bluuebunny/crossref_metadata_2025 huggingface dataset:
Design of a Presentation-Based Meta-Learning Environment by Choosing from a Set of Slides
Authors: SETA Kazuhisa , KISHIMOTO Kazuki , IKEDA Mitsuru
Published: January 2025

As described in this paper, we propose a slide-selection approach to overcome the problem of realizing a learning environment in which learners can construct presentations by choosing prepared slides. The advantage of this approach from the viewpoint of generating content-dependent guidance messages is that the system can extract the contents of each slide by adding tags that have meanings specified by an ontology, which contributes to enhancement of ontology-based intelligent meta-learning support.
Reusing Practical Teaching Strategies in a Community of Teachers - A Case study in a Community of Junior High School Teachers in Japan-
Authors: HAYASHI Yusuke , MIZOGUCHI Riichiro
Published: January 2025

In this paper, we discuss reuse of teaching strategies that schoolteachers employing in practice. One of the significant capabilities of teachers is to blend content knowledge and general pedagogical knowledge within a context. The authors carried on a case study of modeling practical teaching strategy of schoolteachers in order to facilitate reusing them based on an ontological engineering approach. As the result, the teacher could design lesson plans serving his different two intentions.
Design and Evaluation of a Collaborative Inquiry Environment to Enhance Science Learning
Authors: SUN Daner , LOOI Chee-Kit , PHUA Yin Chiun Jean
Published: January 2025

The CSI (Collaborative Science Inquiry) learning environment is designed to help secondary school students understand scientific concepts, and develop scientific inquiry knowledge and skills through collaborative inquiry-based learning activities. This paper presents the design rationale and architecture of the system to support the shape of CSI learning environment. A pilot study that evaluates the effectiveness of the learning design is then reported. The findings attest to the positive role that CSI plays in enhancing students’ conceptual understanding, learning interest and engagement in collaborative inquiry activities.
Program Visualization: Effect Of Viewing Vs. Responding On Student Learning
Authors: BANERJEE Gargi , MURTHY Sahana , IYER Sridhar
Published: January 2025

Visualizations in computer science topics are known to have several benefits such as promoting conceptual and procedural understanding, improving prediction and reasoning abilities and helping learners construct mental models. This learning effectiveness has been found to be a function of students’ engagement level with visualization. In the current study, we did a controlled field experiment to determine the effect of two different instructional strategies with visualization on procedural understanding of the topic of pointers in a 1st year programming classroom. These instructional strategies, operationalizing different engagement levels, were: prediction activity interleaved with instructor feedback using visualization (experimental), and simply viewing the visualization with parallel instructor commentary (control). We found significant difference in the relative rate of correct solution of the procedural questions on the post-test. However, there was no significant difference on the post-test scores. We also found a significant difference in classroom behavioral engagement between the two groups. We propose that there may be conditions, other than engagement level with visualization, such as learner characteristics or challenge level of assessment questions that may play a role in the determining learning effectiveness of visualizations.
How do students’ learning behaviors evolve in Scaffolded Open-Ended Learning Environments?
Authors: BISWAS Gautam , KINNEBREW John , LC MACK Daniel
Published: January 2025

Metacognition and self-regulation are important components for developing effective learning in the classroom and beyond, but novice learners often lack these skills. Betty’s Brain, an open-ended computer-based learning environment, helps students develop metacognitive strategies as they learn science topics. In order to better understand and improve the effect of adaptive scaffolding on students’ cognitive and metacognitive skills, we investigate students’ activities in Betty’s Brain from a study comparing different forms of adaptive scaffolding. We measure students’ cognitive and metacognitive processes from students’ action sequences by (i) interpreting and characterizing behavior patterns using a cognitive/metacognitive model of the task, (ii) mapping students’ frequently observed cognitive and metacognitive process patterns back into their overall activity sequences and measuring their effectiveness, and (iii) employing a binning method with clustering and visualization techniques to characterize the temporal evolution of these processes. Our experimental studies illustrate that the effectiveness and temporal changes in students’ behaviors were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.
Review Support System with Visual-Oriented Annotation Method for Presentation Rehearsal
Authors: OKAMOTO Ryo , WATANABE Yuto , KASHIHARAB Akihiro
Published: January 2025

The purpose of presentation rehearsal is to enable a presenter to be aware of insufficiency or incompleteness of his/her knowledge and refining the knowledge. In our study, we have proposed a framework of the presentation rehearsal support system to assist the peers to review the presentation in the rehearsal, and have developed a prototype system. In the review work of our system, a reviewer make annotations with text, but it sometimes hiders the peers from giving explicit and practical review comments for a presenter. Therefore, we attempt to apply a visual annotation method for computerized presentation rehearsal system. In this paper, we propose the visual-oriented annotation method for review works in our computerized presentation rehearsal support system.
A Resource Organization System for Self-directed & Community-based Learning with A Case Study
Authors: LI Hangyu , HASEGAWA Shinobu , KASHIHARA Akihiro
Published: January 2025

The main issue addressed in this paper is how to improve the learning situation of self-directed learning on resource finding and organization from the Word Wide Web. In this paper, we have firstly proposed a multi-layer map model that visualizes basic learning behaviors when using the internet for locating and organizing learning resources. It provides learners with the structures of the found resources, the tools for their semantic management, and also an easy way to share the resources via the map representation. A system based on the proposed model has also been developed, that enables individual learners to easily locate suitable learning resources from the Web by referring resource maps and also to organize them as personal topic maps. By referring to a community topic map which merges all the personal topic maps created by individual self-directed learners, the learners can share their own resources and collect those of other learners into their learning topics. As a result, the learners re-organize their personal topic maps by taking the resource from the community topic map, and at the same time contribute to the community topic map through their personal topic maps. A case study conducted to evaluate the effectiveness of the system produced several positive results which validated our hypothesis.
Virtual Environment for Pulley Experiment using Tablet-PC and Portable Haptic Device
Authors: HIDANI Naoki , OKAMOTO Masaru , MATSUBARA Yukihiro
Published: January 2025

In this study, a virtual experiment environment for pulley learning using a tablet-PC and portable haptic device (SPIDAR-tablet) is developed. A learner drags pulleys on a tablet-PC by finger to construct a pulley system. Then, the learner can experience weight corresponding to the constructed virtual pulley system by dragging a string on the display. The learner can conduct virtual experiments by various pulley systems to recognize the difference between weights through the haptic device by reconstructing the system. Additionally, a SPIDAR-tablet is added to the base for portability; thus, the developed system can be used as a single device. To verify the developed system, an experiment was conducted to confirm that the subject can freely construct the pulley system.
Analysis of Writing Data for Cheating Detection in e-Testing
Authors: YOSHIMURA Yu , FURUTA Takehiro , TOMOTO Takahito , AKAKURA Takako
Published: January 2025

e-Testing is effective in relieving time and space limitations for examinations. However, a drawback is that user authentication employs only login credentials , making cheating easy. We examine variations in personal writing data in e-testing with the aim of detecting cheating. We assume two behaviors: answering questions by oneself and replicating others’ answers. We used the sub-stroke method for data analysis, which allowed confirmation of differences in the change over time in writing speed and pen pressure, and differences in average pen angle and direction.
Development of a User Adaptive Graphical Learning System
Authors: MATSUSHITA Kotaro , SAKIYAMA Takuya , FUJISAWA Yoshihiro , KURUMAGAWA Takahiro , KOYAMA Hiroaki , SUZUKI Hideo
Published: January 2025

This paper describes the development of a user-adaptive e- learning system. A user can select e-learning content that he/she desires on this system to make questions automatically at random for the selected content. Computer graphics are used to display e-learning content and messages on this system, which is expected to allow the user to understand much more about content and to arouse the user’s interest in it.
Development of a Kanji Handwriting Learning Support System with Differentiated Instruction to Dysgraphia Children
Authors: INOUE Tomomi , NAKAMURA Rimi , NAKASHIMA Noriko , SONODA Takaaki , TANAKA Hisaharu , WATANABE Kenzi , OKAZAKI Yasuhisa
Published: January 2025

In this study, we have developed a handwriting learning system using the LCD pen tablet in order to help dysgraphia children to learn Kanji. Teaching materials with a handwriting interface are available on the market. However, these materials have been developed for healthy people. The degree of the writing difficulty is different for each child. Therefore, the guidance adapted for each child is necessary to teaching materials. In this research, in order to perform detailed guidance in accordance with the degree of writing difficulties, we have realized functions of handwriting learning support, as described below. Firstly, we have realized the function of practicing the character, while looking at the model. For children unable to write correctly only by looking at the form of the final character, our system includes a function to display the model along the stroke order sequentially depending on the process of handwriting. Secondly, we have realized the function of tracing a model for children who can not transcribe it. These two functions are able to use at the same time. Furthermore, our system also have a function to support handwriting learning by evaluating each written stroke automatically whether it is right order or a shape of stroke and giving feedback. Currently, we are evaluating our system in using for instruction to dysgraphia children at a special support classroom of a primary school.
The Effect of Visualizing Lesson Structures in a Teacher Education Program
Authors: KASAI Toshinobu , NAGANO Kazuo , MIZOGUCHI Riichiro
Published: January 2025

We have built an instructional design support system called “FIMA-Light” which reasons about a teacher’s intentions from his/her lesson plan and automatically produces I_L event decomposition trees. The decomposition tree expresses the ways of achieving a learner’s state change that should be realized in a whole lesson in the form of a tree structure. In this paper, we discuss the difficulty of attaining the goals of university education without using our approach. We also report on practical use of FIMA-Light in teacher training at university in order to investigate changes in students’ awareness of teaching strategies brought about by providing them with I_L event decomposition trees.
An Exploratory Analysis of Confusion Among Students Using Newton’s Playground
Authors: ANDRES Juan Miguel , RODRIGO Ma. Mercedes , SUGAY Jessica , BAKER Ryan , PAQUETTE Luc , SHUTE Valerie , VENTURA Matthew , SMALL Matthew
Published: January 2025

We investigated the interplay between confusion and in-game behavior among students using Newton’s Playground (NP), a computer game for physics. We gathered data from 48 public high school students in the Philippines. Upon analyzing quantitative field observations and interaction logs generated by NP, we found that confusion among students was negatively correlated with earning a gold badge (solving a problem with objects under par), positively correlated with earning a silver badge (solving a problem with objects over par), and positively correlated with stacking (drawing numerous small objects to reach the objective), a form of gaming the system.
Exploring Student Interactions with Tutorial Dialogues in a Substep-based Tutor
Authors: ELMADANI Myse , WEERASINGHE Amali , MITROVIC Antonija
Published: January 2025

Understanding students’ interactions with Intelligent Tutoring Systems (ITSs) allows us to improve the system as well as our pedagogical practices. Engaging students in tutorial dialogues is one of the strategies used by ITSs, which has been proven to improve learning significantly. This paper presents preliminary findings of a project that investigates how students interact with the tutorial dialogues in EER-Tutor using interaction videos in addition to eye-gaze data. We discuss some frequent misconceptions and behaviors student exhibited. Students usually focus on correcting one error at a time and then immediately submit their solutions to get feedback, thus not taking advantage of opportunities to reflect on what they have learnt. Based on the results, we identify several future directions of work on using eye-tracking for on-line adaptation.
Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication and Division
Authors: YAMAMOTO Sho , AKAO Yuki , MUROTSU Mitsutaka , KANBE Takehiro , YOSHIDA Yuta , MAEDA Kazushige , HAYASHI Yusuke , HIRASHIMA Tsukasa
Published: January 2025

Problem-posing is effective learning for comprehending problem structure. We have designed and developed the learning environment for problem-posing and performed its practical use for first and second grade students on elementary school continually. The scopes of these systems are one-step addition, subtraction or multiplication arithmetic word problem. The results of these practical uses suggested that the learning environment was effective to comprehend these problem structures. Therefore, as the next step, we have designed and developed a learning environment for posing one-step multiplication or division word problem in order to let learners acquire a difference between multiplication and division. Developed learning environment and its practical use in an elementary school are reported.
Pre-service Teacher Existing Ideas of Using Computer-Supported for Scientific Inquiry
Authors: TUPSAI Jiraporn , YUENYONG Jirakan , YUENYONG Chokchai
Published: January 2025

The study aimed to examine physics pre-service teacher existing ideas of computer-supported for inquiry physics learning and learning. Methodology is qualitative research. The research will interpret physics pre-service teacher existing ideas of computer-supported for inquiry physics learning and learning through framework of Chinn & Malhotra (2002) epistemology and cognitive processes of scientific inquiry. Participants included 15 physics pre-service teachers who enrolled for teaching practices in schools for one year, in Thailand. The questionnaire of Using Computer-Supported for Scientific Inquiry (QCSI) and interviewing were tools for interpreting physics pre-service teacher existing ideas of computer-supported for scientific inquiry. The findings revealed that the most of participants perceived few aspects of cognitive process of scientific inquiry when they gave the ideas of using computer-supported for physics teaching. Only three of six aspects of epistemology of scientific inquiry were found from physics pre-service teachers’ ideas. These included responses to anomalous data, purpose of research, and theory-data coordination.
Learning Cinema Authoring System in the Classroom
Authors: LUO Yuan-Fu , LIN Wei-Chih , LIN Tai-Yin , HUANG De-Yuan , HUANG Chi-Wen , CHEN GwoDong
Published: January 2025

Nowadays, it’s more and more important to have authentic instruction which lets students interact with learning context and apply their knowledge into real life. In this research, we construct a learning cinema authoring system. Teachers may edit backgrounds, characters and dialogues to construct a situation which is based on teaching context. Moreover, students could have an opportunity to learn in an authentic situation. After experiment, we discover that the system could help teachers on preparing authentic learning material. Students also have better motivation when they learn in the authentic situation.
The Impact of Using 3D Animation in Students’ Spatial Ability
Authors: GUO Jiong , MA Yuhui , GAO He
Published: January 2025

The purpose of this study is to investigate the impact of using animation in a multimedia environment designed to improve students’ mathematical spatial ability. Sixth grade students (N = 44) were randomly assigned to one of the two experimental conditions with animation or non-animation as factors. The results show that participants provided with animations performed better than their peers provided with non-animations.
A Study of Student Behavior in Classroom Response Systems
Authors: MIZUTANI Kozo
Published: January 2025

The Classroom Response System (CRS) is a useful tool for enhancing interactivity between teachers and students in the classroom. Through its use of smart devices and PCs, CRS is expected to effective at aiding both classroom interaction and learning. However, these devices can be used for more than CRS; they may also serve as entertainment tools. This study investigates the behavior of students who use CRS on such devices. Specifically, it analyzes log data of student behavior, focusing on student responses and their behavior of switching application programs on CRS. The results of analysis show a trend that students who immediately switch applications after answering a question on CRS have a low correct answer rate.
CHiLOs: A New Virtual Learning Environment for Large Scale Online Courses
Authors: HORI Masumi , ONO Seishi , KOBAYASHI Shinzo , YAMAJI Kazutsuna , KITA Toshihiro
Published: January 2025

This research reports the development of a new online platform for Large Scale Online Courses (LSOCs) that combines e-textbooks and a Learning Management System (LMS) such as Moodle or Canvas in an effort to increase course completion rates. The platform, called Creative Higher Education Learning Objects (CHiLOs), consists of e-textbooks, e-lectures, digital badges, and learner’s communities.
Applying POE framework in a simulation system for facilitating physics learning with Tablet PCs
Authors: Lin Chia-Ching , Chen Fo-Jui , Liu Chen-Chung
Published: January 2025

This study attempts to propose a model integrating real videos into the development of simulations on iPads to support students’ science learning about motions based on Predict, Observation and Explanation (POE) framework. Motion examples in videos embedded in the simulation were employed to assist students in contrasting stimulated phenomena and real-world cases for meaning making about force and motion. A preliminary study found that the students, who were given with the video clips, exhibited significantly higher frequencies of modeling (manipulating variables to simulate the movement) and replaying (watching the simulation) than those who were not given with the videos while dealing with complex motion. Such a result suggest that integrating video clips into the simulation could be helpful to stimulate students’ involvements in reviewing and revising the simulation while exploring more complex concepts.
Development of a Mobile Visualization Application for Constructivist Learning and Assessment in Science
Authors: CHANG Hsin-Yi , YU Yuan-Tse , HUNG Jung-Yi , HSU Kao-Chi
Published: January 2025

In this paper we introduce a newly developed application for Android tablets that is designed based on the perspectives of constructivist learning and scientific modeling and representation. The purpose of this designed product is to facilitate visualization instruction and assessment in science class. We conducted an initial evaluation study for usability tests and investigated how case users from scientists, teachers, advanced learners and novice learners may use the tool to support their visualization of the concept of carbon cycling. Different patterns of use were identified for further research and tool development.
Aesthetic Design For Learning With Games
Authors: GUPTA Diali
Published: January 2025

This paper presents a design framework for educational games utilizing the notion of game aesthetics. Aesthetics in games is presently defined by all the facets of gaming experienced by players either directly through audio and graphics or indirectly through rules, geography, temporal characteristics and number of players. Researchers have observed that learning depends on the aesthetic qualities of an instructional environment and therefore the design of effective learning environments is dependent on its aesthetic considerations. Using the aesthetic principles of instructional design and the Design/Creativity loop model as the overall framework this paper elucidates how a game can be aesthetically conceived to reveal the core learning concepts and complexities for a deeper engagement with the content. To emphasize the role of creativity, we conceptualize the design process through a comparative analysis between choreography and the aesthetic configuration of a game based learning environment. We present and discuss the parallel processes of these two creative and iterative design activities, using various exemplary educational games and West African dance forms.
Enhancing Motivation in Disaster Prevention Learning with Perceptual and Semantic Gaming
Authors: TANAKA Koji , HIRAI Tatsuto , IKEDA Mitsuru , HORI Masahiro
Published: January 2025

Hazard maps provide knowledge about evacuation behavior, in addition to graphical indications of areas influenced by a disaster. However, without prerequisite knowledge or map reading literacy, it is not easy for citizens to fully understand hazard maps. Learning support systems for disaster education must thus to be effective in lightening the learning load and enhancing motivation for learning. If the content is not held in memory, learners would need to repeat the learning session, which would lessen their motivation for learning. Moreover, natural disasters do not happen often, and cannot always be predicted. Therefore, it is not easy to enhance citizens’ motivation for disaster prevention learning. This can result in a vicious circle between degraded motivation and insufficient prerequisite knowledge. In this paper, we propose a learning support framework that helps gain learners’ attention by gaming at two different processing levels and facilitates retention of disaster prevention knowledge on the basis of priming effect on implicit memory. The key idea behind this framework is to utilize two components: implicit learning by means of implicit memory and memory retention based on levels-of-processing effect, so that the vicious circle between degraded motivation and insufficient prerequisite knowledge can be disrupted.
Enhancing Children’s Numeracy & Te Reo Skills using Computer Games
Authors: NAND Kalpana , BAGHAEI Nilufar , CASEY John
Published: January 2025

The use of computer games as common vehicles for education, as opposed to pure entertainment, has gained immense popularity in recent years. In our earlier work, we investigated the appealing characteristics of engaging computer games for children and designed an educational tool based on those characteristics. In this paper, we present the results of a study conducted with 120 primary school children, in which two versions of our proposed educational tool (features enriched vs feature devoid) were used for four weeks to teach primary school curriculum areas of Numeracy and Te Reo Maori language. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as subjective analysis, the frequency and duration of time on playing the game. We found that the features enriched game enhanced children’s learning in both Numeracy and Te Reo curriculum areas more than the feature devoid version. In the case of Numeracy, the increase in scores was twice as much as the feature devoid version and in the case of Te Reo it was five times as much. Finally, the results of the subjective analysis showed that the feature enriched game was more popular with children – the test group indicated that they enjoyed playing the game more than the participants in the control group and are more likely to recommend it to their friends. The results also showed that the sound effects, the visual effects, the level of challenges in the game and the feedback messages contributed more to their engagement.
Inferred Learning Strategy in Two-User-One-Computer Environment Study from Cognitive Style Perspective
Authors: HUANG Jo-Yu , CHANG Ben , LIN Yi-Jie , LU Fang-Chen
Published: January 2025

Prediction-observation-explanation (POE) inquiry approach has been proven as a useful approach in helping students to inquire and to understand the subject deeply. Computer has demonstrated its power on simulation which can simulate a lot of environment. Combining the POE model and the computer simulation power, the authors propose an extended model named PSOE which represents prediction-simulation-observation-explanation model. A simulation APP game, “Newton’s Miracle,” was implemented to test the PSOE model. To explore the APP game usability on different cognitive styles students, an experiment was conducted in which fifty-six 8th grade students were involved. The experimental results indicate that the students’ learning achievement has improved, and the field independent and the low achievement students perceive more learning achievement from the APP game.
Can time perception be affected by interactive comics?
Authors: Wang Xinwei , Hu Jun , Hengeveld Bart , Rauterberg Matthias
Published: January 2025

In this paper, we describe our ongoing work towards understanding how interactive comics could affect time perception. An interactive comic story, The Dreaming Wine, has been created based on our current understanding of interactive comics, time perception and the relation between both. As a starting point for our research, we conducted an experiment on whether the amount of panels would affect the time perception of the comic reader. A list of principles was applied in splitting comic panels. The findings of the experiment are expected to provide a better understanding of how panels in interactive comics have an effect on the reader’s time perception.
Subjective Evaluation of Stereoscopic View in Immersive Projection Display
Authors: ASAI Kikuo
Published: January 2025

We made a subjective evaluation of stereoscopic views in an immersive projection display. This kind of display has been used for exhibiting virtual reality content in learning facilities such as science museums and cultural centers. They require space and time that differ from those in daily life. The immersive projection display may provide us with the sense of presence by stereoscopic images with a wide field of view. We performed an experiment to compare stereoscopic images with normal images in moving around in the virtual world. The results of the subjective evaluation suggested that the virtual objects placed near a user looked three dimensional more in the stereoscopic views, and the sense of presence was provided sufficiently even in the normal views.
Tangible Animal Companions in Traditional Chinese Character Learning
Authors: CHEN Zhi-Hong , WANG Sheng-Chun , LU Han-De , CHOU Chih-Yueh
Published: January 2025

With the advance of tangible technology, more and more educational systems are enhanced. This paper describes how tangible technology could enhance animal companions in terms of human computer interaction. These potential advantages are further organized as three design considerations, which further underpin the development of tangible animal companions. The tangible animal companions are also applied to the learning activity of traditional Chinese characters for young students. By doing so, tangible technology in learning can be evaluated and advanced in the future.
Cross Campus Peer Feedback on Writing using a Web 2.0 Resource: Initial Findings
Authors: CHWO Gloria Shu Mei , CHIU Sylvia Wen Lin
Published: January 2025

With the ever increasing use of web 2.0 resources in support of English as an International Language (EIL) teaching, the increase in learner online collaborative / social learning necessitates research to enhance our understanding of this form of activity. This study therefore investigated a specific case of EIL learners providing peer feedback on the writing of other EIL learners through a Web 2.0 resource. Anonymous asynchronous nonreciprocal feedback was collected from students in three Taiwanese universities participating in a cross campus activity commenting on peer narrative compositions posted on the Storybird internet site. The aims were to ascertain what kinds of feedback were provided and whether it varied depending on the apparent proficiency of the person whose writing was being responded to. The writers were of two levels of proficiency (freshman and senior). Results from qualitative and quantitative analysis show a rich variety of kinds of response. In general the focus was on the content more than the form and included a considerable amount of genuinely communicative response to the message in the story being read. There were a number of differences in both the quantity and quality of the feedback given to each group of writers, which with the less proficient group often exhibited signs of politeness strategies such as starting with a positive comment to soften later negative comments, using more positive than negative comments, and establishment of an interpersonal tone with explicit use of first and second person pronouns. The findings suggest that this type of feedback is potentially valuable to complement conventional teacher feedback, and that the cutting edge technology of Web 2.0 can be valuably integrated into the formal curriculum for EIL learning.
Enhancing English Pronunciation with Windows Speech Recognition Training: A Preliminary Study
Authors: FENG Hui-Hsien , CHENG Ying-Hsueh
Published: January 2025

Teacher educators have developed great interest in applying automatic speech recognition software to improve English learners’ pronunciation. However, these studies are few compared with those emphasizing on other skills such as reading and writing. This case study thus aims to fill this gap by adopting the Windows Speech Recognition (WSR) system to help English learners improve pronunciation skills and promote learner autonomy. Drawing on the Interaction Hypothesis in Second Language Acquisition, this study sought to answer two questions: (1) with the use of WSR in pronunciation training, what is learner performance of pronouncing /n/ and /l/ sounds? and (2) what are learner attitudes toward this training? The training lasted for three weeks, with one hour each time and twice a week. Data sets included a pre-test (screening test) and a post-test based on screen- and audio-recordings of training sessions, a questionnaire, and a semi-structured interview with students. Field notes were also recorded when the entire training process was observed. Findings revealed that learner performance shown in the screening- and posttest is not significant. However, it indicates that with appropriate training, it is possible for learners to understand the feedback provided by WSR and apply the knowledge to judge their own practices. In addition, since learners held positive attitudes towards the use of this software, it is suggested that teachers or tutors can integrate the software with their curriculum for improving English students’ pronunciation skills of segmental features, their learner autonomy and learning strategy.
Exploring the Value of Multimedia Messaging Service for Learning English Reading: Using LINE as an Example
Authors: LIU Pei-Hsun Emma , SHIEH Ruey-S , WU Wen-Chi Vivian
Published: January 2025

The development of mobile technology is rapidly changing the environment and the way of learning in school. In addition to facilitating communication, mobile devices (e.g., smart phones and tablets) have made ubiquitous E-learning more accessible and mobile learning more popular. Multimedia messaging service (MMS), such as WhatsApp and LINE, can deliver richer information, including images, audio and video files, to enhance the interest of English learners. However, whether MMS can help students learn English is of interest. The purpose of this study is to investigate the value of MMS, LINE in particular, in helping EFL students learn English, based on the concept of Dual Code Theory (Paivio, 1986). The participants are 40 college students enrolled in Freshman English Reading course. Data collection consists of preand post-test, MMS messages, questionnaire, student writing, and interviews. It is noted that this study is currently ongoing. Based on the comparison of students’ pre- and post test, the preliminary findings indicate that the LINE-based learning activities helped students familiarize with English vocabulary and improve English reading comprehension. In addition, students who were more engaged in the LINE-based activities tended to have better improvement than those who were less active. While most students made improvement and had positive perceptions of the designed activities, some did not seem to benefit from the instructional design. More detailed description will be addressed upon the completion of the study.
Online Peer Feedback and Learner Autonomy in EFL Writing Class
Authors: WARNI Silih , SURYOPUTRO Gunawan
Published: January 2025

The information and communication technology has been utilized by most universities in Indonesia though it is rarely integrated in teaching and learning activities in classes. This paper, as part of a study to foster learner autonomy using technology based approach, investigated the roles of online peer feedback toward learner autonomy development. The data used in this study involved students’ interview transcriptions. The results showed that online peer feedback has facilitated students’ metacognitive strategies and enhanced their motivation to learn writing.
Learning Design Framework for Constructive Strategic Alignment with Visualizations
Authors: BANERJEE Gargi , PATWARDHAN Mrinal , MURTHY Sahana
Published: January 2025

Prior research on integrating computer-based visualization tool in teaching has shown that the use of constructivist strategies has led to positive learning outcome. Yet multiple surveys report that instructors face difficulty in integrating visualizations in their teaching. A probable cause is that instructors, on their own, are unable to achieve effective alignment between the instructional strategy used with visualization and their instructional objective. Currently no guidelines exist for instructors for attaining such alignment while teaching with technological tools like visualizations. To address this problem, we propose the Customized Visualization Integration (CVI) framework based on outcomes-based teaching approach that targets „constructive strategic alignment‟ i.e. alignment between student-centered instructional strategies and instructional objectives with the visualization. CVI provides instructors with „easy-to-use‟ guidelines that can be combined to create learning designs (LDs) customized to their set of instructional objectives with visualization. Furthermore, it provides LDs customized to individual objectives based on these guidelines. In current paper, we also present empirical validation for a subset of the proposed guidelines through a field experiment with 144 engineering under-graduates.
Influence of ICT-Supported Learning Environment Perceptions, Academic Ability, and Prior Educational Experience on Approaches to Learning for Accounting in Malaysian Secondary Schools
Authors: TAN Boon See , WONG Su Luan
Published: January 2025

This study reviews selected influencing factors on students’ approaches to learning for accounting in the ICT-supported learning environment, namely the students’ perceptions of learning environment, academic ability, and prior educational experience. The retrieved research reports reveal that the learning environment which is perceived as being tensed up with pressure and demands would influence students to adopt surface approaches to learning. However, the ICT-supported learning environment that contributed to the perceptions of interactivity and involvement, inquiry and investigation, authencity of learning, cooperation, and differentiation would stimulate deep approach to learning. Furthermore, academic ability could positively or negatively influence approaches to learning. Lastly, the availability and quality of prior educational experience could influence deep approach to learning, while problematic prior educational experience would lead to surface approach to learning.
The Undergraduates’ Attitude towards the Use of Asynchronous Online Discussion (AOD)
Authors: MOHD HARIS Noor Farah Shahida , MAHMUD Rosnaini , WONG Su Luan
Published: January 2025

This article intended to describe the undergraduates’ attitude towards the use of asynchronous online discussion (AOD). A total of 269 undergraduates in Universiti Putra Malaysia (UPM) participated in this study. Attitudes scale consisted of 23 items with five point likert scale were used as the instrument in this study. Overall, findings of this study indicated that undergraduates have positive attitudes towards the use of AOD.
Developing an Embedded Tutor for On-the-job Training
Authors: DE JONG Jill , MITROVIC Antonija , MATHEWS Moffat
Published: January 2025

We describe Chreos Tutor, a constraint-based tutor embedded into Chreos, an existing business software system. The goal of the tutor is to teach users new to Chreos how to complete realistic tasks. The student interface is the combination of a new tutoring screen and existing Chreos data input screens. We have conducted a pilot study investigating the usability of Chreos Tutor, the results of which show that the tutor is promising.
Weighted Multi-view Clustering for Handwritten Numerals
Authors: GUO Haidong , JIANG Bo , QIU Feiyue
Published: January 2025

Many problems in educational data mining involve datasets that come from multiple different views or sources, which make the data mining task more challenging. However, most existing methods rely equally on every view, something lead to performance degradation in the case of incompatible views. In this work, we focus on a typical multi-view problem, the handwritten numerals clustering. In the proposed algorithm, each view is assigned a weight to express its importance and a simple yet efficient dynamical weight updating strategy is given.
An Investigation of Frustration Among Students Using Physics Playground
Authors: BANAWAN Michelle , RODRIGO Ma. Mercedes , ANDRES Juan Miguel
Published: January 2025

This paper investigates the phenomenon of frustration when taken alone and when part of other affective sequences. The study attempted to determine the incidence of frustration and sequences involving frustration and their relationship with student achievement. 60 high school students from a university in the Philippines were asked to use Physics Playground for 120 minutes. Human observers recorded student cognitive affective states following BROMP while the game itself logged student activity. Frustration was found to have the second highest incidence from among the other affective states. Frustration, as well as sequences involving frustration, was found to be negatively correlated to student achievement occurring more than chance.
Bridging Model between Problem and Solution Representations in Arithmetic/Mathematics Word Problems
Authors: HIRASHIMA Tsukasa , Hayashi Yusuke , YAMAMOTO Sho , MAEDA Kazushige
Published: January 2025

In solving arithmetic/mathematics word problems, comprehension phase is the most important and difficult phase. In the comprehension phase, conceptual and quantitative comprehension is formed as connection between problem representation and solution representation. Externalization of the comprehension phase is a promising way to support learners to overcome their difficulty in this phase. In this paper, triangle block model is proposed as a way to externalize the conceptual and quantitative comprehension. We have already developed a learning environment based on the model. In this environment, a learner builds the externalized representation of the conceptual and quantitative comprehension by combining provided components. Through an experimental use by seventy-two sixth grade students in an elementary school, we have confirmed that the learning activity designed based on the model is accepted by the students and the responsible teacher of them.
The Effects of KB-mapping Method to Avoid Sentence-by-Sentence Comprehension Style in EFL Reading
Authors: ALKHATEEB Mohammad , HAYASHI Yusuke , RAJAB Taha , HIRASHIMA Tsukasa
Published: January 2025

Previous researches on supporting EFL (English as a Foreign Language) reading showed that Kit Build concept mapping (KB-mapping) method has better efficiency than Scratch Build concept mapping (SB-mapping) method in recalling the comprehended information two weeks later. In this research, we set out to investigate the following research question “Why KB-mapping method has better efficiency than SB-mapping method in recalling the comprehended information two weeks later?”. One of the common comprehension styles in the EFL reading comprehension tasks is the sentence-by-sentence, where learners understand the text by closely following each sentence in the text. Learners will be able to sentence-by-sentence answer the Comprehension Test (CT) just after the reading, but many investigations indicated that, this understanding could not be kept for a longer time as is the case in the Delayed CT (DCT). We have a hypothesis that “KB-mapping method promotes a learner to read not sentence-by-sentence, although SB-mapping method does not promote same as KB-mapping method”. In order to proof this hypothesis, we conducted an experiment to compare the learner’s comprehension with KB-mapping and SB-mapping methods. During this experiment, we have monitored the performance of learners in terms of the size and the progress of building learner’s map. In doing so, we added new functions to our system to record the building process of every learner. The outcome of the experiment confirms our previous results regarding the efficiency of KB-mapping. Moreover, the analysis of the progress of map building gives a proof that KB-mapping method helps the learners to avoid the sentence-by-sentence comprehension style. But the SB-mapping method could not help the learners to escape from this style of comprehension. Based on these results, we will design adaptive support for reading comprehension in our future work.
Tracing Problem-Posing Activity Sequences toward Detection of Trap-States in Thinking
Authors: SUPIANTO Ahmad Afif , HAYASHI Yusuke , HIRASHIMA Tsukasa
Published: January 2025

Problem posing is well known as an effective activity to learn problem-solving methods. Although the activity is considered to contribute to understanding of the structure of problems, it is not clear how learners could understand it through the activity. This paper proposes detection of important learner's actions by tracing problem-posing activity sequences. The sequences are considered to represent thinking process of learners and reflect their understanding and misunderstanding about the structure of problems. This paper expects visualizations of the sequences to be helpful to infer learners’ bottlenecks in thinking and misunderstanding behind them. The goal of this paper is to make it possible to analyze problem-posing activity sequence for enhancing the effectiveness in learning. As an example, this paper proposes detection of “trap-state” that is a combination of simple sentences many learners tend to make in problem-posing assignments.
An Answer Support Environment based on Grammar, Context and Situation for a Dialogue to Learner Agent on Japanese Dictogloss System
Authors: KOGURE Satoru , TASHIRO Asanori , NOGUCHI Yasuhiro , KONDO Makoto , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe how to improve our Japanese dictogloss system to realize richer dialogue to pseudo learner’s partner (called learner agent) and more usable operation using the system on the study. Our existing dictogloss system has some functions supporting learners’ self-study with dictogloss activities. In preliminary evaluation of the existing system, we got the result that indicate the effectiveness using our dictogloss system. Finally, we report a simple evaluation results.
Students Learning Paths in Developing MicroMacroThinking: Productive Actions for Exploration in MIC-O-MAP Learning Environment
Authors: KENKRE Anura , MURTHY Sahana
Published: January 2025

MIC-O-MAP is a technology enhanced learning environment designed for developing micro-macro thinking skills in science and engineering topics at the tertiary level. Micro-macro thinking involves the analysis of dynamic microscopic and establishing corelations to the outcomes that are measurable in the real or macroscopic world. Different students undertake multiple paths while interacting with MIC-O-MAP learning environment in an attempt to undertake the tasks of making predictions in the macro world, justifying them by establishing a micro to macro link. The focus of this study is to investigate how different students’ interactions in MIC-O-MAP leads to productive actions, i.e actions that are effective in their learning of micro-macro thinking. A grounded theory approach has been adopted for analyzing the screen capture recordings of students as they explore MIC-O-MAP, along with semi structured interviews in order to infer these actions.
Development of Immersive Teaching Material using HMD and 3D Gesture Operation for Astronomy Education
Authors: TAJIRI Keisuke , SETOZAKI Norio
Published: January 2025

The purpose of this study was to discuss usability of the immersive astronomical teaching material that enabled teachers to intervene in the virtual space. The pictures of starry sky and instructor's hand were presented in two conditions; the head mount display (HMD) condition and the PC monitor condition. 20 college students completed the questionnaire about asking to assess the ease of the 3D gesture-operations and switching of the view in tandem with user's bodily motions. The t-test reported that the HMD condition was significantly above the PC monitor condition. The results showed that there was the possibility that the switching the view corresponding to user's body motions allowed the students to more easily recognize orientation and direction, which was consistent with the findings of Kawasaki et al. (2010). Meanwhile, the results also indicated the possibility that the teacher's interventions in the virtual space promoted the understanding of the students.