving.
Can “Stag-and-Hare Hunt” Behavior be Modeled using Interaction Data from a Mobile-Supported Collaborative Learning Application?
Authors: BRINGULA Rex , RODRIGO Ma. Mercedes T.
Published: January 2025

Despite the call to develop culturally-aware educational technologies, very few studies were conducted in the Philippines. In order to contribute to this body of literature, this study has been conceived. This paper intends to model the “stag-and-hare” hunt behavior of students in the light of cultural orientation of the participants. It will use the interaction data that will be gathered through Ibigkas! Math – a mobile-supported collaborative learning application. Based on the developed model, the mobile application will be revised to make it more adaptive to students’ academic needs. The proposed methodology and future works are discussed.
The Effect of Digital Game-Base Learning on Primary School Students’ Critical Thinking Skills and Environmental Literacy
Authors: TSAI Szu-Kai , CHUANG Tsung-Yen
Published: January 2025

Over the past few decades, many countries are doing everything they can to develop the young generation’s critical and systematic thinking, to help them become independent thinkers with the capacity to engage in higher-order thinking or policy promotion. This study aims to examine the way that digital game-based learning (DGBL) exerts an effect on critical thinking and environmental literacy. The fifth-and-sixth graders will participate in the study. Participants will finish the questionnaire survey and interviewed regarding environmental protection and participants’ behavior and attitudes, revealing the effect of digital game-based learning upon their critical thinking skills, and the students’ environmental literacy.
Game-based Learning: Students’ Critical Thinking Performance while Playing “Callisto Summit”
Authors: LIN Kung-Hou , CHUANG Tsung-Yen , SHIH Ju-Ling
Published: January 2025

This study investigates students’ gaming decisions while playing the robotic game “Callisto Summit” and analyzes their critical thinking performance based on the gaming decisions. “Callisto Summit” is designed for the players to use block codinge to move the robots on a large game map to negotiate and solve inter-group conflicts and issues, such as city development, environmental pollution, and population. Forty-eight American students aged 8-12 participated in the game-based learning activity. In this study, qualitative research methods are used to document and observe how players made gaming decisions, then further analyze their behaviors to understand their critical thinking performance.
Using Gamification to Effect Learning Behaviors in Intelligent Tutoring System
Authors: TAHIR Faiza , MITROVIC Antonija , SOTARDI Valerie
Published: January 2025

Engagement and motivation is always a challenge in online learning environments. The benefits of learning environments have proven its history for many years, but effectively engaging users with these environments and motivating them is an active and important research problem. In this work, I will investigate the potential of gamification on motivation and user engagement in an intelligent tutoring system SQL-Tutor. This work is inspired by the growing trend of gamification and its positive effects in various domains.
Reciprocal Kit Build Concept Map: An Activity Designed to Encourage Learning at Boundary in Collaborative Situation
Authors: SADITA Lia , HIRASHIMA Tsukasa , HAYASHI Yusuke
Published: January 2025

In a collaborative situation, learners must actively interact with their peers to have meaningful discourse, not only co-present. Researchers have shown that employing a concept map as a representation tool was useful to construct and maintain group shared knowledge, rather than a dialogue only communication setting. The use of concept map positively affected students’ learning outcomes as well as their attitudes. Moreover, prior studies have extended the collaborative concept map activity with individual externalization, concept map sharing and reviewing activity to trigger cognitive change through conflicts. The current study introduces a new extension of collaborative concept mapping activity with Reciprocal Kit Build (RKB). The RKB allows learners in pair to create an individual and collaborative concept map, exchange ideas through reconstruction, and discuss it facilitated by shared and difference maps. Unlike existing studies, our design activity is aimed to promote learning mechanism at boundaries, by boundary-crossing and utilizing boundary objects. This paper explains how the RKB may potentially provoke conceptual changes during collaboration.
Developing a Model for Effective Cascaded School Teacher Training on ICT Integration in Tanzania
Authors: NGEZE Lucian Vumilia
Published: January 2025

Training school teachers has been one of the key developments that lead to improved teaching practices leading to overall student learning gains. In many cases, teacher training programme in different topics (Assessment, Lesson Planning, ICT integration, Curriculum planning, etc.) involves inviting teachers at a training centre, training them on selected modules for a specified number of days and letting them go back to their schools, with a hope that they will be able to share the experiences and learning with others. Even though no impact evaluation is conducted, teachers do not share what they learned with other teachers. The Align Attain Integrate Teach Train (A2IT2) model is developed to improve the effectiveness of such cascaded training programmes on technology integration in teaching and learning. Its different phases give the competences needed by the teacher to effectively train other teachers at school level on technology integration. Based on refinements of the methodology used, the model will help planners of teacher workshops to plan efficient and sustainable programmes.
Digital Multi-Grade One-room Schoolhouses for underprivileged communities in rural Pakistan
Authors: BADAR Faisal
Published: January 2025

Despite extensive global efforts to make education accessible for all, one out of every five children are out-of-school. The situation demands re-thinking of learning strategies, particularly in underprivileged context. Continued advancements in learning technologies may offer novel solutions. The one-room schoolhouse is a centuries-old proven educational system, which has yielded promising results for rural areas. Using a multi-grade teaching method, the one-room schoolhouse provides a resilient model for educating children at locations that lack quality teachers and resources. This paper outlines doctoral research focused on identifying ways to develop adaptable and sustainable approaches to educate underprivileged out-of-school children in rural and remote areas of Pakistan through digital one-room schoolhouses, and suited to their local dynamics.
Advancing Education through Stakeholder Engagement: An Evaluation of the Learning Butler Chatbot's Impact on Instructors, and Learners
Authors: PENG Chih-Yang , YANG Su-Hang , HO Pei-Yu , WANG Jen-Hang , CHEN Gwo-Dong
Published: January 2025

This study aims to address the limitation of existing chatbots in education, which are designed only for learners and do not account for the needs of instructors. To solve this problem, the study proposes a learning chatbot called the "Learning Butler," which integrates resources for optimal learning outcomes and is developed based on the situational theory for mobile and classroom learning environments. The effectiveness of the Learning Butler in improving learning outcomes was evaluated through an experiment conducted at a university of science and technology. The results demonstrated that the Learning Butler significantly improved learners' performance compared to the general chatbot, and learners and instructors provided positive feedback on its ability to offer instant suggestions and feedback during dialogues and interactions. This research contributes to the development of effective educational technology by exploring the potential of chatbots in enhancing learning outcomes, with the ultimate goal of improving the quality of education through the application of advanced technologies and innovative pedagogical approaches.
Executive Functions Training-oriented Digital Games: Effectiveness and Experience
Authors: HUANG Chi-Fang , HSU Hui-Ling , CHEN Zhi-Hong
Published: January 2025

Executive function governs important cognitive abilities such as cognitive resource allocation, which is related to daily life and can affect learning performance. However, current executive function training mostly relies on self-administered tests, which leads to a dull process, and low interest, thereby influencing training effectiveness. To assist the affective domain during training, previous research attempted to gamify the training. However, prior studies indicated that the training intention might be influenced by the game-based design, and the game scenario also impacts the training process. Therefore, we developed a training-oriented digital game that closely simulates real-life situations to train executive function based on classic training, and discussed its effectiveness, and user experience. 38 college students were recruited to experience the training-oriented digital game and classic games and found that the training-oriented digital game effectively improved inhibition ability in executive function. Additionally, the game developed in this study showed significantly higher confidence and satisfaction than the classic game, while there was no significant difference in flow, positive affect, and behavioral intention. This indicates that the game developed in this study could be used to train executive function while maintaining support for the affective domain of gaming. We discuss further implications in the study.
Analysis to Creation: Using the ADDIE Model to Develop an Educational Game for Children
Authors: ZHANG Yufan , ZULKIFLI Nurul Nadwa , MOHD AYUB Ahmad Fauzi , SHANG Zewen
Published: January 2025

Creating educational games for children is a notable emphasis, especially when using the ADDIE model as a game development framework. Furthermore, we introduce the ADDIE model, a recognized instructional design framework, to illustrate its potential in the video game industry. In this study, by using constructivist and social learning theories, educational play can be fostered through exploration, cooperation, and reflection. Hence, we create a children's educational video game using the ADDIE model to explore creating suitable educational games. Striking the right balance between education and entertainment necessitates a comprehensive grasp of how children learn and develop. By leveraging this knowledge, developers and educators can create video games that are both enjoyable and promote learning and development in children.
The AI-Supported Instructional Design in PBL Integrating Chinese Language Learning and Multimedia Creation
Authors: SUGIE Satoko
Published: January 2025

The rapid development of AI (Artificial Intelligence) is enhancing the potential to accelerate a paradigm shift in foreign language teaching and learning. Instructional design must shift beyond knowledge learning and skills training to include more significant opportunities for practical application in authentic contexts. To do so, it is necessary to investigate the pedagogical possibilities of generative AI through specific educational practices. Thus this study intends to explore the potential of using generative AI to improve the efficiency and effectiveness of PBL (Problem/Project Based Learning) which integrates foreign language, information media, and professional education. This study suggests a PBL course design integrating Chinese language, tourism, and multimedia creation learning outcomes at a Japanese university, as a preliminary phase to compare and examine the teaching and learning processes between traditional methods and proactive AI-enabled methods. Through qualitative exploration of integrating generative AI into traditional instructional design, this paper considers how to organize the elements of teaching and learning for a renewed approach with greater efficiency and quality of learning outcomes.
Effects of a Machine Learning-empowered Chinese Character Handwriting Learning Tool on Rectifying Legible Writing in Young Children: A Pilot Study
Authors: WONG Lung-Hsiang , AW Guat Poh , SUN He , YEN Ching-Chiuan , TEO Chor Guan , WEN Yun
Published: January 2025

The logographic nature of Chinese script is a major dissuading factor for learning handwriting. The challenge is the complex psycholinguistic process behind handwriting. Thus, we developed AI-Strokes, a Chinese handwriting learning tool that assists teachers in facilitating students’ handwriting practice in various modalities, and provides personalized feedback for the students. By leveraging a trainable Machine Learning back-end framework, the tool diagnoses and scores students’ handwriting errors. This paper reports a pilot study in a Singapore primary school with an early prototype of AI-Strokes. Two classes of students went through AI-Strokes-based Chinese handwriting lessons (the experimental group) and conventional lessons (the control group) respectively. Pre- and post-tests were administered, and their handwriting processes were analyzed regarding errors in stroke orders, extra/missing strokes, and errors in stroke directions. The results show that the experimental group has yielded significantly better learning gains than the control group. It is posited that the personalized feedback of AI-Strokes has formed a feedback loop to support students’ trial-and-error process in improving their handwriting skills. The multimodal handwriting task design may have also fostered their orthographic awareness through the activation of alternative psycholinguistic pathways during their handwriting lessons.
The Effect of Timing Differences in Online Corrective Feedback on Adult Verbal English Learners' Learning Engagement: A Micro-genetic Study
Authors: LIANG Wanying , CHEN Guang , CHENG Wei
Published: January 2025

This study examines the impact of different timing direct corrective feedback strategies utilized by instructors in online verbal English class on the learning engagement of EFL adult learners. The study randomly divided 8 participants with the same English proficiency into two groups, one receiving immediate direct corrective feedback and the other receiving delayed direct corrective feedback. Applying a micro- genetic method, the study observed the online learning of the 8 participants and implemented two types of direct corrective feedback through online learning. The study found that both feedback methods could improve learners' learning engagement, but immediate direct corrective feedback had a more positive effect on learners' learning engagement, and could improve it in a shorter amount of time. Additionally, learners' learning engagement showed dynamic changes during the learning process due to other influencing factors.
Exploring the use of chatbot to promote online EFL students’ behavioral, cognitive, and emotional engagements
Authors: LUO Xinyi , HUANG Weijiao , HEW Khe Foon , JIA Chengyuan , CAO Xiangjie
Published: January 2025

The implementation of online learning is often beset with the challenge of student disengagement, especially in online language learning where active learner practice is expected. To address this problem, we explored the use of a chatbot to support students with their English as a Foreign Language (EFL) listening learning in an online undergraduate course. The Self-determination theory was adopted to design the chatbot. Students were invited to interact with the chatbot for ten days to practice their English listening skills. A mixed-methods design was used to measure students’ behavioral engagement, cognitive engagement, and emotional engagement. The results indicated students’ positive online learning experiences with the chatbot. We also conducted follow-up interviews with students to determine their perceptions of learning with the chatbot.
Implementation of collaborative project- based learning approach: Spherical video- based virtual reality creation
Authors: MUBAROK Husni , HWANG Gwo-Jen , LIN Chi-Jen , DARMAWANSAH Darmawansah
Published: January 2025

There have been obstacles for individual students to participate in project- based learning, such as the lack of learning engagement and the frustration of encountering difficulties. Therefore, this study proposed a collaborative project-based learning approach with SVVR technology to enhance students' project-based learning outcomes. A quasi-experimental design was conducted to show the effectiveness of the proposed approach. Two classes students in a university participated in the experiment. On class with 25 students were in the experimental group, and 20 students were in the control group. The experimental group experienced collaborative project- based learning with SVVR, while the control group underwent individual project-based learning with SVVR. The results of this study revealed that the experimental group outperformed the control group in terms of students' computational thinking and the SVVR project quality. This study highlights the effectiveness of collaborative project- based learning in enhancing students’ computational thinking and creativity.
The Trends of Computer-Supported Collaborative Learning in Two Decades
Authors: CHU Hui-Chun , HWANG Gwo-Haur , CHAO Han-Chieh , CHANG Ching-Yi
Published: January 2025

Computer-supported collaborative learning (CSCL) has undergone significant advancements in the past two decades, revolutionizing the way learners engage with educational content and peers. This abstract explores key trends in CSCL, including the evolution of online communication and collaboration platforms, the impact of mobile technologies, the integration of data analytics, and the emergence of virtual reality (VR) and augmented reality (AR) environments. Additionally, the ongoing pandemic has accelerated the adoption of online and blended learning models, further shaping CSCL. These trends have transformed collaborative learning, allowing learners to exchange ideas, co-create knowledge, and engage in meaningful discussions. The utilization of data analytics enables personalized instruction and targeted support, enhancing learners' engagement and motivation. Immersive VR/AR environments promote active participation and deeper learning. Looking ahead, hybrid models combining face-to-face and online collaboration are likely to shape the future of CSCL. As instructional practices adapt and technology advances, creating engaging and effective learning environments remains a crucial focus in CSCL.
Facilitating nursing students' critical thinking and problem-solving competence in a computer supported collaborative learning environment
Authors: CHANG Ching-Yi
Published: January 2025

In the era of globalization, teachers primarily assist students in applying realistic learning environments, helping them integrate the knowledge acquired from textbooks with clinical practical issues and develop problem-solving skills. The advancement of mobile technology allows students to access learning resources and receive accurate guidance in a virtual environment, promoting safe and effective learning. This research proposes a computer-supported collaborative learning environment to support the learning of obstetrics and gynecology four-stage palpation professional courses. A quasi-experimental design is conducted to validate the impact of this method on students' learning achievements, engagement, and satisfaction. The experimental results demonstrate that the proposed approach enhances students' learning achievement, critical thinking, and problem-solving competence. Moreover, students engaged in scenario-based learning show more proactive learning behavior compared to the control group. Based on these findings, specific recommendations for developing effective learning strategies and incorporating computer-supported collaborative learning environments in medical and healthcare educational materials are suggested.
Supporting Content Creators in Creating Accessible Digital Materials in Higher Education
Authors: HANSSEN Eirik , CHEN Weiqin
Published: January 2025

The recent growth of the digitalization of education has increased the importance of digital accessibility. In higher education, faculty members and administrative staff are the main content creators who are responsible for creating and publishing digital content for both students and university staff. Literature shows that these content creators do not have the necessary knowledge to create accessible digital content. At the same time, there is an abundance of information available online about how to create accessible digital content. However, due to the lack of time the content creators are often not able to find the necessary information to help them with the particular accessibility task they have at hand. In this study we have developed an online guide aiming at assisting content creators to create accessible content where target users have been involved in the iterative design, development and evaluation process. A summative evaluation was also conducted with a mixed-method approach, combining observation, survey, semi-structured interview, and document inspection. The results show that the online guide has potential to help faculty members and administrative staff to improve the accessibility of their digital content.
Personalized Hands-on Training Via a Hybrid Intelligent Teacher System
Authors: HAN Dongkun
Published: January 2025

In this paper, we propose a student-centered hybrid intelligent teacher system, and show how this system advances in a case study in teaching robotics. The key innovation of this system is to focus on the combination of a human teacher and a cloud teacher, which is a textual-based conversational agent for answering the questions from students in Mechanical Engineering via machine learning technologies. The basic underlying idea is to train the agent by utilizing open-source artificial intelligence tools from Google’s DeepMind, such that the agent can understand and answer the questions raised by students with an acceptable confidence value. Specifically, it is expected to customize a training database combining VEX hardware assembling, Auduino and Solidworks programming. Moreover, Big Data Analytics can be conducted accordingly based on students’ historical questions. An Android-based mobile application is produced. As a result, students can raise their questions conveniently and get instantaneous feedback with a 24-7 service. The method has demonstrated its effectiveness in a university general education course (UGEB2303 Robots in Action).
The Effect of Genres and Reading Orders on Interest, Reading Comprehension, and Process: Evidence from Eye Movement of Multiple-text Reading
Authors: LUAN Ching-Yu , GUAN Zheng-Hong , LIN Sunny
Published: January 2025

With the rise of online learning, multiple-text reading has become a prevailing trend and involves complex cognitive processes. Previous research often employed controversial socio-scientific issues in the form of expository texts to examine reading processes and comprehension. However, the story is relatively accessible, which can enhance learners’ interest in reading. Moreover, the reading order could affect how learners integrate multiple texts. Therefore, in this study, we employed eye- tracking technology to investigate how different genres and reading orders of conflicting texts influence readers' change of interest, learning performance, and eye movement patterns. The study included 21 participants who were divided into two groups: expository text first and story first. Each participant was provided with two stories and two expository texts to read. Their interests were recorded before and after reading, alongside their eye movements were recorded during the reading. After completing the reading, participants were required to write an essay and take a multiple-choice test to assess their comprehension. The findings revealed that, regardless of reading order, participants’ interest heightened after reading. however, the expository-text-first group had higher writing scores than the story-first group. As for the eye movement measures, this study showed that although the first-pass reading time was not affected by reading order and genre, the rereading time was. Specifically, the expository-text- first group spent more rereading time on the expository text compared to the story-first group, indicating that these readers devote more rereading time to the expository text, focusing on taking its basic concepts and theories, resulting in greater integrated comprehension. Therefore, they exhibit superior performance in deep-level reading comprehension. This study demonstrates that reading order influences readers' reading comprehension, providing useful insights for future scientific topic education and discussions.
Investigating Students’ Perceptions of Knowledge-building Environment and Learning Engagement
Authors: CHEN Wei-Shou , LEE Min-Hsien , LIANG Jyh-Chong
Published: January 2025

Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students’ perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students’ cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students’ perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students’ sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.
Exploring the Framing Effect of Drawing Task Instructions on Science-Major Novice Preservice Teachers’ Technology-use Knowledge
Authors: HUANG Yung-Hsiang , HUANG Yi-Sheng , SU Shan-Hui , LIN Chia-Ching
Published: January 2025

Digital technology-assisted teaching and learning is a trend in schools at all levels around the world, and beliefs about technology use are one of the predictors to see if, and to what extent, teachers would adopt technology in their classes. In the field of educational research, drawing tasks are one of the potential research tools that have been shown to reflect participants’ educational beliefs. We propose that the instructions for a drawing task would frame participants’ thinking, as it is difficult for participants to depict images outside the direction of instruction. In the current study, 44 science- majors entering preservice teachers were recruited, and a two-round drawing task along with a random-assigned experimental design were introduced to evaluate this hypothesis. The instruction of the first-round drawing was used to disrupt the framing effect of the instruction of the second-round drawing by activating the participants’ target knowledge. The results indicated that the participants depicted more images of technology use in the second-round drawing after their technology knowledge had been activated, but the pedagogical theme was not significant. Methodological, theoretical, and practical implications of the results are discussed.
Exploring the Relationship Between Students' Preferences for Teacher Authority and Learning Approaches: An Example of Student Learning Communication Theory and Computer Technology Contexts
Authors: HUANG Wen-Lung
Published: January 2025

This research investigated university students majoring in Mass Communication preferences regarding teacher authority within the context of communication theory and computer technology learning and examined how these preferences were associated with learning approaches. Data were collected from 357 Taiwanese university students using two questionnaires. The results identified three distinct clusters in terms of teacher authority: passive learners (Cluster 1), blended learners (Cluster 2), and autonomous learners (Cluster 3). ANOVA results revealed significant differences in learning approaches across the three clusters. Notably, blended learners exhibited higher scores in deep strategy compared to passive and autonomous learners, while both blended learners and autonomous learners demonstrated stronger deep motivation than passive learners. Finally, passive learners displayed the lowest level of learning approaches within the context of communication theory and computer technology learning.
Research and Design of Digital Learning Resource Management System in Meteorological Adult Training Based on Cloud Computing
Authors: HOU Jinfang
Published: January 2025

In this paper, we describe the design of digital learning resource management system based on cloud computing in meteorological adult training. This paper mainly introduces the overall structure and design strategy, function design, structure design and database design of the learning resource management system. It is to provide teachers and students convenient access to resources. The design concept of the system is unified function, cooperative development, centralized sharing, distributed storage. It realizes the integration of all kinds of multimedia data, unifies data construction specifications and classification standards, and provides standard interface management.
Collaborate, Design, and Generate Cybercrime Script Tabletop Exercises for Cybersecurity Education
Authors: DWIGHT Joshua
Published: January 2025

Cyber incidents are frequent, urgent, and sophisticated, and there is a global shortage of cybersecurity professionals. The demand for cybersecurity graduates is high, and a key priority for universities is improving successful graduate outcomes, employability, and work readiness. This research paper proposes a novel teaching approach to develop the skills and experience of higher education students for cybersecurity roles. The approach synthesizes problem-based learning, work- integrated learning, tabletop exercises, and crime script analysis. The paper presents a theoretical model based on the National Institute of Standards and Technology (NIST) Test, Training, and Exercise (TT&E) methodology and suggests using Generative AI for the development of draft documentation. The Cybercrime Script Tabletop Exercise can be integrated into a cybersecurity curriculum or as a stand-alone workshop. Future research can be conducted to compare, interview, and observe student outcomes such as skill and experience acquisition, work-life awareness, and levels of industry professional involvement.
Focal: A Proposed Method of Leveraging LLMs for Automating Assessments
Authors: MEYERS Peter , HAN Annette , GREWAL Razik , POTNIS Mitali , STAMPER John
Published: January 2025

In response to the growing need for frequent, high-quality assessments in the expanding field of online learning and the significant time burden their manual creation places on educators, this study proposes Focal, an end-to-end assessment generation pipeline. Focal employs large language models, notably Text-to-Text Transfer Transformers, fine-trained on diverse learning materials, to generate and evaluate pedagogically sound questions and their corresponding answers. The Focal pipeline is designed to integrate with Learning Management Systems, providing educators an automated means of creating assessments that align with their curriculum. This not only eases the task of creating and evaluating assessments but also frees educators to focus on other crucial responsibilities. The system is domain agnostic and its efficacy is continually improved by training and evaluating it using data from multiple subject areas. By automating the traditionally labor-intensive process of assessment production, Focal aims to increase efficiency in online education and enhance the learning experience for students.