bluuebunny/crossref_metadata_2025 huggingface dataset:
A Flipped Classroom Model with Gamified Inquiry-based Process-Concept Relationship
Authors: PANOMRERNGSAK Tanakorn , SRISAWASDI Niwat
Published: January 2025

In recent years, flipped learning has received increasing emphasis because of its impact on learning enhancement. Nowadays, gamification plays an important role in promoting students’ motivation and attitude toward learning. A gamified flipped inquiry-oriented laboratory learning is proposed for promoting students’ science learning performance in this study. To examine the effectiveness of the proposed approach, an experiment was conducted in physics learning activity of a secondary school. The participants were two classes of 62 tenth graders, and they were assigned into one experimental group and one control group. Those learning in the experimental group used the proposed learning mode, while those in the control group learned with the conventional learning mode. The results indicated that the integration of gamification into flipped inquiry-oriented laboratory learning produced a better progression of students’ understanding of scientific concepts and process than without gamification. However, there was no significant difference on science motivation between students who learned through the proposed learning mode and who learned through the conventional learning mode. This finding suggests that the gamified flipped inquiry-oriented laboratory learning can be used to effectively support construction of comprehensive understanding of both science concepts and processes in the natural setting of school science learning.
The road towards friendly, classroom-centered interactive digital contents authoring
Authors: VALENTE Andrea , MARCHETTI Emanuela
Published: January 2025

In this paper, we argue for the need of new kinds of visual, digital game authoring tools. The main goal for this project is to reconceptualization the programming of interactive digital contents, to minimize the coding aspects, and focus instead on the creative and design-like parts, leveraging on a tangible metaphor, so to empower teachers and pupils to create digital interactive content, expanding the creative affordances offered by digital games. The resulting tool is called Stick&Click, it is based on findings from our past research, and it targets the pedagogical practice of editing games that is currently common in Danish primary schools. The study is organized according to the research through design approach, and centers around user needs and experience. We discuss our explorations of the computational model behind Stick&Click, requirements and design principles, and alternative ways to visualize its user interface.
Trends of Engineering Design Process in STEM Education: A Systematic Review of the Evidence during 2017-2021
Authors: SOPAKITIBOON Teeratat , TUAMPOEMSAB Surakit , CHOOKAEW Sasithorn
Published: January 2025

The objective is to analyze instructional trends in STEM education throughout 2017 -2021 using a meta -synthesis method and use the "Engineering Design Process (EDP)" in the SCOPUS database. Study criteria were identified for inclusion and exclusion. Sixty -two research papers were selected and analyzed for this purpose. Research analysis revealed that researchers mainly use research tools for observing and interv iewing to measure the cognitive and non -cognitive learner capacity under the efficacy of EDP in STEM learning. Robotics and architecture & urban planning were the popular category of product design, followed by science. With EDP employed in STEM education, the reported studies were up to 72% effective. Subsequent researchers and professors are expected to be guided by this research in designing and implementing EDP in their classrooms. Over half of the studies reported have shown that EDP is positive for ST EM training .
Designing a Mobile Application to Promote Vocational Students’ Learning in Basic Technical Drawings Course
Authors: INTIP Tiptiya , OUNGTHONG Metha , CHOOKAEW Sasithorn
Published: January 2025

Traditional teaching methods taught in classrooms are becoming a thing of the past. When innovation and technology play a role in daily life, the whole worl d is currently facing the Covid -19 epidemic, resulting in students having to study online, teachers cannot teach in the classroom. The basic technical drawings course problems found that teaching in this course is that most students still lack the skills t o read the first and third angle projection drawings. The skills are essential and are the basis for applying them in the following unit of study. Thus, this study proposes a mobile application for smartphone le arning on projection drawings in basic technic al drawings for vocational certificate students. The introduction of various technologies to help learn can promote students' reading skills in the first and third angle projection in the additional introductor y technical drawing course. Moreover, the stu dents can develop their knowledge and abilities according to the course competencies. Without limitations of time and place, the learning process is more interesting, fun, and motivating.
Design and Development of a Low-Cost Robotic Platform for STEM Education of an Automatic Control System: Rotary-Type Double Inverted Pendulum Case
Authors: TUVAYANOND Wiput , RUANGURAI Piyanun
Published: January 2025

In Thailand STEM education, teaching of robotics or automatic control in undergraduate is limited to the theoretical textbook s or computer simulation due to inadequate control plants for classroom demonstrat ion and laboratory experimentation. This crucially prevents students to understand the gap s or limitation s between the theory and the real-world problem. Thus, this research is aimed to design and develop the robotic platform, which is the rotary -type double inverted pendulum, by considering low fabrication cost, easy part maintenance and safety. Also, the platform permits the students to design the Linear Quadratic Regulator (LQR) controller and imp lement it for balancing the robot.
Using Series Elastic Actuator as a Tool to Motivate Students Engineering Learning in STEM Education
Authors: RUANGURAI Piyanun , SILAWATCHANANAI Chaiyaporn
Published: January 2025

Engineering education is a difficult concept for student learning because the student must apply scientific disciplines and connect Abstractconceptual for a design solution to solve a problem. The exciting concept in Mechatronic engineering education is concerned with the basic laws concerning physical nature. Students will learn about machine design and controls, but it is hard to understand. This paper aims to design and develop a Series Elastic Actuator (SEA) as a mechanical tool to moti vate student learning in concepts of mass -spring -damping and closed -loop control systems based on the revised 5E model in STEM education. The students’ activities involve hands -on learning mass -spring -damping and the control systems of SEA. This learning approach helps students to have more interactive learning in a classroom. Moreover, it makes students systemically think and understand the relationship between theory and real -world application.
For People and Planet: Teachers’ Evaluation of an Educational Mobile Game and Resource Pack
Authors: RODRIGO Maria Mercedes , TORRES Johanna Marion , CASTRO Janina Carla
Published: January 2025

For People and Planet: An SDG Adventure refers to a freely available Android-based narrative adventure game and teacher resource pack that helps learners see the United Nations Sustainable Development Goals (SDGs) in their day-to-day lives. In this paper, we describe the results of an evaluation of both the game and the resource pack by eight (8) middle school teachers. After playing the game and reading the resource pack, teachers gave their feedback about what they liked best and least about the materials, how they could use these resources for their classes, and how these resources could be improved further. Overall, teachers’ feedback was positive. They complemented the game’s visuals and sound design and appreciated the game’s contextualization. They affirmed the relevance of the game’s contents to their lessons and the usefulness of the teacher resource pack as it provided them with notes, additional activities, and sample assessments. They gave some useful suggestions such as the need for more visual cues with in the game and tutorials for the mini-games, and glossary of terms for the teacher resource pack. The game and resource pack underwent some revision following the feedback of the teachers. Performing the user test was essential to ensuring the quality of the game and the re source pack, and to increase the probability that the game will actually be used in schools.
Case-based Professional Learning Course for Fostering Preservice Science Teachers’ Technological Pedagogical and Content Knowledge of Inquiry with Mobile Game
Authors: PONDEE Phattaraporn , SRISAWASDI Niwat
Published: January 2025

Technological Pedagogical and Content Knowledge (TPACK ) is a framework for teacher professional development. In current teacher education research, pre-service teachers are targeted to improve their teaching competencies based on implementing TPACK as an integrative framework of instructional interventions. This study purposed to investigate an effect of a TPACK -oriented mobile game learning in science (MGLS ) module based on pre-service science teachers’ subject- specific teaching knowledge development. The researchers implemented the MGLS to 31 sophomore pre-service science teachers at a former university's public teacher in the northeastern region of Thailand. They were assigned to attend the MGLS within three weeks. They have been measured individual TPACK using a multiple -choice test before and after participating with the MGLS module. The findings illustrated that there was a significant difference between their TPACK scores of pre- and post-test. This result revealed that the MGLS could improve pre-service science teachers ’ TPACK. In addition, most pre-service science teachers in this study also intended to use the mobile game in nature of enhancement student learning with specific science content.
Visualization Method of Movement of Teachers and Students in Classroom using OpenPose
Authors: FUTATSUISHI Misato , HORIKOSHI Izumi , TAMURA Yasushisa
Published: January 2025

This study proposes a method to visualize the movement of teachers and students in a classroom using OpenPose. With the Proposed method, the activities such as sitting, joining the class late, moving, and discussing in pairs were visualized. The method has those two advantages: human movement can be visualized semi-automatically from video data and as a single image, thus saving time spent on watching long videos.
Development of Mapping Function between Variable Value and Object Properties for Program Behavior Visualization Tool TEDViT
Authors: SOMA Hiroki , KOGURE Satoru , NOGUCHI Yasuhiro
Published: January 2025

TEDViT is a program behavior visualization system that can reflect explanatory intentions of a teacher by visualizing it in a target world. This system can dynamically reflect changes in variables caused by program behavior in terms of numerical values on objects. However, it is difficult to map the variable values to the position, size, and color of the object. In this study, we implemented a function in TEDViT to dynamically map variable values to object properties. We report an experimental evaluation using 10 subjects.
Instruction Support System using Impasse Detector and Major Failure Diagnoser for Programming Exercises
Authors: IKEGAMA Tomoki , NOGUCHI Yasuhiro , KOGURE Satoru
Published: January 2025

In programming exercise classes, teachers or teaching assistants (hereinafter referred to as “TAs”) circulate among the students to answer their questions. However, it is difficult to detect student s who reach impasses, to instantly identify the part of the program in which students reach impasses, or to grasp the impasse status of the entire class. To solve these problems, we have developed a system with the ability to display impasses detected from students’ exercise information on the source code and to aggregate and display the impasse for the entire class.
Augmented Reality Analytics to Investigate Motor Skills for Crossing the Midline
Authors: SINGH Manjeet , BANGAY Shaun , SAJJANHAR Atul
Published: January 2025

This study investigates the use of Augmented Reality (AR) generated analytics to measure the number of times a child can perform the action of crossing the midline by a drumming action. Using a prototype Drum AR App with gamification techniques to motivate the drumming actions with a drumstick, we can capture and log key metrics which measure the physical drumming actions such as the timings and the quality of crossing of the midline through game play. This study is still work in progress where further research on the uses and effectiveness of AR generated analytics can give insights to the development of perceptual motor skills in young children. Generating 2D and 3D plots from the AR generated analytics gives evidence to further identify novel metrics to capture, analyse and give insights to user interactions while using AR apps in learning.
Automatic Detection of Negotiation in Collaborative Complex Problem Solving Interactions
Authors: SINGH Daevesh , KHWAJA Ulfa , Murthya Sahana , RAJENDRAN Ramkumar
Published: January 2025

When learners collaborate on complex problems and open-ended tasks, the mechanism of negotiation plays a crucial role in establishing a common understanding and achieving a shared goal among them. Research has shown that negotiation improves problem-solving processes, making it an essential skill to be developed among learners. In this study, we propose a method for automating the identification of negotiation in learners' discourse during collaboration. We leverage language models like BERT, RoBERTa, and GPT2 along with traditional machine learning models like logistic regression to detect utterances of negotiation in learners' discourse while they collaboratively solve engineering estimation problem in an Open-Ended Learning Environment (OELE) called Modeling Based Estimation Learning Environment (MEttLE). Our findings suggest that our approach can accurately identify negotiation utterances with a high accuracy of 0.924 and 0.781 kappa value with a relatively smaller training set. Our method is the first step in real-time detection of negotiation, thereby enabling educators to design scaffolds and environments to help learners engage in effective negotiations.
The Effects of Visualization Strategies on Students’ Learning Outcomes in Augmented Reality Contexts
Authors: Tsai Pei-Shan
Published: January 2025

This study attempted to investigate the effects of visualization strategies on electrical-machinery course of vocational high school students’ learning outcomes in augmented reality (AR) contexts. Hence, A learning environment combined with visualization strategies and AR technology were developed in this study. To exploring the effects of visualization strategies, a quasi-experimental design was conducted in this study. The participants of this study included 63 seventh-grade senior high school students from two classes in Taiwan. Two classes were randomly assigned into control and experimental groups. Students in control group learned with AR technology while those in experimental group learned with visualization strategies and AR technology. The results revealed that students in experimental group outperformed than those in control group.
Effects of Audio and Tactile Biofeedback Based on EEG Attention Levels on University Students’ Relaxation
Authors: YU Shih-Jou , CHENG Wai Ki Rebecca , CHEN Yi-Hsuan , SUN Jerry Chih-Yuan
Published: January 2025

This study aims to examine the effects of audio and tactile biofeedback based on EEG attention levels in anti-phishing education on university students’ relaxation. The study developed an attention feedback system to provide learners with audio and tactile biofeedback by collecting learners’ EEG attention signals and converting them to attention levels. The research method employed a quasi- experimental design. The participants were 90 university students who had no prior anti-phishing learning experiences. A random grouping was adopted to divide the participants into a non-immediate feedback group, an audio-immediate feedback group, and a tactile-immediate feedback group. Each participant was required to wear a portable EEG device that was connected to an attentional feedback system to collect their EEG attention and relaxation signals during the learning activity. After the learning activity, participants were asked to complete a post-activity feedback questionnaire. The results showed that the tactile-immediate feedback group displayed a significantly higher level of relaxation as compared to the audio-immediate feedback group. The study suggests that instructors may consider using tactile-immediate biofeedback based on learners’ attention levels to help regulate attention and improve relaxation in online learning environments.
Effect of Active Breaks during e-Learning and Mental Arithmetic Tasks
Authors: KODAIRA Masaki , HAMADA Tatsuya , EGI Hironori
Published: January 2025

In this study, we analyzed the effects of taking active breaks during mental arithmetic and e-Learning tasks. Active breaks are defined as breaks that involve light exercise. An experiment was conducted to analyze the effects of active breaks on recovery from fatigue and the effects on the task results. Here, each subject’s fatigue was analyzed using the leg movement measurement method. As a result, in the e- Learning task experiment, recovery from fatigue was observed after active breaks. However, improvement in learning effectiveness was not observed. In the mental arithmetic task experiment, recovery from fatigue was also observed after active breaks. In addition, it is possible that the recovery from fatigue enabled the subjects to maintain a high rate of correct responses to the mental arithmetic task. It was suggested that active breaks may be more effective in improving work efficiency when the cognitive load of the task is greater.
Exploring the Impact of Designing a Robot as a Pet with Interdependence Theory on Long-Term Relationships and Learning Performance
Authors: Al HAKIM Vando Gusti , YANG Su-Hang , WANG Jen-Hang , CHANG Yu-Chen , LIN Hung-Hsuan , CHEN Gwo-Dong
Published: January 2025

Educational robots have shown promise in enhancing learning performance; but, many of these robots function solely as companions or tutors and rely on novelty to attract attention, making it challenging to maintain long-term relationships. Although pet robots have been utilized to create relationships with users, their potential in education remains underexplored. This study addresses this issue by designing a robot as a pet, applying the interdependence theory to establish lasting relationships and improve learning performance. The interdependence theory suggests that relationships between individuals can be strengthened through mutual dependence and the fulfillment of each other's needs. In this study, learners were prompted to engage in continuous care for their pet robots, receiving emotional reinforcement from them seamlessly across both virtual and tangible forms enabled by the ChatGPT API. To culminate their learning process, learners presented their ultimate learning outcomes alongside their pet robots, enacting situational dramas for their classmates. To evaluate the effectiveness of this approach, a quasi-experiment was conducted with 100 undergraduate learners enrolled in a Japanese for Hospitality and Tourism course in Taiwan. Results indicate that robots designed as pets, leveraging interdependence theory, significantly yield positive effects on learners, encompassing improved learning outcomes, extended interaction rates, and heightened satisfaction with their study journey compared to conventional robots. The study concludes by discussing research limitations and offering suggestions for further enhancements to this approach.
Case study-based research on understanding app user engagement to develop environmental literacy of urban residents
Authors: DUDA Ewa
Published: January 2025

Environmental literacy enables action to be taken against climate change. These actions should naturally be supported by developing information technology. Mobile applications can therefore be successfully used as a tool for learning, awareness-raising, but also for shaping environmentally friendly behavior. This article presents an analysis of the functionalities of mobile apps that enhance or undermine user engagement with the application. Qualitative research, carried out as a case study, was conducted by analyzing publicly available user reviews. The results show that a well-designed application can provide valuable support for ongoing educational interventions aimed at enhancing the environmental literacy of urban residents. It presents indications that are worth using when designing environmental applications to ensure a high level of future user engagement. Results can be successfully used by mobile app designers, but also educators, city authorities, or local activist.
A Skill Tracing Model for Player Character Control in STG
Authors: HUANG Peizhe , LI Wanxiang , GU Wen , OTA Kouichi , HASEGAWA Shinobu
Published: January 2025

STGs, a longstanding video game subgenre, have grown more intricate over time, deterring new players. To address this, a training system is required to improve character control skills in STG games. Bayesian Knowledge Tracing (BKT) is a common approach researchers use to monitor and assess students' progress. While BKT is effective in evaluating intellectual knowledge, it falls short in assessing character control skills in STG, a form of motion knowledge. This study proposes a Skill Tracing (ST) model that combines BKT approaches to monitor both cognitive knowledge and character control abilities. Results indicate its superiority in skill-tracking tasks over traditional BKT, offering a more accurate prediction of players' skill levels.
Exploring the Impact on Student Reading Preferences in Gamified Reading Portfolio
Authors: YANG Hsiao-Tung , LIAO Chang-Yen , SYU Ciao-Min , CHAN Tak-Wai
Published: January 2025

Extensive reading enhances horizons, deepens understanding, and nurtures critical thinking. This study aims to gamify reading goals, turning teacher-recommended books into engaging game levels. Books are categorized and distributed by genre and depth. And we will design achievement medals, allowing students to earn medals upon meeting specific criteria. The goal is to boost reading interest, fostering a passion for learning through accomplishments. This research addresses selective reading, encouraging exploration of varied genres while nurturing a genuine love for reading.
Using Flipped Classroom Approach to Integrate SRL Instruction in Classical Chinese Reading Instruction: Insights from the First-Year Results
Authors: LAU Kit Ling
Published: January 2025

This study adopted a flipped classroom (FC) approach to combine the instructional principles of self-regulated learning (SRL) and eLearning activities in a two-year intervention program to facilitate Hong Kong students’ learning of classical Chinese (CC). Using a quasi-experimental design, students from three Hong Kong secondary schools were assigned to three different treatment groups: SRL instruction plus out-of-class eLearning, SRL instruction only, and control. Pre- and post-treatment measures of CC reading comprehension tests and student questionnaires were used to evaluate the effectiveness of the program on enhancing students’ strategy use, motivation, and performance in CC reading. This paper reports the findings from the quantitative data collected in the first-year of the study. The findings indicated that while all treatment groups showed significant improvements in the CC reading post-test, only students in the two experimental groups significantly increased their use of CC reading strategies, self-efficacy, and intrinsic motivation. The findings offer promising preliminary evidence supporting the viability and advantages of integrating SRL instruction and FC as an effective instructional approach to enhance student learning within a conventional academic domain.
Experimental Comparison of Promotion Effect for EFL Reading Comprehension between Conventional Summarization and Toulmin Argument Reconstruction
Authors: ANDOKO Banni Satria , ASMARA Rosa Andrie , LESTARI Vivin Ayu , IKAWATI Deasy Sandhya Elya , PRASETYO Arief , HIRASHIMA Tsukasa , HAYASHI Yusuke
Published: January 2025

Summarization is a conventional task to promote reading comprehension. However, because it is impossible to diagnose the summary immediately and accurately, it is not easy to realize formative feedback for ongoing reading comprehension. To solve this issue, we have proposed Viat-map reconstruction as a task for promotion of reading comprehension. Viat-map is a three-component (Data, Warrant and Claim) representation of the Toulmin Argument. Reconstruction means that a learner is required to reconstruct a Viat-map prepared by an expert by using provided components. By comparing the reconstructed map with the original map, it is possible to realize immediate and accurate diagnosis and ongoing formative feedback for the reading comprehension. We have conducted a comparative experiment of promotion effect for EFL reading comprehension between conventional summarization and Viat-map reconstruction. Fifty-eight second year students of Information Technology Department from State Polytechnic of Malang, Indonesia were involved in the experiments. All of them are using English as Foreign Language. The experiment was conducted in an English course Subject for three weeks. Experiment and control group were created equally based on the initial test of reading comprehension test. The experiment group was using Viat-map, while control group is using conventional summarization method. The result of the experiment was analyzed by using ANOVA statistical analysis and Holm’s Sequentially Rejective Bonferroni Procedure for POST Hoc analysis. The result shows that Viat-map reconstruction overachieved summarization and both groups can maintain the memory one week after the lesson. However, the delay-post test score for experiment group is higher than control group.
Using TAASSC to Investigate Fine-Grained Grammatical Complexity in Reading Texts of Two High-Stakes English Tests in China
Authors: LIN Shengshu
Published: January 2025

Fine-grained grammatical complexity measures are better predictors than large-grained indices of register variation and writing of different levels in that they provide in-depth explanation of what accounts for syntactic complexity. Computer technologies have made it possible to study these fine-grained measures based on large corpora. Using the Tool for Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC) (Kyle, 2016), the present study investigates phrasal and clausal complexity in reading texts of two high-stakes English tests in China (CET-4 and NETEM) different in difficulty level. The results showed that clausal and phrasal complexity indices could predict the two tests. More importantly, in combined analysis of the two types of measures, the results demonstrated that noun phrases, particularly those with phrasal modifiers, were better predictors of the more difficult test NETEM. These findings support the importance of noun phrases and the diverse modifiers they take in informational texts. Findings of this research will help college students advance their English learning with a specific purpose and in a right direction.
Using Multidimensional Analysis to Investigate the Extrapolation Inference of a High-Stakes Test
Authors: Lin Shengshu
Published: January 2025

The degree of correspondence of situational characteristics between test tasks and target domains is believed to affect how similar language use on tests is to the target domains (i.e., extrapolation). Multidimensional analysis (MDA) has gained in popularity in extrapolation research because it not only interprets language use functionally associated with situational characteristics but also provides a quantitative method to investigate co-occurring linguistic features. Using the automatic tool Multidimensional Analysis Tagger (MAT), the present paper applies MDA to explore the linguistic features between writing of the National Entrance Test of English for MA/MS (NETEM) and disciplinary writing on four dimensions in Biber’s (1988) seminal work. Overall, NETEM writing differed significantly from all four disciplinary domains on Dimension 1 and Dimension 4, and showed similarities with Humanities and Arts papers but differed from the other three domains on Dimension 2 and Dimension 3. NETEM writing was weak in its extrapolation to real academic contexts.
Enabling Visually Impaired People’s Chinese Literacy learning through Information Technology
Authors: YOUNG Shelley Shwu-Ching , WANG Jen-Li
Published: January 2025

How to help the visually impaired people in Taiwan to be able to learn Chinese literacy online has been a big challenge. However, in order to overcome the obstacle, we intentionally designed and implemented a cloud-based Visually Impaired People (VIP) E-learning Platform that affords to empower their Chinese literacy learning via specific typing skills and relevant course design so that they would have the opportunity to become independent online navigators and learners as well. To facilitate and examine their performance in terms of typing accuracy and speed on the Chinese typing and information searching online, etc., a competition activity was organized. Both quantitative and qualitative data were collected and analyzed via a questionnaire administered to the 18 participants, divided into three groups based on their ages. The results indicate that overall the participants are highly satisfied with the VIP platform for its empowerment in Chinese literacy learning that affords their online independent learning opportunity and barrier-free communication skills with sighted people after using the VIP platform. Additionally, some suggestions for the VIP platform improvement were given by the participants to achieve a more user-friendly and better online learning environment in the future.
The Effect of Gamification with Self-Regulated Approach to Promoting Nursing Students’ Leopold’s Maneuvers Performance
Authors: SETIANI Intan , CHANG Ching-Yi , YANG Jie-Chi
Published: January 2025

Fetal appearance and proper position evaluation are crucial for determining the best labor treatments. Healthcare or midwifery nurses, require knowledge about the fetus's position and health to make decisions on whether to induce labor. In addition, attending to the patient's needs throughout labor is essential. The fetal positioning and monitoring process may be uncovered with the use of Leopold's techniques. Students find it challenging to apply what they learn in the classroom to real-world challenges since standard training lacks chances for clinical experience and application. This study aims to investigate the impact of integrating online game-based environments with gamification and a self-regulated learning (SRL) strategy on nursing students' Leopold's maneuvers skills. The use of games as a learning tool in education has gained popularity due to its ability to provide a playful and motivating experience for students, as well as fostering cooperation among them. However, the application of game-based learning and gamification in nursing skill instruction remains understudied. The researchers propose integrating an online game-based environment called Gather with gamification features and a self-regulated learning strategy for nursing students. The self-regulated learning approach in this study includes goal setting, performing tasks with gamification elements such as points, badge, leaderboards, and self-evaluation. An experiment will be conducted at a nursing school in a Taiwan university using a quasi-experimental design to investigate the learning performance, motivation, self-efficacy and perceptions.
Improving Thinking Awareness in Animation Scriptwriting Through Learning Supporting Tool
Authors: Jaiboonlue Panadda , CHAI Wasan Na , Ruangrajitpakornb Taneth , Supnithib Thepchai
Published: January 2025

In the media industry, there is a high demand for animation films, leading to the establishment of animation film courses in various universities to train future animators. However, writing animation scripts poses challenges for students, as it requires critical thinking skills to craft captivating and coherent story ideas, akin to other creative works that adhere to general principles for a complete and logical narrative. To solve this issue, we developed a tool as part of our project to help students systematically organize the essential components of a story based on the fundamental principles of animation, consisting of three acts. This tool creates a conducive learning environment by breaking down crucial elements into clear sections, prompting students to reflect on their own ideas about animation stories. Additionally, the tool encourages collaboration between students and instructors, enabling constructive feedback and reflections through error corrections. The results of our experiments showed significant improvements in students' development after using the tool. Notably, the recurring errors in omitting vital parts of the script did not reoccur after the initial use of the tool. Its implementation heightened students' awareness of the importance of each component. Furthermore, the assessment scores of all students demonstrated a significant improvement, with 34% of students displaying increased awareness in scriptwriting. The elements that students commonly missed were 'conflict' and 'progression of complications,' respectively.
Assessment of Intelligent Teaching Preparation of EFL Teachers: Based on Two-Year Data Comparison
Authors: AN Xin , SHEN Xi , BAI Jiannan , LI Yushun
Published: January 2025

In order to guide the effective application of artificial intelligence (AI) in education (AIEd), China has set up a number of national AI education demonstration areas (AIEDA). Teachers in this AIEDA have carried out action research about AIEd for over two years. For the purpose of assessing teachers’ intelligent teaching preparation during the process, we conducted consecutive two years of evaluation through questionnaires and AI-based teaching platform data. This study developed a questionnaire of teachers’ intelligent teaching preparation, including teachers’ perception of and behavioral intention to AIEd, AI technological pedagogical and content knowledge (TPACK), and AI ethics knowledge. Besides, the data obtained from an AI-based teaching platform were analyzed, which indicated teachers’ acceptance and trust towards AIEd. A total of 101 valid samples of English as a foreign language (EFL) teachers participated in data collection for two years. The results showed that teachers’ trust in AIEd increased, but their effort expectancy and perception of facilitating conditions of AIEd decreased; Teachers’ AI ethics knowledge increased, while their self-report TPACK decreased.
A Preliminary Study: Exploring Teachers’ Perspectives on the Role of Gathering Information in Supporting Teachers’ Digital Learning Agility
Authors: ABDULLAH Kamilah , KHAMBARI Mas Nida MD , MOHD ROSLI Nur Dania , WONG Su Luan , ZAKARIA Noor Syamilah , HAMZAH Siti Raba’ah , MOSES Priscilla
Published: January 2025

Gathering information is essential to enhancing teachers' digital learning agility. By gathering data, teachers can stay abreast of the latest digital technologies and tools, acquire new skills, and improve their teaching practices. This preliminary study explores the role of gathering information in supporting teachers’ digital learning agility. The preliminary study employed a qualitative research approach, using semi- structured interviews to collect data from three teachers. The findings reveal that teachers gather information related to student learning and digital technologies to improve their teaching practices and support their students' digital learning. The study highlights the importance of information gathering in enhancing teachers' digital learning agility and provides insights for the development of policies and initiatives aimed at facilitating the improvement of teachers' digital learning agility.
Embodied Learning of Integer Operations Using a Multitouch Design: Touchy Pinchy Integers
Authors: ELANGAIVENDAN Priyadharshni , RAMASWAMY Ashwin , ALBUQUERQUE Melwina , CHANDRASEKHARAN Sanjay
Published: January 2025

We report the design and pilot testing of a digital application to help middle school children learn integers, Touchy-Pinchy Integers (TPI). The design rationale for this touchscreen-based learning system was based on a neutralization model of integers. To design this embodied mathematics learning system, we associated commonly used touchscreen interaction gestures with mathematical meaning related to integers. Users could manipulate two collinear towers of stacked positive and negative blocks, which together represent an integer expression. The learner could add either type of block, by tapping on the appropriate part of the screen. They could also subtract a desired number of either type of block, by slicing across the blocks. They could also neutralize a pair of positive and negative blocks, by pinching in. The pinch-out actions generated a new pair of positive and negative blocks. A flipping gesture reversed the polarity of the integer expression, which corresponded to a multiplication by -1. Results from a pilot study with grade 7s students indicated that the application helped students resolve deep conceptual issues related to negative numbers, through embodied learning. We present some of our observations from the study and interpret these episodes using embodied learning theory.
The Effect of Revision-Making of Contextualized Student-Generated Questions on University Students’ English Grammar Learning Performance
Authors: LIN Chih-Chung , YU Fu-Yun
Published: January 2025

There is a great deal of research supporting the application of student- generated questions (SGQ) to English curriculums, and recent studies have found L2 learners to benefit further from an elaborated SGQ approach — contextualized SGQ (cSGQ), which leverages the provision of a context for students to base on their generated questions. Previous research has also proved the advantages of making revision on English learner’s writing proficiency but its relevance to English grammar learning is yet to be exploited. Thus, the present study aimed to investigate the effect of cSGQ learning tasks combined with the practice of making revision of the given context on L2 learners’ English grammar learning performance. A pre- and post-test quasi-experimental research design was adopted, and 88 university students enrolling in freshman English class were invited to participate. The results showed that students in the cSGQ-revision group outperformed those not given the opportunity to make revision in both linguistic knowledge and pragmatic understanding.
Review Process to Investigate Trends of Using Arduino to Enhance AI Study
Authors: KITCHAROEN Pornchai , HOWIMANPORN Suppachai , CHOOKAEW Sasithorn
Published: January 2025

In the industrial sector, Artificial Intelligence (AI) technology has been extensively utilized and integrated into educational curricula and teaching methodologies to enhance educational effectiveness and respond to the needs of entrepreneurs. However, due to its costliness, more learning tools and technology are needed to ensure AI education. The Arduino board offers a user-friendly and cost- effective solution that enables the study of complex applications involving the integration of artificial intelligence with Arduino programming. This study presents a review process to investigate trends of using Arduino to enhance AI study. This study highlights the increasing complexity of using Arduino boards with artificial intelligence algorithms. Specifically, it explores their applications in domains such as multiple linear regression (MLR), particle swarm optimization (PSO), adaptive neuro-fuzzy inference systems (ANFIS), and Node-RED. The findings of this study will serve as a valuable reference for scholars interested in this domain and as a guide for AI education in the future.
An Inquiry-based Learning Approach in Engineering Education regarding Simulation Practice on Automation Control.
Authors: HUTAMARN Santi
Published: January 2025

Automatic control is currently used widely, so it is in engineer curriculum of every major of institutions, which is instructed in most major curriculums. Each curriculum focuses on application of mathematics in high theory in order to describe the system behavior, which makes learners in automatic control subject. The learners face with the understanding of occurring after the input stimulation, which results the learner’s lack of practice skills on instrument and control. Therefore, to promote learners to understand the system behavior, and gain practice skills, this research presents the instructional model focused on learner’s vision on the system behavior by using computer program in order to simulate the abstract work on computer screen, and connect to concrete work from op-amp electrical circuit on PCB, and measure the system behavior from inquiry -based learning. Teachers are facilitators to monitor learners to connect the simulation with the testing of op-amp instrument. It is operated effectively by learners who are able to see the overall results from the experimental presentation through websites, which learners present through google sites. The researcher will take the instructional model to use with third-year learners.
AquaFarm Ace: A Game on the Intensive Aquaculture Process of Oreochromis niloticus
Authors: GO Gerick Jeremiah Niño , YAP Angela Nicole
Published: January 2025

As Aquaculture accounts for 52.4% of the fishing industry in the Philippines, it boasts potential in providing a stable source of food and livelihood. AquaFarm Ace is a 2D Time-Management simulation game on the intensive aquaculture process. The player takes the role of an aquaculturist as they go through the various stages of aquaculture. The game showcases hatchery, transportation, grow-out, and brood stock stages in the aquaculture stages of Oreochromis noliticus. This study aims to contribute to the scholarly community of aquaculture and serious game design. The game was developed using the following tools: Aseprite, beepbox.co and Unity 2020.3.181f and is made available through Unity Play. The researchers selected volunteer participants to play test the game and answer pretest, post-test, and game experiences questionnaires to gather data in relation to the effectiveness of the game. The results show that AquaFarm Ace contributes to raising awareness of aquaculture and can play a key role in highlighting its increasing demand in the aquatic scene in the Philippines to alleviate the socioeconomic problems such as food and job security. To note, play testers retained information about the aquaculture process of O. niloticus after playing the game. As shown on the Game Experience survey, the testers see the game as an enjoyable experience and a potential tool to teach aquaculture.
A Proposal for Mobile-assisted Citizen Inquiry Learning Approach in Learning of Plastic Pollution
Authors: SRIBOONPIMSUAY Chawadol , SRISAWASDI Niwat
Published: January 2025

Engaging young people in citizen inquiry could facilitate the process of constructing learning outcomes through investigation and reflection on their experiences. This study aimed to investigate the effects of using the citizen inquiry approach on students’ learning outcomes regarding environmental awareness, scientific explanation, and scientific communication. An intensive science camp regarding the citizen inquiry approach to plastic pollution has been developed and implemented for elementary school students. The results showed considerable improvement in their learning outcomes after interacting with the intervention. However, there is a challenge and opportunity to redesign the implemented approach with the support of mobile technology to improve their learning outcomes. This paper proposes how we could transform the citizen inquiry approach with digital devices to promote elementary school students’ environmental awareness, scientific explanation, and scientific communication.
Ethical Challenges of Artificial Intelligence in Education: Achieving Learner Centricity with Respect to Learner Autonomy
Authors: PAWAR Meera , RAI Ram Das
Published: January 2025

In the realm of education, the integration of Artificial Intelligence (AI) has emerged as a transformative force, offering the potential to reshape conventional learning paradigms through the provision of personalized and adaptive educational experiences that cater to the unique requirements of each learner. While the promise of AI in education is undeniably compelling, its implementation is accompanied by a nuanced tapestry of ethical challenges, notably in the context of learner autonomy and agency. The connection between learner autonomy, ethical considerations, and AI in education is carefully examined in this research. A thorough literature analysis reveals what is learner autonomy and its potential effects on it. It examines different ethical issues such as algorithmic biases and decreased active involvement that arise from balancing AI's educational augmentation with preserving learner autonomy. In order to strengthen student autonomy in AI-integrated learning settings, the study suggests best practices to address challenges faced for achieving learner autonomy.
Fostering Ethics in AI: Perceptions from the Indian AI Curriculum
Authors: RAINA Ashutosh , MUNDRA Kushal , PRASAD Prajish , MISHRA Shitanshu
Published: January 2025

In the age of rapid Artificial Intelligence (AI) advancement, universities worldwide have responded by offering specialized AI and Machine Learning (ML) courses to meet industry demands. However, amidst this surge in AI education, AI deployment's ethical and societal implications often need more attention. Unlike traditional algorithmic programming, AI involves intricate decision-making processes that are challenging to predict or explain, demanding a comprehensive understanding of its ethical dimensions. Various global initiatives have highlighted the ethical considerations surrounding AI, resulting in an increased emphasis on integrating ethics education into AI curricula. Despite this, there remains a gap in addressing these vital aspects across the broader AI education landscape, with ethics often relegated to the periphery of computer science courses. In this context, this paper explores the imperative for ethics courses in undergraduate AI education in India. We examine educators ' awareness and perceptions regarding ethics education in AI curricula through interactions with faculty members participating in professional development programs and workshops focused on AI pedagogy. Our analysis reveals that there is a pressing need to extend discussions on ethics beyond mere privacy concerns and traditional performance metrics, integrating real-life scenarios into the curriculum. This paper serves as a preliminary step towards a need for a general framework in structuring ethics education in AI in India, aiming to initiate a more comprehensive and standardized approach to AI ethics education, fostering responsible AI development in the future.