bluuebunny/crossref_metadata_2025 huggingface dataset:
Probing Digital Game-Based Science Learning Experience through Eye-Tracking
Authors: CHENG Bo-Yuan , WANG Hung-Yuan , HSU Chung-Yuan , CHIOU Guo-Li , TSAI Meng-Jung
Published: January 2025

This study aimed to investigate the role the students’ prior knowledge in their visual attention and behavioral patterns while playing a digital game. The participants were 39 fourth graders from an elementary school in the southern part of Taiwan. The Tobii 4C Eye Tracker (with a sampling rate of 90Hz) was utilized to track the students’ visual attention while they were playing the game. In addition, the lag sequential analyses were conducted to examine the visual transitional patterns of the participants with different levels of prior knowledge. The results of this study showed that students with the lower level of prior knowledge tended to put more mental effort on the trivial information of the game. In contrast, the participants with the higher level of prior knowledge were more likely to employ more effective gameplaying strategies (e.g., evaluation).
Exploring Application of an ICT-Based Disaster Education System for Foreigners in Japan
Authors: LIU Meiqin , MITSUHARA Hiroyuki , SHIHIBORI Masami
Published: January 2025

In Japan, a disaster-prone country, foreigners may fail to survive in disasters because they lack disaster-related knowledge, so disaster education for foreigners living in Japan is necessary. However, many foreigners are unwilling to spend time on disaster education. To improve this situation, gamification is employed. Gamification is to use game design elements or mechanisms in non-game contexts. For example, in the educational field, gamification makes learning easy and attractive, which motivates participants and encourages engagement in learning activities. This paper explores an information and communication technology–based system with application of gamification in disaster education for foreigners living in Japan.
Teaching English with Science: A Result of Content and Language Integrated Learning Approach and Mobile-assisted Inquiry Pedagogy
Authors: THUMTATHONG Apiraporn , PREMTHAISONG Sasivimol , SRISAWASDI Niwat
Published: January 2025

To improve meaningful learning for today’s students, Content and Language Integrated Learning (CLIL) approach has been adopted to design positive learning environments in which both content and foreign language can be taught and learned together. This study presents an examination of students’ learning motivations, and their perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy through pre-test and post-test design. The study was conducted with 20 eighth grade students in northeastern region of Thailand. They were recruited to participate in the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. Students were examined their learning motivations and perceptions using 25 and 21 items of 5-points Likert-scales questionnaires. The results revealed that the students increased their learning motivations and perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. This finding implied that the teaching English with Science toward Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy had an influence on students’ learning motivations and their perceptions. This finding suggest that teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy could be a promising way of enhancing secondary school students’ learning motivations and their perceptions in English with Science class.
Classification of Emotions in Programming from Face and Log Features Using Representative Intervals
Authors: TIAM-LEE Thomas James , SUMI Kaoru
Published: January 2025

This paper discusses a machine learning approach for classifying student emotions while doing programming exercises. Detection of academic emotions in programming from face features has previously been shown to be a difficult task because people don't tend to display as much expression as compared to more social activities. In our approach, we show that adding log features in addition to face features can improve the performance of classifiers. Furthermore, we show that identifying representative intervals of each emotion type based on human annotations can be used to build models to classify emotion over longer periods of time. We believe that our study can contribute in the development of better intelligent programming tutors that can respond to the affective state of students.
Promoting Reflection on Question Decomposition in Web-based Investigative Learning
Authors: SATO Yoshiki , KASHIHARA Akihiro , HASEGAWA Shinobu , OTA Koichi , TAKAOKA Ryo
Published: January 2025

In Web-based investigative learning, learners are expected to construct wider and deeper knowledge by navigating a great number of Web resources/pages. In elaborately investigating an initial question, learners are expected to decompose an initial question into related question to be further investigated. However, it is difficult for learners to conduct question decomposition in concurrence with their knowledge construction. In our previous study, we have proposed a model of Web-based investigative learning, and developed the system named interactive Learning Scenario Builder (iLSB for short). Although iLSB could promote self-directed investigative learning, learners often decompose a question into unrelated sub-questions. This suggests the necessity of promoting reflection on question decomposition by diagnosing the appropriateness of question decomposition. Toward this issue, we have proposed a method for diagnosing the appropriateness of question decomposition with Linked Open Data (LOD). In this paper, we describe an adaptive prompting with diagnosed results for reflection on question decomposition. This paper also reports a case study whose results suggest the potential for promoting reflection on improper question decomposition.
Towards an Integrated Framework of Group Awareness Support for Collaborative Learning in Social Media
Authors: OLLESCH Lisa , HEIMBUCH Sven , BODEMER Daniel
Published: January 2025

In computer-supported collaborative learning, group awareness tools have been shown to be helpful regarding learning processes and outcomes. Previous research has focused on the support via cognitive and behavioural group awareness information, largely neglecting emotional group awareness information and often investigating these three aspects separately. To support large social media groups such as wiki communities, integrating different types of group awareness (GA) information may yield benefits, since these communities encounter several challenges. Although jointly presenting different GA information is assumed to be advantageous for collaborative learning, GA interaction effects including personality traits are still largely unexplored. In order to close this research gap, an integrated framework is proposed, which enables the systematic empirical investigation of (interaction) effects of different types of GA information on behavioural, cognitive, and emotional challenges in computer-supported collaborative learning, with a focus on wikis.
Proposing Curriculum and Learning Environment Development for Global Liberal Arts Education Incorporating Future Work Skills
Authors: YAMAMOTO Tosh , SHIH Juling , PANG Chris , ONG Benson
Published: January 2025

This paper proposes a “de facto” standard curriculum for Tesseractive© and Global Liberal Arts Education harnessed with ICT-enhanced learning environment targeting at global students’ audience, i.e., future generation that will be fully ready for Singularity in 2045. The purpose of the research is to develop a robust curriculum and associated contents to foster the future work skills for all stakeholders in the global society involving university students, adults with various ages in different social strata. In other words, in such curriculum, all stakeholders will learn together, where the younger generation can have dialogs with different generations as if they were discussing with themselves in the future, and the older generations can have dialogs as if they were discussing with themselves in the past when they were young. In this way, transcendence of cultural values, heritage, wisdom, and experiences in the human civilization will be guaranteed for the benefit of the future global society. Such a multi-facet curriculum involving all stakeholders will be designed across the border of the campus along with the society, as well as beyond the borders of nations. In addition to the curriculum and its related contents, this research proposal also includes the development of the learning environment for its learning environment, applying Jupyter notebook, Jupyter Hub, and Git Hub technologies at the level of simulation learning while guaranteeing Academic Integrity issues. The bird’s eye view of the entire research will be shared in the form of a poster.
Investigating STEM-based Learning Package for Enhancing Programming and Problem Solving Skills
Authors: PROMJAN Phiraphong , DITCHAROEN Nadh
Published: January 2025

This research aims to investigate the effectiveness of a STEM-based learning package to enhance the skills of problem-solving and programming. We design and develop the learning package which is consisted of the traffic model, self-directed worksheets, and the Sphero robot. In our design process, the students’ knowledge integration and real-life based problem-solving skills were taken into account. Participants are high school students who are aiming major in science in the future. Research instruments and collection include skill assessments, satisfactory questionnaires and observation during the activities. The findings revealed that students had better understanding the program workflow, had improved programming skills, and had the high satisfaction levels from the learning. The average of overall students’ satisfaction was 4.38 (SD=0.63).
Clustering Models for Topic Analysis in Graduate Discussion Forums
Authors: NITIN Gokarn Mallika , GOTTIPATI Swapna , SHANKARARAMAN Venky
Published: January 2025

Discussion forums provide the base content for creating a knowledge repository. It contains discussion threads related to key course topics that are debated by the students. In order to better understand the student learning experience, the instructor needs to analyse these discussion threads. This paper proposes the use of clustering models and interactive visualizations to conduct a qualitative analysis of graduate discussion forums. Our goal is to identify the sub-topics and topic evolutions in the discussion forums by applying text mining techniques. Our approach generates insights into the topic analysis in the forums and discovers the students’ cognitive understanding within and beyond the classroom learning settings. We developed the analysis model and conducted our experiments on a graduate course in Information Systems. The results show that the proposed techniques are useful in discovering knowledge from the forums and generating user-friendly visualizations. Such results can be used by the faculty to analyse the students’ discussions and study the strengths and weaknesses of the students’ cognitive knowledge on course topics.
Do my students understand? Automated identification of doubts from informal reflections
Authors: LO Siaw Ling , TAN Kar Way , OUH Eng Lieh
Published: January 2025

Traditionally, teaching is usually one directional where the instructor imparts knowledge and there is minimal interaction between learners and instructor. With the focus on learner-centered pedagogy, it can be a challenge to provide timely and relevant guidance to individual learners according to their levels of understanding. One of the options available is to collect reflections from learners after each lesson to extract relevant feedback so that doubts or questions can be addressed in a timely manner. In this paper, we derived an approach to automate the identification of doubts from students’ informal reflections through features analysis, word representation and machine learning. Using reflections as a feedback mechanism and aligning it to the weekly course content can pave the way to a promising approach for learner-centered teaching and personalized learning.
Influence of Financial Course on Eighth Grade Students’ Financial Concepts, Math Motivation, Math Anxiety in Taiwan
Authors: HSU Yu-Ching , NIAN Mei-Wen , YANG Chang-Hsuan , Lee Yuan-Hsuan , WU Jiun-Yu
Published: January 2025

In the generation of educational reform, we have always wondering what kind of important ability has been taught in the curriculum? Financial literacy is an essential life skill (OECD, 2017). No matter what kinds of occupation will a person have, he or she must know how to manage his or her asset. In this research, we explored that if students’ math motivation, math anxiety, and financial concept would change or not after they received the hybrid financial courses in 4 weeks. We used math motivation and math anxiety as grouping variables, then use k-mean clustering to separate students into two groups. Two-way mixed-design ANOVAs were conducted to test the mean differences and change of math motivation, math anxiety, and financial concept across time points between different groups. We found only the significant change of math anxiety from students after they received the financial courses, while math motivation and financial concept kept constant.
Proposal for Deviceless Learning Environment s Instead of Environments Using Smart Devices
Authors: MIZUTANI Kozo
Published: January 2025

Smart devices such as smartphones and tablets have become indispensable in educational settings in the 21st century. However, to both ensure the educational effect and reduce the cost of using these devices, we should overcome the issues identified by earlier, pioneering studies. Accordingly, this paper proposes a deviceless learning environment called “Followable Learning Environment ” (FLE). Although FLE is based on projection mapping techniques that project a user interface (UI) on desks, the UI is dynamically projected on a student ’s desk or hands according to their behavior by using the area of projection as the student’s movable area. Since the UIs of several students are projected by one projector, we need not separately prepare the devices and their management for each student. In addition, using FLE, we can realize new functions that are impossible using smart devices. This paper describes the background of this research and explains the concept of FLE through the development of a prototype system.
Conceptual Metaphor in Teaching Logic
Authors: FU Tzu-Keng , PASCU Anca Christine
Published: January 2025

In this paper, we discuss the concept of conceptual metaphor and its role in the teaching of logic. Starting from our experience in the teaching of logic to students in human sciences at University of West Britanny and students who take general education courses at various universities in Taiwan and from our research in the field of logic, we defend the point of view according to which the teaching and learning of logic adopts metaphoric devices to adapted students’ previous knowledge.
Impacts of a knowledge sharing-based e-book system on students’ language learning performance and behaviors
Authors: CHEN Mei-Rong Alice , OGATA Hiroaki , HWANG Gwo-Jen , AKÇAPINAR Gökhan , FLANAGAN Brendan , LIN Yi-hsuan , HSU Hsiao-Ling
Published: January 2025

E-books are becoming a popular medium for delivering learning materials in the globe. The gap between e-books and pedagogical practices has been highlighted since teachers do not generally integrate the e-book tool into their instruction in a way that facilitates student learning. In particular, new pedagogies in language teaching and learning tend to encourage students to acquire knowledge and use the language in real-life situations. Knowledge sharing with collaborative tasks in the class can be useful. Studies on knowledge sharing, specifically in language education, are limited. To this end, this study proposes a knowledge sharing-based e-book system to enhance students’ learning performance in an EFL course. This study adopts a quasi-experimental design. Seventy-one freshmen were recruited from two classes of a freshman English course at a university in northern Taiwan. The implication from this study finding might help teachers to identify suitable technology based on the learning needs of students, and help consider the ability of teachers to adopt appropriate technology and to fit specific learning activities.
A Programming Learning System Introducing Small Steps Involving Mutual Evaluation
Authors: TAKADA Hideyuki , IWASA Ayaka , MATSUBARA Risa , TAKEDA Yuki , DONEN Tsuyoshi
Published: January 2025

In this paper, we propose a programming learning system which incorporates a concept of small steps to nurture the computational thinking. While the project-based programming environment allows children to reach an unlimited goal of their achievements, most of learners often suffer from finding a meaningful project to work and coming up with a way of building programs for their project. In order to scaffold their programming experience, our system gives a step-by-step procedure to build a complete meaningful project, where the entire project is decomposed into small steps in advance. In addition, the system requires learners to ask their peer to check if an ongoing step is correctly completed before proceeding to the next step. In this way, our system allows them to experience the repeated cycle of the computational thinking process while encouraging them to interact each other. We also show our empirical findings obtained by applying this system to a programming workshop. In this workshop, 11 small steps to build a game project were provided to participants with our iPad application. As a result, we observed that they could complete the given project regardless of their programming experience and the system gave them an opportunity to interact with others while they were doing programming.
Investigating Chinese University EFL Learners’ Self-Efficacy in a Blended Learning Environment
Authors: LIAN Jingjing
Published: January 2025

This study examined the effect of a blended learning mode on students’ English self-efficacy and self-regulation in a Chinese university, and further explored factors associated with their English listening self-efficacy. Results showed that after 16-week blended learning implementation, students’ English listening self-efficacy, Task Strategies and Self-Evaluation have significantly improved. Students from more developed places reported higher level of English self-efficacy as well as the sources of English self-efficacy. Further OLS regression models identified Social Persuasion as a strong predictor of students’ listening self-efficacy. The implications of the study are also discussed.
Reading Assistance for EFL Readers with Kit-build Concept Map with Source-connection
Authors: ANDOKO Banni Satria , HAYASHI Yusuke , HIRASHIMA Tsukasa , ASRI Atiqah Nurul
Published: January 2025

Recently, access to information is easier than before, but most of them are written in English. It leads to another new problem for a non-English speaking country. This research proposes an approach to improve English reading comprehension with the help of Kit-build concept map (KB-map) with an additional function named source connection. A university teacher in Indonesia practically used this approach and the other two approaches in several English classes of the second year of undergraduate student to compare the effectiveness of those approaches. The result shows that KB-map with the source-connection function was more effective in English reading comprehension compare to the traditional summarization and the normal Kit-build method.
Relationship between Parents’ Perceptions of Programming Education and Their Emotional and Behavioral Outcomes
Authors: KONG Siu-Cheung , WANG Yi-Qing
Published: January 2025

Parents are assumed as one of the key figures to foster programming learning among children after school. However, little effort has been directed to the examination of parents’ perceptions and their consequent emotional and behavioral outcomes regarding programming education to date. This study attempted to explore how parents’ intrinsic motivation and positive affect would positively influence the relationship between their perceptions of programming education and involvement for providing a better learning opportunity to children. We collected 695 questionnaires from parents who brought their children to a one-day coding fair where they could experience the fun of programming. Results from Structural Equation Modeling (SEM) analysis indicated that parents’ programming perceptions is positively related to their intrinsic motivation and positive affect. Mediation results suggested that parents’ perceptions such as understanding, support, and expectation can trigger their intrinsic motivation for encouraging children in programming learning and enhance their positive affect toward learning programming themselves, which consequently lead to increased attempts of parental involvement for the better guidance in technology use for children. Implications of the study were discussed.
Learning Conversation with a Mobile Robot
Authors: WONG Wing-Kwong , KUO Wen-Jia , WEI Ting-Sheng , CHEN Kai-Ping
Published: January 2025

This study proposes to design a mobile robot to assist language learning. This should motivate learners to practice speaking and listening in order to improve their English skill. This project provides a low-cost robot for all students who are willing to spend time learning English inside and outside the classroom. This research proposes to deliver a robot with wheels, cameras, microphones and speakers. Raspberry Pi 3 and Arduino provide the computation power to interact with and control the robot. The robot converses with English learners to accomplish specific tasks. In one task, a learner asks the robot to travel on a street map with simple roads and locations such as a library, a park, and an elementary school. The utterances of the learner are recognized with a Google cloud service, and the voice response of the robot is generated with text-to-speech technology. When the robot walks on a street map, it does image processing to follow lanes and recognize intersections and a number of prescribed locations. An empirical experiment was run to study the learning process of learners. Some interesting results were found.
Designing an IoT-Based 3D Pop-Up Book to Engage Children in English Vocabulary Learning
Authors: HUANG Huai-Hsuan , LIN Vivien , YANG Yu-Fen , CHEN Nian-Shing
Published: January 2025

The purpose of this study was to use the Internet of Things (IoT) technology to engage elementary school children in English vocabulary learning through a pet-care game. An IoT system consisting of a three-dimensional (3D) pop-up book, a toy character, an educational robot, and a near-field communication wire network was developed. Based on this proposed IoT-based language learning environment, interactions among individual learners, an educational robot (accompanied by a tablet), and the 3D pop-up book augmented by a sensor network were induced. Two fourth graders followed the English robotic prompts, which were simple sentence structures embedded with target vocabulary, to interact with the 3D pop-up book so that each learner carried out daily life tasks under robotic guidance and human facilitation. A video analysis revealed that the IoT-augmented 3D pop-up book game effectively provided a learning environment for behavioral, cognitive, and emotional engagement. It is thus concluded that creating an IoT-based game environment for young learners and engaging them in interactions can enhance their performance in English vocabulary learning. Instructional designers may find the outcomes of this study useful for creating language learning opportunities with the support of IoT-based technology.
The Effect of an Immersive Virtual Reality Interactive Feedback System on University Students’ Situational Interest and Learning Achievement: The Case of a Pour Over Coffee Brewing Lesson
Authors: YU Shih-Jou , HSUEH Yu-Ling , SUN Jerry Chih-Yuan , LIU Hao-Ze
Published: January 2025

This study aimed to examine the effect of an immersive virtual reality interactive feedback system on university students’ situational interest and learning achievement in a pour over coffee brewing lesson. A total of 103 university students participated in this experiment. They used the immersive virtual reality interactive feedback system to learn the steps of making pour over coffee. In addition, they were required to complete a prior knowledge test, a situational interest scale, and a learning achievement test. The results of this study indicate that the immersive virtual reality interactive feedback system can trigger sub-dimensions of situational interest to an average level except for the challenge dimension, while it also improves learners’ learning achievement. It is suggested that teachers can use an immersive virtual reality interactive feedback system to teach learners multiple-step lessons or trigger learners’ learning motivation.
A Case Study on How Children Develop Computational Thinking Collaboratively with Robotics Toys
Authors: KHOO Kay Yong
Published: January 2025

This article reports on a case study on how robotics toys provide the affordances for developing computational thinking (henceforth abbreviated to CT) in young learners. The three key constructs of CT - coding, algorithm and decomposition - are used in the research. The study results identify how children interact with robotics toys collaboratively and acquire CT skills. Problems were presented to the children through planned non-routine and immersive collaborative group activities. The situations in which they externalized their inquiries and internalized new knowledge were observed. A detailed examination of the data collected was made to determine which robotics toys mediated the children’s acquisition while seamlessly switching between individual and collaborative activities and has led to the development of a framework of the stages in CT learning designs. The article will include details and analyses of commercially available technologies for developing CT as applied with the young learners in the study.
Seamless Social Networking Course Design: An Preliminary Result of Indonesia-Taiwan Workers’ Online Translation Course
Authors: ZENDRATO Rotua , CHANG Ben
Published: January 2025

Social networking platforms, such as Facebook, Twitter, Skype, WeChat and Line, are affecting and reshaping on people’s daily communication. This phenomenon reveals that social networking platforms have the potential to be applied on learning field since communication plays an important part in learning behavior. A number of researchers have reported the promising results of integrating social networking platforms into formal and informal teaching and learning processes. However, less research described on how teachers conducting social networking platforms as tools in distance learning as students’ environment for learning. Therefore, in this study, we propose an online course model that leads us to identify the model can increase the involvement of students during learning activities on social networking platforms. A preliminary observation description was conducted based on the design model we applied and we found that the model could be used to facilitate students’ online learning process. Meanwhile, the students involved in the learning process mentioned that the use of social networking through this model has a positive impact on their studies. They also mentioned that the model can improve their involvement in their online English translation course which was the subject adopted in this study.
Multi-label search platform for open educational resources based on purposes learning
Authors: Vera-Sancho Julio , Suero-Soto Gustavo , Tejada Lushianna , Castro-Cuba-Sayco Sonia , Villalba-Condorie Klinge
Published: January 2025

Open Educational Resources (OER) repositories stores a large amount and variety of data from multiple sources, and these presents relevant information to the educational learning process; but nowadays, thinking computing takes great importance, and that's why a search system of specialized educational resources in this area is of great need. This work presents the use of Data Mining in OER repositories, for the construction of a multi-label search platform. The process of extracting information is based on Web Scraping techniques, and the use of a multi-label classifier based on Multi Layer Perceptron. This work contributes to a search of OERs based on purposes learning, using as a case study the area of thinking computing.
Planning, Designing and Orchestrating: Learner-Centric MOOcs using the LCM model
Authors: Shaha Veenita , M. Jayakrishnan , Iyer Sridhar , Murthy Sahana
Published: January 2025

As MOOCs are expanding in popularity and scope, problems such as lack of learner engagement and low participation in discussion forums have been reported. Challenges in MOOCs not only include large numbers of learners but great diversity in learners' background, ages, experiences, and motivation for participating. While issues such as certification, equitable access, and sustainability are being discussed, without advances in the pedagogical format, MOOCs may end up being an online version of a traditional lecture format. Instructors, especially those who are new to the online learning format need support in designing MOOCs to promote learner engagement, address learner diversity and cultivate peer learning. The Learner-centric MOOC (LCM) model guides instructors in maintaining a learner-centric pedagogical approach while planning, designing and orchestrating a MOOC. The model provides a set of guidelines, activity formats and actions that instructors can apply during various stages of the MOOC instructional design process. In this tutorial, we describe the structural and dynamic aspects of the LCM model, demonstrate the application of the model in various MOOCs and illustrate research results from MOOCs based on the LCM model. We will share activity constructors and templates that have been developed to scaffold instructors in applying the LCM model to design their MOOC.
An Investigation of the Impact of Gamification on Novice Programmers’ Achievement and Learning Experience
Authors: AGAPITO Jenilyn
Published: January 2025

Gamification is becoming a popular classroom intervention used in computer science instruction. It is used to encourage student behaviors to improve learning experience and achievement. However, existing studies have mostly implemented reward-based game elements which have resulted to contrasting behaviors among students. Meaningful gamification, the use of game design elements to encourage users build internal motivation is contended to be a more effective approach. The work presented in this paper explored how the use of a tool founded on meaningful gamification affect the achievement and learning experience of novice programmers. It also studied how different user types, as characterized by the Gamification User Types Hexad, vary in their response to different game design elements.
University teachers designing for active learning
Authors: DAVE Kasmira
Published: January 2025

Presented is a concept that forms the basis of a larger research project which aims to understand the university lecturers design practices to foster creativity. The research findings of author’s PhD dissertation show that the university teachers’ design practice can be improved by paying more careful attention to explanation of the rationale for each designed task. When the communicative function of a task design is given proper emphasis – acknowledging the need for students to make designed tasks meaningful – then better outcomes become more likely.
An Interactive Canvas of the Ideation Process in STEM Education
Authors: HUANG Biyun
Published: January 2025

The ideation process is essential for fostering high-quality STEM education outcomes. Although the use of technological tools in STEM education may improve students' learning efficiency and promote students' learning engagement, few studies were devoted to scaffolding the thinking of students in this area. This study proposes to develop an interactive canvas to facilitate the ideation process based on the characteristics and needs of secondary students. In the development of the interactive canvas, we referenced the EDIPT model and other theories to support our design. The design will be tested in middle schools in Hong Kong and will be further improved after the trial.
Examining the Effects of Leaderboards in Gamified Learning Environment
Authors: BAI Shurui
Published: January 2025

Gamification is widely defined as the use of game design elements in non-game contexts. Recent years have witnessed a significant growth of gamification studies, and the most commonly used game elements among the studies are the leaderboards. Research findings on the effects of leaderboards so far have been mixed. On one hand, previous studies have shown that leaderboards can motivate participants to perform more tasks and improve their learning performance. On the other hand, leaderboards can also demotivate participants in completing their learning activities. This study aims to systematically investigate the effects of different variations of leaderboards using experimental designs in the higher education context. More specifically, this study will manipulate three main independent variables-anonymity of learners’ identity, learners’ ranking position, and learners’ group size on a leaderboard. The dependent variables include participant academic performance, course engagement, participant intrinsic motivation and participant perception. Three hypotheses will be proposed and tested.
Designing and evaluating a mobile educational game “Void Broken 2.0” for history instruction
Authors: CHOU Yi-Shiuan , HOU Huei-Tse , SU Chien-Lun , CHANG Kuo-En
Published: January 2025

This study adopted Theory of Cognitive Development in the design of an educational game for Chinese history learning, Void Broken 2.0© . An empirical study was conducted to explore whether this game can help students improve their history learning performance and have good evaluation results. Sixty-six high school students (24 boys and 42 girls) participated in this study with an average of 16.26 years old. The results showed that the student's history learning performance improved significantly after playing the game and the mean scores of game evaluation in all dimensions were above the median. Although male students perceived the game as more useful and easier to use compared to female students, the history learning performance and the evaluation of the game elements showed no significant of gender differences.
Design and Development of an Augmented Reality Application for Learning a Serial-Link Robot Kinematics
Authors: PANJAN Sarut , TONGGOED Tarinee
Published: January 2025

This paper presents an application created using augmented reality (AR) to visualize a serial -link robot according to DH -Parameters. With this technology, the user will be allowed to interact with the three -dimensional virtual object. The application con sists of a robot frame assignment and the DH -Parameters tutorial, which are in the form of animation. The visualization of a serial -link robot will be provided to the user in 3D graphics superimposed on the video streaming. For more visu alization and immer sive, the user can control the three -dimensional virtual robot by an application graphical user interface and AR marker. This research expects that the application can enhance user motivation in robotics learning. So that, the potential of this application is evidenced by the user’s survey response.
Designing a Project-based Plant to Enhance Mechatronics Students for Self-learning Embedded Control System
Authors: SILAWATCHANANAI Chaiyaporn , RUANGURAI Piyanun
Published: January 2025

The feedback control system laboratory is required to enhance the knowledge of enrolled students. However, the apparatus provided by educational company usually is high cost, needs a high- performance computer and the professional instructor to conduct the experiment. In this paper, the designing of project -based learning for self -learning embedded control system is proposed. The low -cost experiment kits for microcontroller -based control can be alternately solution instead of using virtual or remotely experiment. In this work, two different types of plant systems: air levitation system and serial elastic actuator are presented. Both are easy to construct and able to implement the controller with any microcontroller. The real-time operation system for embedded system is also introduced which required for industrial control. Based on project -based approach, there are four stages guiding students and teacher to follow up the content and assessment so that the objective of embedded control learning can be achieved within 16 weeks.
Applying Outcomes-Based Learning in Mechatronics and Robotics Program: Case Study of Singburi Technical College
Authors: SANEEWONGNAAYUTTAYA Chardanai , SANGNGOEN Narongsak , KONGIN Morakot
Published: January 2025

Thailand is a growing country in terms of both the number of workers and its economic expansion. However, Thailand’s workers may bey have specific skills in the profession, below the expectations of entrepreneurs. Therefore, the needs for skilled workers in vocational education are a national plan of the office of the Vocational Education Commission. To produce and develop the workforce in professional, skill level, technical and technological levels, including vocational training to enhance knowledge and vocational skills training to improve the labor market in the industry. In this study, we have developed a curriculum design cooperating with the establishment in an industry with applying outcomes-based learning approach for students in Mechatronics and Robotics program. It focuses on managing each course to create pieces that correspond to industrial skills, especially manufacturing. Provide students opportunities to develop skills solutions, joint operation, communication, build self-confidence and create a positive learning outcome.
Improving Face-to-Face Communication Skills using Active Video Watching
Authors: MUSA Ja'afaru , MITROVIC Antoniha , GALSTER Matthias
Published: January 2025

Although communi cation skills are widely recognized as crucial for effective software development teams, many graduates lack such skills, which are difficult to teach. We adopt the active video watching (AVW) approach to teach face -to-face communication skills to second -year software engineering project course. We conducted an experiment with AVW -Space, an online platform which supports video- based learning . The participants watched and commented on tutorial videos first, and later on provided videos of meetings. In the last phase, the participants commented on the recording of their own team meeting. We found that students who commented and rated others’ comments increase d their conceptual understanding of face -to-face communication skills.
Narrative Discourse Structure Creation Support System for Reflecting Theme and Emotional Impression
Authors: ASHIDA Atsushi , TOKUMARU Masataka , KOJIRI Tomoko
Published: January 2025

Authors sometimes create narratives for the purpose of conveying the message (theme ). In addition, they often start with deciding the emotional genre (emotional impression), such as “sad story.” So far, our research group has defined a narrative discourse structure and has proposed the process for creating it from the theme and emotional impression. The process determines the order of deriving the elements in the discourse structure. However, some authors found difficult to derive them. This paper proposes a system for the step-by-step creation of the discourse structure along with the process by giving supports of deriving the elements.
Program Visualization System Supporting Teacher-Intended Stepwise Refinement
Authors: YAMASHITA Koichi , SOMA Hiroki , KOGURE Satoru , NOGUCHI Yasuhiro , YAMAMOTO Raiya , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

This study portrays a learning support system that visually represents the structure of stepwise algorithm refinement, also known as the structure of program code abstraction, aligned with the teacher's instructional objectives. We focus on the varying needs of learners in programming education and consider the possibility that different levels of stepwise refinement may be required based on their knowledge and experience. Novice learners with limited programming experience may need program code abstractions in finer steps, rather than the abstraction of numerous statements simultaneously. For learners with a certain level of experience, abstraction with excessive steps may hinder their holistic understanding of the entire program from a higher perspective. In this study, we developed a program visualization system that empowers teachers to customize the visualizations of the structure of stepwise abstractions and the data structures utilized by the target program according to their instructional intentions. We introduced the proposed system into an actual class and evaluated its effectiveness by measuring the degree of improvement in learners' understanding based on tests.
Keeping Teams in the Game: Predicting Dropouts in Online Problem-Based Learning Competition
Authors: PANWAR Aditya , TS Ashwin , RAJENDRAN Ramkumar , ARYA Kavi
Published: January 2025

Online learning and MOOCs have become increasingly popular in recent years, and the trend will continue, given the technology boom. There is a dire need to observe learners' behavior in these online courses, similar to what instructors do in a face-to-face classroom. Learners’ strategies and activities become crucial to understanding their behavior. One major challenge in online courses is predicting and preventing dropout behavior. While several studies have tried to perform such analysis, there is still a shortage of studies that employ different data streams to understand and predict the drop rates. Moreover, studies rarely use a fully online team-based collaborative environment as their context. Thus, the current study employs an online longitudinal problem-based learning (PBL) collaborative robotics competition as the testbed. Through methodological triangulation, the study aims to predict dropout behavior via the contributions of Discourse discussion forum ‘activities’ of participating teams, along with a self-reported Online Learning Strategies Questionnaire (OSLQ). The study also uses Qualitative interviews to enhance the ground truth and results. The OSLQ data is collected from more than 4000 participants. Furthermore, the study seeks to establish the reliability of OSLQ to advance research within online environments. Various Machine Learning algorithms are applied to analyze the data. The findings demonstrate the reliability of OSLQ with our substantial sample size and reveal promising results for predicting the dropout rate in online competition. Overall, the study contributes to online learning by addressing the need to understand and predict dropout behavior in online courses. The study’s methodological triangulation, involving qualitative interviews, provides insights into such contexts' unique dynamics and challenges by utilizing a fully online team-based collaborative environment.
Building Students’ Learning Habits on Slack: An Application of the IDC Theory
Authors: SHAH Veenita , MURTHY Sahana , IYER Sridhar
Published: January 2025

The integration of ubiquitous technologies with classroom interactions has the potential to foster positive learning habits in students. The instructors at Educational Technology Program in IIT Bombay tackled the challenge of remote learning during the COVID-19 lockdown by conceptualizing the use of the Slack platform to promote learning habits among their graduate students. Grounded in the IDC theory specifically developed for the Asian population, the design of this pedagogical intervention aimed to promote students’ habit of conveying complex ideas in an accessible manner through two learning activities aligned with their interests. Conversation analysis was used to examine instructors' actions to develop learning habits in students, and member check interviews were conducted with instructors to verify the pedagogical approach and findings. The study demonstrated how the instructors' pedagogical intervention on the Slack platform supported the development of learning habits among graduate students. The results exhibited the mapping of individual components of the habit loop, i.e., cuing, routine and harmony with the design and outcome of the approach. Students’ satisfaction with routine activities and impatience for creations from the learning activities indicated harmony which eventually leads to habit formation. The continual pursuit of learning activities without instructor involvement also suggested habit activation. The present study contributes to the current understanding of effective pedagogical practices to foster good learning habits by leveraging ubiquitous learning tools.
Enhancing Learner Satisfaction in Simulation-Based Learning: The Impact of Learner Characteristics and Expectancy
Authors: NG Steven CK , TAN Li Fern , LAU Poh Nguk
Published: January 2025

Digital game-based learning, facilitated by immersive virtual reality technology, has become integral to modern education. This study investigates learner satisfaction within the context of marketing simulations, exploring the roles of Performance Expectancy (PE) and Effort Expectancy (EE), their interplay with learner characteristics, and their alignment with the Self-Determination Theory (SDT). The study's theoretical framework draws from the Technology Acceptance Model (TAM), Expectancy-Confirmation Theory, and SDT. Through factor analyses and hierarchical regression, the research reveals the significance of Performance and Effort Expectancy in influencing Learner Satisfaction. Notably, Performance Expectancy emerges as a stronger driver than Effort Expectancy. The study also explores the impact of learner characteristics, such as gender and game-playing motivations rooted in SDT's principles of intrinsic motivation, on Learner Satisfaction, identifying Striving as a potential deterrent to satisfaction. Despite limitations like sample specificity and self- reported data, this research provides valuable insights into learner engagement in technology-mediated educational contexts, taking into account both cognitive and motivational aspects. The findings underscore the importance of considering individual motives and characteristics in optimizing educational technology interventions.