bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of an Interactive Learning Module for Visualizing Self-Regulated Learning Skills
Authors: SANTOSO Harry B. , PUTRA Luthfi K.
Published: January 2025

Interactive Learning Module (ILM) is a type of learning module where you can conduct a self-learning activity with certain study materials. The use of ILM can facilitate learners to demonstrate Self-Regulated Learning (SRL) skills. However, most ILMs can be used interactively but cannot record and visualize SRL aspects in the learning process. The purpose of this study is to develop an ILM prototype that can record learner’s behavior from SRL perspective. This study also attempts to define qualitative requirements for an ILM that is able to record SRL aspects. The sample material used in this ILM prototype is Boolean logic that is one of the basic fundamentals in Computational Thinking.
eaching Analytics: A Multi-layer Analysis of Teacher Noticing to Support Teaching Practice
Authors: LEE Alwyn Vwen Yen , TAN Aik Ling , TAN Seng Chee
Published: January 2025

This paper, as part of a larger ongoing study, presents the use of a multi-layer approach to analyzing teacher noticing for the improvement of teaching practices. Situated in the field of teaching analytics, the use of multimodal sensors and analytics, especially for teacher noticing research, has provided affordances to discover deep insights for improving teaching practices. We collected data from a case study of one teacher over three lessons of science teaching in a secondary school. Multimodal sensors including an eye-tracking device, a microphone, and multiple video cameras were deployed in a classroom. The various sources of data were integrated and a multi-layer analysis was performed to uncover insights into the teaching practice. The findings show that a novice teacher in our case study was able to attend to events in her classroom, with some interpretations and sense-making of the events; some necessary actions were taken based on the teacher’s analysis but in some instances, necessary action was found to be lacking. Prior knowledge and the wealth of experiences or the lack thereof, together with visual cues in the environment, can affect the decision of novice teachers in executing certain actions in a classroom.
Towards Sustainable Learning Materials for MOOC in Poor Network Environments
Authors: SHAMS Ahmed , MEINEL Christoph
Published: January 2025

Videos are highly instrumental to the learning experience in many eLearning platforms. Lecture videos have become crucial to the success of any Massive Open Online Courses (MOOCs). However, conventional lecture videos are typically large computer files. Such videos are relatively enormous in file-size compared to other learning materials in MOOCs. With a slightly long runtime, a high-definition video file transfer comes with a high price. It is rather much expensive and time-consuming over poor or sparse networks. This commonly occurring situation significantly affects the learning experience. Online learners encounter intermittent connectivity or even offline more often during a learning session. In such situations, we claim that the prevalence of videos in MOOCs remains vague and subtle in poor network environments. In the file transfer process, it is not unusual for a video to face constant network disruptions. Therefore, this research work urges to review the provision of alternative, but more effective multimedia. Such multimedia are instead proposed to be much smaller in file-size. However, the multimedia should retain the essential criterion of a video-based format. The new materials are thus deemed less dependent on the bandwidth. This paper focuses on improvising video-based materials during a real-time learning session. Of course, be derived from their original lecture videos. We argue that this approach helps to improve the learning experience, especially for learners situated in low bandwidth areas. Network related issues such as long-wait buffering, low-quality streaming, or slow downloading are therefore tackled by using unconventional materials. The main benefit is to achieve and attain uninterrupted learning session even when the MOOC learner steps into offline or out of reach area. Also, the approach supplements images and audio to support sustainable eLearning – whenever wherever.
An Analysis of Learning Behavior Patterns with Different Devices and Weights
Authors: YIN Chengjiu , ZHOU Juan , LI Lingyu , Yamaguchia Koudai , UOSAKI Noriko , OGATA Hiroaki
Published: January 2025

With e-learning systems gradually being implemented, researchers worldwide have started devoting increasing attention to Learning Analytics. At Kobe university, a digital textbook reading system has been developed to collect learning logs in the face-to-face classroom. In a previous study, k-means clustering was implemented to analyze learning behavior patterns; however, there were problems such as few variables for clustering and a failure to consider weighting of the learning elements. Therefore, in this study we applied clustering by increasing the number of learning elements and assigned weights to the learning elements, then analyzed the learning behavioral patterns. We found some behavioral patterns of students who can save learning time if they effectively write memos and add markers.
Research on the Development of a Personalized Learning Assessment Model: Building Connections Between Knowledge Components and Cognitive Levels
Authors: Peng Xiaoling , Wu Bian
Published: January 2025

Assignment and examination are typical formative and summative assessment strategies in K-12 education. A large number of assessment data generated by learners offers an opportunity for personalized assessment. The research on assessment data has centered on large-scale reporting on aggregate level results, fewer studies have focused on student-level features. In this study, we tried to align Bloom’s taxonomy of educational objectives with learning assessment, and construct a personalized assessment model using the assignment and examination data based on the cognitive diagnostic assessment approach. The model includes three assessment dimensions including the achievement of educational objectives, the mastery level of knowledge components and risk detection. The model was validated using 2,600 online learning data from 50 senior high school students. The testing content includes one topic from algebra and another one from trigonometry. The results indicate that the model can help students make timely and targeted remedies of their learning gaps. There is a positive correlation between students' cognitive level and their mastery of knowledge components, and students with the same scores have different cognitive structures and knowledge structures, although they are at the same level in the traditional sense, they can find out the complementary intervals and increase the effective interaction. Assessment data is an explicit form of students' internal cognitive level, compared with a total score, teachers are more concerned about students' cognitive level and their mastery of specific knowledge, especially knowledge components with risks.
Learning Support System for Software Component Design based on Testability
Authors: NOGUCHI Yasuhiro , IHARA Daiki , KOGURE Satoru , YAMASHITA Koichi , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe a learning support system for software component design for learners at the early programming learning stage. In general, the source code used in instructional programming exercises does not have a testing code and is not designed to rapidly verify behaviors. We think one of the difficulties for students in designing their source code to be testable is that most cannot analyze their component design themselves. Therefore, we summarized the testability features applicable to such learners and designed our learning support system to improve instructional exercises in analyzing source codes and creating improved component design through feedback. The learning outcomes using the system were evaluated based on the subjects’ improved scores between pre- and post-tests on analyzing source codes and creating improved component design. The evaluation results indicated the effectiveness of the program with some testability features. We implemented the system in three different programming classes to evaluate the applicability of the system.
Exploring the Relationships between Students' Engagement and Academic Performance in the Digital Textbook System
Authors: APINAR Gökhan AKÇ , HASNINE Mohammad Nehal , MAJUMDAR Rwitajit , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

In this paper, we analyzed the relationships between students’ engagement and academic performance in the digital textbook system. To measure students’ engagement, we first extracted features from the students’ digital textbook reading logs (click-streams) that represent their engagement with the contents. Then, we used percentile rank transformation to create normalized engagement scores and an overall engagement score. In the analysis, we first investigated the correlation between engagement scores’ and the students’ final scores. Second, we modeled students’ transition patterns from the engagement to academic performance by using Markov Chains. Third, we analyzed engagement patterns of the students with different academic performance levels. Our results showed that there is a positive moderate correlation between students’ academic performance and their engagement with digital textbooks. Our results also revealed that a single engagement score can be used to measure students’ engagement with the system, which is easy to understand by non-expert users. We also introduced our dashboard interventions that are developed based on this engagement score.
Using Clickstream to Understand Learning Paths and the Network Structure of Learning Resources: Using MOOC as an Example
Authors: GAO Ming , ZHANG Jingjing , SUN Di , ZHANG Jiang
Published: January 2025

Massive open online courses (MOOCs) have attracted great attention from the public and learners. However, their high dropout rates have been criticized over the past few years. There has been a body of work dedicated to using learning analytics to provide feedback for instructors and designers to improve learners’ engagement and retention rates. However, the open and flexible nature of MOOCs has often been overlooked in these analytics studies. In this work, we used clickstream data to construct a flow network model in order to identify MOOC learners’ learning paths and the network structure of available learning resources from an open system perspective. We found that learners tend to adopt linear learning paths within chapters and continue to watch video lectures in next chapters instead of taking quizzes at the end of the chapters, and they rarely review previous chapters during studies. We also found that learning paths of all learners have formed a centralised network structure which implies that certain learning resources in such a network structure dominate the way in which learners learn in MOOCs.
Developing E-Book Page Ranking Model for Pre-Class Reading Recommendation
Authors: YANG Christopher C.Y. , APINAR Gökhan AKÇ , FLANAGAN Brendan , OGATA Hiroaki
Published: January 2025

In this paper, we propose an E-Book Page Ranking (EBPR) method to rank e-book pages from the original learning material automatically. The proposed method ranks all the e-book pages by the class probabilities retrieved from machine learning models. The top-ranked e-book pages are then selected to form the pre-class reading (preview) recommendation. The proposed method extracts image features and text features from e-book page contents as well as the e-book usage features from students’ previous reading logs. In this paper, we test the performance of the proposed model with two different cases, with and without past e-book usage data. The experimental results showed the improvability of the model after taking into account learners’ past e-book usages.
Analysis of Student Behaviors in Programming Exercises in Controlled and Natural Environments
Authors: TIAM-LEE Thomas James , SUMI Kaoru
Published: January 2025

We performed an analysis of the behaviors of novice students while solving programming exercises from data collected in two environments: a controlled laboratory setup and an online system that could be used freely in the wild. We modeled student behavior from raw action sequences using hidden Markov models to capture the sequential information of the problem solving process. We found similar sequential structures between the two environments, with students generally starting from being idle, followed by writing of the code, followed by testing and submission, which may then transition back to an idle state if not successful. While the models were similar, we found evidences of less persistence in solving the problems on students using the online system compared to those in the controlled setup.
A Turkish EFL teacher’s change processes through an OPD program: a case study
Authors: SONGÜ Behice Ceyda , DELİALİOĞLU Ömer , BIYIK Çağrı ÖZKÖSE
Published: January 2025

In this paper, we present an analysis of the change processes of a Turkish EFL teacher who participated in an Online Professional Development (OPD) program that included online lesson study procedure and webinars. The aim of the study was to uncover the short term and long term changes of this teacher through the use of Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth (IMTPG). As part of the OPD program, this teacher attended six webinars about language teaching methodology and the use of technology in language teaching. In a period of 13 weeks, she also became part of online lesson study procedure with three other teachers. To this end, they met online once a week to do lesson planning for a research lesson and to later discuss about the effectiveness of that lesson by viewing its video recording. In this case study, the data collection tools comprised a background questionnaire, interviews, group meeting extracts, pre-and post-observations, lesson plans prepared by the group, video recordings of the research lessons and group meetings. The findings showed that various short term changes were initiated by different domains including personal domain, the lesson study discussions and webinars in the external domain with various pathways of change. More long-lasting changes, on the other hand, came about when she integrated her learning from the webinars into her classroom teaching and reflected on the student outcomes of these new practices, which promoted changes in her ear lier beliefs and attitudes towards some aspects of teaching. It was also revealed that the changes in her cognition and teaching behavior were related to her increased knowledge and skills about incorporating web 2.0 tools into language classes.
Developing an Integrated system of Robots and Toys with Internet of Things for Children’s Language Development
Authors: CHENG Ya-Wen , WANG Yuping , Liang Ming-Rong , CHEN Nian-Shing , YANG Ya-Fei
Published: January 2025

This study aims to create an interactive and immersive language learning environment for children with the support of robots and IoT sensors. In this paper, we first presented our key design principles for a system that integrates robots and IoT sensors into children’s learning of a language while playing. The intergraded system was developed following the procedure of requirement analysis, prototyping and system testing and evaluation. Following the identification of learning needs and system requirements, a prototype of the system was built and evaluated using the cognitive walkthrough method. Although some usability issues were reported by the participants, the overall results confirm that learning tasks were successfully completed using this integrated system, and it is an easy-to-use system in that non-technical professionals were able to design scripts to control the robot and the IoT sensors.
Teaching conceptions and teaching context affect the enacted practice of online teachers
Authors: COX Deniese , PRESTRIDGE Sarah
Published: January 2025

This study examined effects on enacted teaching practice in an exclusively online context within a large vocational education sector in Australia. A wide-ranging exploratory survey instrument was constructed with questions drawn from validated surveys and a review of literature in the field of online pedagogy. The study found that both teaching conceptions and teaching context affect enacted practice in this online vocational education teaching context. Notably, some of the teaching context factors investigated in this study were found to cause enacted practice to shift away from what these teachers perceived as good online teaching. This study contributes to our understanding of online teaching practices and what affects it.
The Relations among Undergraduate Students' Sourcing, Anxiety, and Perceived Trustworthiness of Online Information
Authors: HOU Tai-Hsien , SHEN Kuan-Ming , LEE Min-Hsien
Published: January 2025

The present study aimed to understand how undergraduates’ sourcing of online information related to their anxiety and perceived trustworthiness of online information. A total of 378 undergraduates participated in the present study that adapted three questionnaires to explore their sourcing, anxiety, and perceived trustworthiness of online information. Exploratory factor analysis and confirmatory factor analysis were employed to ensure the reliability and validity of these three instruments. The Structural Equational Modelling analysis was conducted to investigate the relationships among undergraduate students' sourcing, anxiety, and perceived trustworthiness of online information. The research findings indicated that sourcing online information by personal and multiple evaluation relates to metacognitive online searching strategies, and sourcing online information by authority evaluation relates to behavioral online searching strategy that relates to less anxiety and more perceived trustworthiness of online information. Based on the research findings, theoretical and practical suggestions for future research are provided.
Exploring the changes in teachers' teaching behavior in the environment of e-books
Authors: WANG Xing-Juan , QIAN Dong-Ming
Published: January 2025

E-book bags have become a major focus of information technology and education, and their application in education and teaching faces many challenges and problems. As the main actor of information technology and curriculum integration, teachers' teaching behavior changes in the e-book environment play a key role in the advantages of e-books in the field of education. To this end, this study relies on the feedback data of 3204 teachers' questionnaires collected at the end of the 2018 annual project of the S-city e-bag project, analyze the impact of e-books on teachers' teaching behaviors, and compare the previous 2016 and 2017 e-book annual reports to compare teacher behavior changes within three years. The study found that different teaching ages and the length of application of e-books have different effects on teachers' teaching behavior. In addition, the use of e-books has changed the teaching behavior of teachers to smaller every year.
Designing Metacognitive and Motivation Tutor: A Pedagogical Agent to Facilitate Learning in Blended-Learning Environment in A Higher Education Context
Authors: MARTHA Ati Suci Dian , SANTOSO Harry Budi , JUNUS Kasiyah , SUHARTANTO Heru
Published: January 2025

In this paper, we present the initial results of research that is still ongoing in building metacognitive and motivation tutor, a pedagogical agent used to facilitate students in blended learning in a higher education context. The MeMo Tutor, which stands for “Metacognitive and Motivation Tutor”, is a pedagogical agent in the form of a conversational agent that integrated into the Moodle Learning Management System. The metacognitive and motivation tutor aims to provide feedback to students using an integration of metacognitive scaffolding and motivation scaffolding. The main objective of the pedagogical agent is to maintain and enhance student engagement and motivation in blended-learning environment. This paper presents the first results in ongoing research efforts. In this work, we attempt to design the components of the proposed pedagogical agent, consisting of a learning environment, character design, and system architecture.
A Museum Guiding and Learning System Based on Augment Reality and Wearable Technology
Authors: Chang Huai-Ling , Chin Kai-Yi
Published: January 2025

The common ways of museum guide are manual guide and voice guide, but both ways can only make people passively absorb relevant historical knowledge, which can easily reduce people’s enthusiasm for learning, and the learning effect after the guide is not good. With the rapid development of information technology, museums begin to use new technology to change the way to communicate and interact with people. In view of this, this study develops a wearable guide and learning system based on Augmented Reality (AR). Seven modules have been planned, including Teaching Material Download Module, Main Menu Module, Map Module, Object Identification Module, guide information module, test module and learning process module. Through the presentation of Smart glasses, it combines the real world with virtual information to create a new environment in which the learners can be immersed and interact with each other in real time. In addition, this study takes the monuments surrounding Tamsui District in northern Taiwan as the object, and designs five units of textbooks, and makes multimedia textbooks mainly on the historical allusions and cultural backgrounds of historical sites as well as museum collections, which extends the guide activities from single sensory stimulation to intuitionistic audio-visual experience, so as to enhance learners’ willingness to learn and strengthen the effectiveness of museum guide education.
A SySTEMic approach to Data Literacy
Authors: MASON Jon , KHAN Khalid , SMITH Gregory
Published: January 2025

We outline an emerging research agenda that brings together three distinct topics relevant to the changing requirements of school education: STEM education, inquiry learning, and data literacy. When examining current curriculum materials in Australia we find that data in the digital environment is primarily seen as something to be examined in terms of its representations, interpretations, and visualisation – all activities that can be understood as downstream from data production. We argue that in the same way that inquiry learning involves a shift from the teacher to the student as the pivotal questioner, that a comprehensive and systemic approach to understanding data in the digital environment must involve appreciation for its production as well as consumption. Teaching STEM as an integrated and interdisciplinary way to decomposing real-world problems, not just the STEM subjects, requires a systemic approach running through and across the curriculum. It also now demands data literacy.
Acquisition Order of Semantics of English Preposition by Japanese EFL Learners
Authors: KANO Tomoki , ONO Yuichi
Published: January 2025

English preposition has been regarded as a difficult grammatical category for EFL learners to acquire. Image-based instruction is widely recognized as effective teaching methods for them, but it is pointed out that the methodology has some issues. One of them is that the previous studies on the instruction does not consider the acquisitional order of the semantics of English prepositions by EFL learners. The current study, which assumes a knowledge-driven approach, explores how the result of our survey validates the "unidirectionality hypothesis" in Japanese EFL learners' prepositional acquisition, and we conclude that they acquire meanings of English prepositions in a more irregular way than assumed in the literature.
Visualization of Utterance Transition in Group Discussion Using Learners’ Mobile Devices
Authors: TAGUCHI Junichi , HORIKOSHI Izumi , TAMURA Yasuhisa
Published: January 2025

This study proposes a method to visualize utterance transition in a face-to-face group discussion using mobile devices. In a group discussion, it is difficult for an instructor to monitor many groups simultaneously, and there have been some preceding studies on finding methods to monitor learners. However, these methods require special equipment. To avoid this, we proposed to utilize the microphones in learners’ existing mobile devices to acquire sound data. Our method does not require special equipment to acquire data, as the program to acquire data runs via the learner’s web browser. We conducted a preliminary experiment to visualize utterance transition in a group discussion using our programs. The result indicated that we succeeded in visualizing utterance transition. The visualization diagram indicates participants’ frequency of communication with each other.
Effects of Different Media Formats of Student-provided Explanations to Online Student-generated Questions on English Language Learning
Authors: YU Fu-Yun , Wu Pei-Chi
Published: January 2025

The main purpose of this study is to investigate the comparative effects of text-only and media-afforded student-provided explanations to online student-generated questions on English language learning. Four eighth-grade classes (n=118) participated in this study. An online learning system was adopted to support the activity. A non-equivalent pretest-posttest quasi-experimental design was used. The results of the analysis of covariance found that students in the text-only student-provided explanations group scored significantly higher than their counterparts in the media-afforded student-provided explanations group in terms of the use of learning strategies and social presence while no statistical differences were found in English language academic achievement.
The Effects of a Crowd-sourced Approach to Feedback-provision for Online Drill & Practice Activities
Authors: YU Fu-Yun , Chen Chiao-Yi
Published: January 2025

The main purpose of this study was to investigate the effects of a crowd-sourced approach to feedback-provision for online drill & practice (D&P) activities. As compared to traditional teacher-designed feedback to online D&P activities, the effects of student-created feedback on academic achievement and attitudes toward the studied subject matter were the focus of this study. A non-equivalent pretest-posttest quasi-experimental research design was adopted. A total of 104 six-graders from four primary school classes participated in a weekly 20-minute online D&P exercise for six weeks. The results of the analysis of covariance indicated no statistically significant between-group differences in terms of academic achievement. However, students exposed to the student-created feedback for the online D&P activities condition exhibited a better attitude toward the subject matter as compared to the teacher-designed feedback group.
Utilizing online community-based flipped learning approach for oral presentation
Authors: LIU Yi Chun , Lan Cheng-Hsuan , Wei Chun-Wang
Published: January 2025

This work-in-progress study used online community-based flipped learning platform to explore college students’ learning motivation in the oral presentation. A sample of 95 college students studying English as a foreign language (EFL) was assigned into control and experimental groups, with 40 and 55 students in each group based on a pre-test. Both groups were further divided into groups of two or three students for their oral presentation. Data collection consisted of pre- and post-tests and evaluations of group project presentations. Both groups uploaded their group projects with images to the online learning platform, and then gave a brief presentation of their final project. Students’ group projects were evaluated by three teachers. The difference between control and experimental groups is the latter group recorded the video-mediated oral feedback to provide comments for other teams’ oral presentation besides recording their oral presentation videos with written feedback. The results of this study indicated that the students in the experimental group perceived their learning process in oral presentation positively and performed better than those of the students in the control group. They provided positive and immediate feedback to their peers and clearly perceived peers’ annotations which enhanced oral presentation in terms of pronunciation, fluency, comprehension, and relevance of the content. This study suggests EFL college students to use online community-based flipping learning to raise their learning motivation for the oral presentation.
Practice on a Workshop Utilizing Web-based Investigation System for Teachers’ Judgments on Students’ Performance
Authors: NAKAYA Kae , UESAKA Yuri , KAMINISHI Hidekazu , FUKAYA Tatsushi , YAMAGUCHI Kazuhiro , NAKAGAWA Masanori
Published: January 2025

In this research, we developed and evaluated a workshop utilizing Web-based Investigation System for Teachers’ Judgments on Students’ Performance (Wits). The aim was to facilitate teachers to reflect on their teaching methods and consider how to improve them based on the analysis results of Wits. When a user inputs the data of students’ actual performances of examinations or tasks along with the data of teachers’ predictions, Wits automatically calculates the accuracy of teachers’ predictions based on a statistical model. We designed and conducted a workshop for teachers to use Wits and to hold a group discussion on the results shown by Wits and how to improve their teaching methods. The results of a questionnaire and recorded discussion implied that through the activities of the workshop, the participants were able to recognize students’ learning impasses that they had not expected. In addition, we need to add other activities that support teachers in their endeavor to consider students’ essential learning impasses and how they should deal with it.
Video-based Competence Development in Chemistry Vocational Training
Authors: ERKENS Melanie , MANSKE Sven , BODEMER Daniel , HOPPE H. Ulrich , LANGNER-THIELE Angela
Published: January 2025

Digitization in vocational education and training (VET) offers new opportunities for integrating work processes and background knowledge through interactive media. This involves the design, testing and evaluation of innovative means of didactic and technical support. In the project “Digitized support for competence development in the workplace”, this task is approached from a combined psychological and computer science perspective. This paper reports on one usage scenario from the first year of the project examining how to embed learning videos in VET. The results include new findings on video-based learning, and inform the design and implementation of a prototypical online learning platform.
Grounding Support for Effective Collaborative Learning
Authors: HARBARTH Lydia , ERKENS Melanie , BODEMER Daniel
Published: January 2025

A common ground of knowledge is the foundation for collaborative learning. However, learners often do not know how to engage in beneficial grounding activities during collaboration, which highlights the need to support such activities and the development of grounding skills. Two prominent forms of support are collaboration scripts and cognitive group awareness tools that pursue different approaches to promoting grounding. While collaboration scripts explicitly ask learners to perform related activities to trigger the exchange of relevant information, cognitive group awareness tools directly provide relevant information about learning partners to implicitly guide learners during learning processes. The present paper examines how the two approaches differ in supporting grounding activities and to what extent they support the development of grounding skills that represent a key qualification of collaborative learning. In the next step of this research project on grounding, the question of how to support the long-term development of grounding skills will be investigated.
Study on English Learning Support Using Question Cards and Smart Speakers
Authors: KOBAYASHI Ayame , OZAWA Shigeto
Published: January 2025

This study intended to clarify how children interact with smart speakers when they learn English as a second language. Second, it aimed to determine the topics children find easy when talking with smart speakers. Han. J. et al (2008) have stated that children’s interactions in English with robots were effective for the learning of English words and for the acquisition of vocabulary. The subjects were eight students who had not experienced smart speakers. The researchers used 60 question cards to help beginners to ask questions to smart speakers and subsequently encouraged the children to create their own questions. The participating students exhibited two trends of preference in the questions they asked: first, students asked questions that assumed ‘Alexa’ was a human being, even though they knew it was an artifact; second, children selected questions that could be generated by exchanging words (nouns) and that could satisfy their intellectual curiosity. Specifically, children were found to ask questions such as “How many calories are in a donut?”
Investigating the Strategy of Kindergarten Teachers Integrate Technology into Block Learning Area
Authors: CHANG Wan-Chen
Published: January 2025

In kindergartens, playing blocks is productive and independent learning activities in children's daily life. Teachers rarely intervene in the process of building blocks for children. However, in recent years, research has found that the process of playing blocks helps young children develop STEM concepts. Hence, it is important for the teacher to guide and interact with children on how to play block. The purpose of this study is to investigate how kindergarten teachers integrate technology into the block learning area and enhance students' block playing. This study interviewed six kindergarten teachers from two schools. The preliminary results showed that the teachers' teaching strategies integrating technology into block learning area, including (1) providing pictures and videos for children to observe how to construct the building, (2) photographing the process of children's building blocks, and children could discover the problems of building blocks and discussing how to solve problems, (3) the children shoot their films when the products are demonstrated.
Exploring the Possibility of Leveraging Spherical Video-based Immersive Virtual Reality in Secondary Geography Education
Authors: Jong Morris Siu-Yung , Tsai Chin-Chung , Xie Haoran , Wong Frankie Kwan-Kit , Tam Vincent , Zhou Xiaohua
Published: January 2025

This work-in-progress poster discusses our preliminary work on exploring the possibility of harnessing spherical video-based immersive virtual reality (SV-IVR) in learning and teaching of Physical Geography. In particular, it focuses on delineating (i) the rationale behind our initiative, and (ii) the proposed direction of how to adopt SV-IVR in the context of formal schooling in Hong Kong.
Comparison between International and Korean CSCL Research
Authors: JEONG Ji-Yeon , SEO Su-Jong , JEONG Heisawn
Published: January 2025

This study explores the relationship between international and regional CSCL research by comparing CSCL research published in international journals and CSCL research published in Korean journals. Bibliographic Coupling (BC) analysis was used to map the two corpora of CSCL research. Preliminary results suggest that the Korean CSCL research shares research interests with the international CSCL research, and yet have different foci.
Knowledge-based recommendation system for teaching computational thinking in primary level students
Authors: Vera-Sanchi Julio , De-Rivero Eduardo , Condori-Mamani Christian , Soncco-Merma Vidal , Suero-Soto Gustavo , Villalba-Condori Klinge
Published: January 2025

The proposal is a video game developed in Unity, which interacts with the students according to their degree of studies and, according to the STEM curriculum, it is the subject that the student has to learn and in what degree of difficulty, so Once the registration is complete, the video game will provide levels according to your academic degree so that the student interacts with the video game and use the Vector Machine Support (SVM) algorithm that enters the student data and video game data, such as its level, difficulty, time and number of movements and its result send it to the recommendation system to determine what the student should learn and provide related links or documentation, or see if he learned and at what level, verify the SVM because it is a discriminatory classifier formally defined by a hyperplane of separation, which in our case only interests us to know if the student learned or not. Keywords: Recommendation system, machine learning, computational thinking.
What digital tools teachers are ready to use in kindergarten – international comparative study with early childhood pre-service teachers
Authors: DEMESHKANT Nataliia , MADSEN Siri Sollied , JANEŠ Aleksander , KLANČAR Andreja , BRITO Rita , KONCA Ahmet Sami , KRASIN Sergey , SAURE Heidi Iren , O’CONNOR Jane , JWAIFELL Mustafa , THORVALDSEN Steinar , TRUSZ Sławomir
Published: January 2025

This paper presents study results regarding digital tools and work methods which early childhood pre-service teachers consider using in their future pedagogical activities with children. These results are part of wider international research regarding the digital competencies of the students-future early childhood teachers. The purpose of the presented results is to compare students' attitudes towards digital tools for working with kids from the perspective of 8 countries (Norway, The UK, Portugal, Slovenia, Poland, Ukraine, Turkey, and Jordan). There were 772 respondents – students of the Early childhood pedagogical specialization. The study follows the design of a survey based on the Theory of Action. The results of the study revealed that the pre-service early childhood teachers of all nations participating in the study presented positive approach towards the use of IT tools in kindergarten. The digital tools which were indicated by students as those that will be most often used in future work are the Internet as a source of knowledge, digital programs for communication with parents, video, pedagogical apps, and smart boards. Differences in answers between representatives of different nations can be explained by the specificity of the functioning of educational systems in different countries as well as differences in Early Childhood teachers' curriculums.
Investigating Student Teachers’ Learning Experience and Choice of Participation Modalities in a HyFlex Course: A Mixed Methods Approach
Authors: TEH Liang Jing , WONG Su Luan , ABDUL RANI Mohd Zariat , MD KHAMBARI Mas Nida , TANG Sai Hong
Published: January 2025

In this paper, the authors adopted a mixed methods explanatory sequential approach to examine student teachers’ satisfaction and its relationship with participation modalities in a HyFlex course. It also explored the factors behind their extent of satisfaction and choice of participation modalities. Twenty-six student teachers completed the satisfaction questionnaire, and four participants were recruited for a focus group discussion. The research findings indicated that students were very satisfied with the HyFlex course because the flexibility in attendance and the easy access to learning materials accommodated their learning needs and personal commitments; this promoted self-directed learning and reduced their academic pressure. The student teachers were also satisfied with the HyFlex course because they gained exposure to an innovative learning format. As for the factors affecting student choice of participation modalities in the HyFlex course, peer influence is one of the significant factors. Students also reported that they chose the synchronous mode based on their learning preferences and empathy towards the instructor's commitment, while they chose the online options due to their energy level, health conditions, and personal matters. Overall, this study suggests that HyFlex may be considered as a learning model that could cater to various learning needs among student teachers majoring in baccalaureate in education (physical education), and potentially enhance their learning outcomes.
Motivating Knowledge Seeking and Sharing Behavior in the Online Discussion Forum
Authors: HU Yue , LI Baoping , ZHANG Xiang , CHEN Ling
Published: January 2025

This study developed an online discussion forum that motivate students’ knowledge seeking and sharing. The forum enables students post questions anonymously and provides a question or response prompt that invite students to engage in the discussion after completing a quiz. A quasi-experimental approach was conducted with a sample of 100 students. The results indicated that the students in the experimental group exhibited more active participation in knowledge seeking and sharing, as well as showed a higher density of group’s social network. The findings provide some evidence for the value of the motivational design, in terms of anonymous questioning and prompt features, to address the challenge of under-contribution in online discussion forums.
Reader Characteristics, Reading Order, and Facial Emotions Expressed in Reading Science Texts
Authors: HSIANG Yu-San , GUAN Zheng-Hong , LIN Sunny
Published: January 2025

Emotion plays an important role in online reading and self-regulated learning. It could influence reading processing and even the outcomes through motivation functions. Since previous studies mostly adopted questionnaires to access readers’ emotions, research that applied facial emotion detection non-intrusively during reading process is still limited. Therefore, the purpose of this study was to investigate how readers’ on-going emotions fluctuated under different reading conditions, i.e., with different reader characteristics and reading orders, using a facial emotion analysis system. 21 participants were recruited and presented with four conflicting scientific texts that included positive or negative arguments on genome editing. These participants were divided into the high and low engagements and then were assigned different reading orders of positive-first or negative-first articles. The results showed that participants who read negative-first expressed more sadness and less happiness. Meanwhile, the high engagements showed more anger when reading positive-first, but the low-engagements showed more anger when reading the negative-first. Reading negative-first performed better, but writing performance did not differ according to the group membership or reading order. These findings suggest that (1) the influence of emotions on online reading multiple and conflict science texts and performance is complex; negative activating emotions like sadness and anger could be beneficial to reading performance, while positive activating emotions like happiness could be harmful for reproductive performance. (2) Using facial expression to non-intrusively detect readers’ momentary emotions provides meaningful insights into the fluctuation of emotion during reading science texts. With only six basic emotions, it may not be enough to fully show the motivational transitions in reading process. The interpretation of these facial emotions should be considered beyond their surface meaning.
Develop and Analysis of Educational Board Game  on Cultural Cognition
Authors: WANG Hsin-Ju , CHEN Shaun-Wen , SHIH Ju-Ling
Published: January 2025

This study investigated the impact of digital game-based learning on cultural cognition among upper-grade primary school students by developing a tabletop game combining augmented reality (AR) based on the theme of the Silk Road. The game aimed to enhance learning outcomes through multiple media and interdisciplinary integration, promoting multiculturalism, aesthetics education, and technological information. AR technology is used as an assisted learning tool to design game activities that enabled learners to role-play, trade, construct, and experience historical events along the Silk Road, reducing learning pressure while learning in a fun and interactive way. Results showed that  game activity significantly improved participants' understanding of Silk Road culture and related knowledge. The overall survey indicated that  could arouse students' interest, stimulate their internal motivation to learn and encourage active participation, with positive feedback from participants.
Non-Player Characters for Evacuation Training in Metaverse: Preliminary Experiment
Authors: OE Kaito , ICHINO Yusaku , MITSUHARA Hiroyuki , SHISHIBORI Masami
Published: January 2025

Evacuation training is indispensable in terms of surviving disasters. Recently, virtual reality technologies have been used to facilitate evacuation training. The authors previously proposed the Evacuation Training in Metaverse (ETM) system. This system is currently being evaluated in a prototyping phase, where many users can spend time in a three-dimensional virtual university campus. In the ETM system, an earthquake occurs suddenly, and the users must determine various actions, e.g., whether to evacuate and where to evacuate. However, the ETM system does not always have a sufficient number of active users. Thus, the ETM system can generate non-player characters (NPC) based on the evacuation logs of previous participants. This paper overviews the ETM system and describes the method used to generate NPCs. In addition, the results of a preliminary comparative experiment are discussed.
Investigating How Technology May Negatively Affect the Academic Performance and Sleep Quality of Students
Authors: CHAN Cedric Miguel , SARTE Josh , SZE Allen Peter , TALAMPAS Jat Cedric , AZCARRAGA Judith
Published: January 2025

Students have been utilizing IT services such as social media, video games, and streaming services for entertainment, communication and even for coping mechanism to stress and academic workload. However, improper and heavy usage of these services can lead to bad habits and practices that can negatively affect their physical well-being particularly the quality of sleep and academic performance. It is important to investigate how to protect the students from the negative impact of excessive use of technology. This study aims to investigate how high usage rate of IT services such as social media, video games, and streaming services, can negatively affect the academic performance and sleep quality of high school students. Thirty (30) STEM high school students participated in this study over 3 different periods of academic workload. The results of this study show that IT services have no negative impact on the academic performance of the respondents and even beneficial since they are used as coping mechanism when faced with stress and heavy workload. However, most believe that such services have negative impact on their quality of sleep.
Maker-Material Creative Embodiments in Collaborative Making
Authors: V Alekh , DASGUPTA Chandan
Published: January 2025

Making opens up dialogic learning spaces where makers engage with the material world via embodied enactments. The article aims to contribute to the understanding of embodied sociomaterial entanglements where makers and materials encounter to form collaborative networks. In this study, we follow the encounters between makers and materials in design problem solving scenarios to uncover embodied material experiences leading to creative movements. We specifically look at a making context where novice makers collaboratively work on design problem solving, through the combined theoretical aspects of constructionism and posthumanism. Our findings suggest that the makers’ embodied experiences were entangled with material elements of the situated making contexts and shaped the opportunities for learning. Makers and materials composed the embodied actions through which domain related concepts manifested.