bluuebunny/crossref_metadata_2025 huggingface dataset:
Explaining My Solutions: An Integrated Model of Peer Tutoring for Facilitating Mathematical Communication Abilities
Authors: CHENG Hercy N. H. , YANG Euphony F. Y. , HUANG Ying-Yen , CHAN Tak-Wai
Published: January 2025

For elementary students, mathematical communication ability is a fundamental learning objective. Previous studies have showed that self-explanation could allow students to inspect what they have learned in the learning process, while peer tutoring could facilitate students to reorganize their learning knowledge as well as to express their idea. As a result, both could enhance students learning performance. Therefore, this study aims to design a system that may increase the mathematical communication abilities of elementary students. The study also conducts a learning activity which incorporates representation generation, self-explanation and peer-explanation in mathematical word problem solving. Preliminary evaluation shows that the integrated model may facilitate students’ mathematical communication abilities.
The Effects of STEAM by RST Instruction Using Writing on Elementary School Student’s Problem-Solving Skills
Authors: Jeona SuRyun , Kim SunHwoi , Nam DoongSoo , Lee TaeWuk
Published: January 2025

Problem- solving skills are mandatory for everyone in the 21st century. The goal of STEAM also is to increase the problem-solving skill based convergence thinking. So, in this study, I proposed a study program of the STEAM by RST(Reverse Science from Technology) for improving problem-solving skills. The topics are hi-tech products which are the convergence product of Science, technology, culture and art like Refrigerators and mobile phones. This program is starting from the exciting technology and conversely learning basic science, mathematics, art and etc. That learns technology in high-tech products which were subject of curiosity, and then learn mathematics and science, which are the basis of the technology. So, learners will learn how to use basic studies to their life and it increases understanding of course content as well as the interest in learning. Also, that provides learning opportunity of Language art by utilizing writing in the learning process and learners can recognize and solve problem on their own to found and modify their thinking.
The Correlation between the Students’ Attitude towards ICT with the Students’ Achievement in Learning English
Authors: SJAIFUL ALIM Endy
Published: January 2025

This paper is a research report concerning Computer-Assisted Language Learning (CALL), used as medium of teaching English; in terms of looking for significant correlation between the Students’ attitude towards ICT with the students’ learning achievements in English. This is a kind of experimental research; where the data processing was performed by using descriptive statistics that aimed to know; the mean, the median, the range, the standard deviation, the variance, the minimum and the maximum score, and the presentation of the data forms to show the frequency of distribution and in a histogram. Based on the calculation of the correlation score, the research variables have positive correlation and it can be said that there is quite strong and significant correlation with the significance level of 5% (Sig. < 0.05). It means that all the three hypotheses stated or presented in this study could be accepted.
Integration of Blender 3D in Basic Computer Graphics Course
Authors: KADAM Kapil , SAHASRABUDHE Sameer , IYERc Sridhar , KAMAT Venkatesh
Published: January 2025

Students find Computer Graphics concepts of transformations difficult to visualize. Using Blender 3D, we developed a three-hour training module on solving transformations problems. We used think-aloud method and conducted interviews for data collection. Analysis of results suggests that, students found training module beneficial to visualize and solve transformations.
A Case Study: ExploringVideo Deficit Effect in 2-Year-Old Children’s Playing and Learning With an iPad
Authors: GENG Gretchen , DISNEY Leigh
Published: January 2025

This paper examined 2-year-olds’ playing with an iPad and whether there is a video deficit effect, that young children learn less from an iPad than from a live demonstration. Observational case study has been used in this study. This paper made three important contributions, which include a) there was a video deficit effect, which exists at least before the child turned 3 years old and it w as found young children (2-year-olds)’s poorer ability to learn from 2D sources (iPad) to real-life situation, in comparison to their ability to learn from a live demonstration, b) 2-years-olds could not draw a whole cat image, owing to that children’s und erstanding from playing theiPad game was linked with their thinking, talking and reading from the images and iPad games only provided children with higher task complexity and disrupt their transferring of learning; and c) 2-year-olds needed to develop their experience with multiple representations, such as language cues, to facilitate their transferring of learning. Parents and teachers may find this paper useful to examine the values of using 2D sources, such as an iPad.
Acculturation in Context: Knowledge Sharing Through Ubiquitous Technologies
Authors: COOK Steven , OGATA Hiroaki , ELWELL Mark , IKEDA Mitsuru
Published: January 2025

In this paper, we present plans for a retooled ubiquitous computer system that works towards facilitating knowledge acquisition and knowledge dissemination between learners during the process of acculturation. Focused on the foreign population of JAIST (Japan Advanced Institu te of Science and Technology - a Japanese post graduate university in Japan), the system provides a platform on which to study the behaviour of participants, and also the process of acculturation dynamically in context. In addition, the study works toward s understanding the feasibility of using such ubiquitous systems as possible support mechanisms in the future. In the current global environment, human beings via their own experiences acculturate at different speeds, and with different levels of success. By incorporating ubiquitous technology into the environment in which people are acculturating, we provide a new way to analyse the process of acculturation dynamically, and provide assertions as to how the system may benefit users in the future.
Development and Evaluation of Twitter based Social Response System
Authors: OCHI Youji
Published: January 2025

Twitter is a very famous communication tool. We focused on Twitter as a platform of a response system to collect comments of audience about a presentation. We have developed a system that automatically generates a responsive environment about the presentation using various input and output interface. In this paper, we describe the outline of our system and the performance validation of our system.
The Creative Process Components: Puzzle Gameplay Experience
Authors: INCHAMNAN Wilawan
Published: January 2025

This paper analyses the relationship between creative behavioral processes that occur in the games and the gameplay experience. The research approach applies a behavioral and verbal protocol to analyze the factors that influence the creative processes used by people as they play computer games from the puzzle genre. Creative processes are measured by examining task motivation and domain-relevant and creativity-relevant skills factors. This paper focuses on the reliability of the factors that are more strongly related to creativity. The findings show the creative components occurred to yield levels of creative performance within puzzle game play activities. Results show that increased engagement in creative processes during gameplay resulted in a better player experience. Task motivation and domain-relevant skill as a component of the creative problem solving processes were particularly influential, as was the use of creativity-relevant skills.
Using Eye-Tracking as a Means to Evaluate Visual and Content Design Choices in Web 2.0 – An Initial Finding from Livemocha
Authors: CHWO Gloria Shu-Mei , HO Hong Fa , LIU Brian Chien-Yi , CHIU Sylvia Wen-Lin
Published: January 2025

In the evaluation of Web 2.0 language learning websites, various aspects to be evaluated are often distinguished, such as the visual design, the pedagogical content, and the involvement of multiple technologies (Liu et al., 2011). In order to make the evaluative judgments, the methods commonly used include expert judgment by inspection of the website, or user judgment obtained from surveys of learner attitude (Chwo, 2013). This study aims to add to this range of evaluation methods by exploiting a relatively new research tool, eyetracking (Reichle et. al, 2013), to help establish what options are in fact better. We took as an example the instructions presented on screen for various tasks and, based on the types given in the Livemocha website (Chwo et al., 2012), devised webpages allowing us to measure how four eye movement related effects differ with nine binary webpage choices ranging from visual design (e.g. dark or light background) to pedagogical content (e.g. presence or absence of a picture). Six Taiwanese learners of English major student participated. Results show that the titles, background colors and highlighted prints will increase our EFL (English as Foreign Language) learners’ fixation frequency and the focal browsing time. However, the opposite result goes to the illustration relevant to the reading text. Moreover, the increasing number of the word count in the text will shorten the fixation frequency and focal browsing time. Lastly, the location of the illustration will not affect the browsing behaviors. The interpretation and the potential factors contributed to the findings will be discussed.
Attempt of Audioblog Use on English Speaking Confidence for After-School Speaking Practice
Authors: SHIH Mei-Jen Audrey , YANG Jie Chi
Published: January 2025

The study was conducted to advance EFL speaking instructional design that endeavored to not only provide students alternative opportunities for oral practice after class but also affect their perception of English speaking confidence. In order to encourage the students to engage with a continual learning immersion on English speaking practice, the use of audioblog was taken as facilitation to aid out-of-class learning. To this end, the study aimed to discover two folded perspectives: (1) whether the EFL students’ English speaking confidence would vary before and after the facilitation engaged in the instruction; (2) if so, whether and how the number of recording uploads on audioblogs influence their English speaking confidence accordingly. The participants were 574 senior night school students attending the required English speaking class for one semester. They were tutored to accomplish one theme-related oral recording and post it on their audioblogs after each in-class instruction . Pre/ post- surveys were given to the students to collect responses of their English speaking confidence, as well as the amount of oral recording uploads were gathered for data analysis. The findings of this study showed that a significant difference of improvement on the students’ English speaking confidence by the assistance of oral recording practice. Additionally, regarding different number of oral recording uploads, it displayed that those who accomplished at least four oral recording uploads had a significant difference on English speaking confidence while comparing to those who did none. Although the outperformance on students’ English speaking confidence was appeared only if they uploaded a minimum of four oral recordings, an ascent of English speaking confidence was illustrated via those who did more oral recording uploads on their audioblogs. In sum, the findings of this study highlighted that in terms of ‘more practice’ on EFL speaking, the instructor should be cautious about adapting the English speaking instructional design as well as a systematic extent of speaking practice.
A Virtual Environment for English as Foreign Language Learning Platform (veEFL): Applied "Single Idea of Concept" to Improve Writing skill of Low English Proficiency Students
Authors: KRITSUTHIKUL Nattapol , HASEGAWA Shinobu , NATTEE Cholwich
Published: January 2025

In order to assist EFL students with low English proficiency in learning writing skill, we propose a framework of a virtual environment to evaluate common errors that the students often conduct in writing essay. The system is a service applied in platform linked with other NLP services to help with language analysis. The system mainly focuses on finding the writing errors related to semantic meaning selection, incorrect structure to indicate the intended meaning, non-smoothing sentence in topic, and etc. The system improves the students' writing skill by providing questions relating to the matters they are writing.
EFL learner s’ perception of synchronously collaborative translation-annotation system by utilizing the Google Document platform
Authors: LIU Yi-Chun , HUANG Yong-Ming
Published: January 2025

Many students have difficulty in translating from English to Chinese and Chinese to English, particularly long and complicated sentences, and errors in their organizing information often result in wrong interpretation of the intended meaning in the context. Few papers offer a comprehensive guide to teaching translation in practice, especially embedding technology into a translation class rather than simply searching for vocabulary items online. The study explores the effectiveness of online collaborative translation activity. The instruments used included a pretest, a posttest, and a UTAUT survey. The results are discussed in terms of the effectiveness of the online translation tasks and suggestions are provided for future task design.
Digital Representation of Visual Artworks for High-Stakes Assessment
Authors: NEWHOUSE Paul
Published: January 2025

The collection and marking of student artwork across a large jurisdiction such as Western Australia is challenging where the work is submitted to a central location to be marked by experts and returned to students. An alternative approach would be to submit digital representations of the artworks online for marking. However, to give a valid and reliable measure the representations would need to be of adequate quality. Further, judgements of artworks are necessarily subjective giving concern about the reliability of marking for high-stakes assessment. The comparative pairs method of marking lends itself to addressing this problem and is feasible where the work to be marked is in digital form. This paper reports on one component of a three-year study to investigate the representation of student practical work in digital forms for the purpose of summative assessment. This study set out to determine whether the digital approach was feasible and adequate fidelity could be achieved in order to use the comparative pairs method of marking. The first phase of the project involved the researchers creating digital representations of the artwork submitted at the end of secondary schooling by a sample of students in the Visual Arts course and comparing the results of marking these with the physical forms. The second phase involved a sample of students creating digital representations of their own work and submitting them through an online system for marking. The study found this process was feasible, and the results were acceptable, but it lacked support from teachers and students who wanted the original artworks to be assessed.
Territory-wide Readiness for IT Integration into Curriculum Delivery for Learner-centered Learning: The Current State in Hong Kong
Authors: KONG Siu
Published: January 2025

The goal of this study was to forward information technology (IT) in education among secondary schools for promoting the paradigm shift to learner-centered learning. This study investigated the readiness of secondary schools in Hong Kong for IT integration into curriculum delivery. All 463 secondary schools in Hong Kong were invited for a territory-wide survey. With the response rate of 72.79%, the feedback from 337 schools indicated that most of the secondary school teachers confidently and habitually used IT for curriculum delivery. The teachers were adapted to integrate the use of digital resources, especially the free-of-charge ones, into students’ in-class learning process and after-school learning tasks. The teachers were also willing to try the pedagogical use of Web 2.0 technologies for supporting subject learning and teaching. This study revealed that secondary schools in Hong Kong are ready to forward IT integration into curriculum delivery for learner-centered learning. It also revealed the need of sustainable and scalable teacher development to help teachers enhance pedagogical competency in promoting learner-centered learning along with the trend of digital classrooms.
Views and experiences of Information and Communication Technology coordinators towards the implementation of a Virtual Learning Environment in Primary Education in England
Authors: WAGGOTT Richard
Published: January 2025

All primary school children in England and Wales are expected to have access to a personal online learning space, commonly referred to as a Virtual Learning Environment (VLE). However, since their introduction evidence suggests primary schools are experiencing difficulties with the use of VLEs on a whole school level. A qualitative case study approach was used to identify the views and experiences of six ICT coordinators towards the implementation and continued use of VLEs in primary schools in England. Data was collected using semi-structured interviews. There were four key themes and various subthemes identified. The main themes included methods of implementation, barriers towards the use of a VLE, increasing the uptake of the VLE and benefits of a VLE. This study identified how to integrate the VLE, the main barriers teachers face and possible suggestions to overcome these barriers. The study provides some consideration and possible debate as to whether the introduction of a VLE into primary schools in England has been successful.
ICT in the Australian Curriculum
Authors: NEWHOUSE Paul
Published: January 2025

The new Australian Curriculum aims to be suitable f or the needs of 21st Century society and as such has explicitly defined a number of key roles to digital technologies. This should provide opportunities for schools and teachers to build on past reforms and prepare for the future. Over the past few years I have had various roles contributing to the development of sections of the Australian Curriculum, specifically the Technologies curriculum area, the Information and Communications Technology (ICT) general capability, and the embedding of ICT use across some of the curriculum areas. In this paper I explain my personal understanding of the place of digital technologies in the Australian Curriculum and the connection between these different roles for ICT.
Media Usage by Filipino Students – An Empirical Survey
Authors: RODRIGO Mercedes , GROSCH Michael , ANDRES Juan
Published: January 2025

Between the different traditional learning tools and the rapid rise of technology and ease of access to them, students are presented with a multitude of avenues for learning. With so many resources available, students have to learn to be selective. By finding out what tools and services students use the most, this research aims to determine how students avoid information overload and getting lost in cyberspace. To do this, a survey was carried out at the Ateneo de Manila University in Manila, Philippines. Using a print questionnaire, 942 students were asked 145 questions about their media usage for learning and related topics. Analysis of the data included analysis of variance and comparing mean values by creating rankings of the different media services. It was aimed to find out what services are used the most, and to what extent. The results showed that students are more inclined to use online resources such as Google, online course material and literature, though there is still great appreciation for traditional learning media such as books and printed handouts from teachers. Filipino students seem to prefer self-learning, whether through traditional or non-traditional means, rather than learning through social media.
Integrating ICT in classrooms – collaboration between a municipality and a university built on an open learning process
Authors: KARLSSON Niklas , OTT Torbjörn , GODHEc Anna-Lena , LINDSTRÖM Berner
Published: January 2025

In this paper, we describe a collaboration project between a municipality and a university in Sweden where the aim has been to integrate ICT in classrooms through an open process of collaboration at different levels. Teachers, process managers from the municipality and researchers from the university have met regularly over a two-year period of time in Collaborative Development Groups (CDG). In these groups the participants have discussed and worked progressively with issues generated when implementing new technology in educational practices. The collaboration was designed as an open process over an extended period of time in order to enable a reflexive process between participants at different levels. Some salient aspects of how the collaboration has contributed to school development in general are accounted for in this paper. Furthermore, how the collaboration has aided in developing the use of ICT in classroom practices is explicated. One conclusion that can be drawn is that new competences have evolved from the work in the CDGs and the extended dialogue on how to use technology pedagogically. The teachers pedagogical knowledge has during the process been merged with their technological knowledge as well as the content knowledge of the subjects they teach (Mishra & Koehler, 2006). For researchers and teachers to work together under a longer period of time has enabled the development of a reflective pedagogical use of ICT.
A Pilot Study on the Technology Readiness for 1:1 Mathematics Intervention
Authors: LAO Andrew , HUANG Mark , CHENG Hercy , CHAN Tak-Wai
Published: January 2025

With the advance of technology, the price drop and the increasing reliance of personal computers showed possibilities on transforming our current education. As mentioned in Bloom’s 2-sigma problem (Bloom, 1984), one-to-one classroom learning proved a significant learning outcome compared to the conventional. Therefore, with the assist of technology, applying 1:1 learning in the regular practice might be the ultimate goal for the educational transform. In this study, we explored the experiences and showed encountered problems for 1:1 learning in Taiwan. The experience was categorized into users and technology, followed by the analysis of criteria that based on empirical observations. As a result, the observation provided a guideline for the technology readiness, which consisted of the perception of users (teachers & administrators, students & parents) and the stability of pedagogical and hardware integration (pedagogy/software and devices). The result of this study also suggested that further attention should be addressed on the hardware infrastructure and the teacher’s professional training, because there were over 50% of encountered problems that were mainly the problems for stability of computer hardware (54.41%). Most problems encountered by teachers & administrators could be solved by effective professional trainings and flexible school assessments (31.00%). Nevertheless, neither students nor parents showed a high participation ratio in this study (14.59%).
A Model for Active Learning in Synchronous Remote Classrooms: Evidence from a Large-Scale Implementation
Authors: WARRIEM Jayakrishnan , MURTHY Sahana , IYER Sridhar
Published: January 2025

Teach 10000 Teachers is a project supported by the Government of India for training large numbers college instructors through distance education. The mode used is Synchronous Remote Classrooms (SRC), in which lectures are transmitted from a single location and participants attend them synchronously in their respective classrooms. In this paper we present a model for adapting well-known active learning (AL) strategies from face-to-face classrooms to the SRC mode, so as to enable effective learning. Our model identifies three levels of interactions – student-content, student-student and student-instructor – and then adapts these interactions to the SRC mode, using the affordances of the technology. We implemented this model with five AL strategies, in a 1-week workshop. We validated the model by examining participants' perception of the effectiveness of the AL strategies for their learning and engagement. We found that 86% of 1287 participants found our adapted AL strategies to be useful in learning. We also found that there is a high correlation (γ=0.75 ) between the perceptions of overall satisfaction and usefulness of AL strategies.
Do novices and advanced students benefit differently from worked examples and ITS?
Authors: SHAREGHI NAJAR Amir , MITROVIC Antonija
Published: January 2025

Prior research shows that novices learn more from examples than unsupported problem solving. Intelligent Tutoring Systems (ITS) support problem solving in many ways, adaptive feedback being one of them. However, when students repeatedly request hints from ITSs, problem solving is eventually replaced with worked examples when students request solutions to the current step or the whole problem. We conducted a study to observe the difference in learning outcomes when novices and advanced students learn from examples or with an ITS. The study had three conditions: Examples Only (EO), Problems Only (PO) and Alternating Examples and Problems (AEP). After each example/problem, students received Self-Explanation (SE) prompts. The result shows that no vices learnt significantly more conceptual knowledge in the AEP compared to the PO condition. Moreover, novices in the AEP and PO conditions performed significantly better on SE prompts than students in the EO condition. Advanced students who learnt from examples only did not significantly improve in the study. Overall, the study suggests using AEP for novices and either AEP or PO for advanced students. The results clearly reveal that using examples alone is not an effective approach for novices and advanced students in comparison with ITSs.
Aim-Math: an audio-based interactive media for learning mathematics
Authors: WONGKIA Wararat , NARUEDOMKUL Kanlaya
Published: January 2025

We propose, Aim-Math, an alternative approach to develop an interactive-enhanced mathematics learning system for blind and visually impaired (VI) students. By integrating the text-to-speech technology with the educational process, Aim-Math is able to read aloud the math expressions in Thai and to provide the interactive features that allow the students to study and practice on their own. With this interactive mathematics learning system, the blind and VI students can conveniently learn mathematics.
Competence Analyser: A portable GUI tool for modelling domain and learner knowledge
Authors: KOPEINIK Simone , BEDEK Michael , ÖTTL Georg , ALBERTA Dietrich
Published: January 2025

Learner models form the basis of adaptive learning systems, representing what the system knows about a learner. Knowledge about a learner’s expertise within a learning domain plays an essential role when recommending learning objects as well as when supporting a learner’s reflection and awareness. In this paper we present the Competence Analyser tool to construct knowledge structures as a foundation for learner models in accordance with a psychologically sound framework, the Competence based Knowledge Space Theory (CbKST), which supports performance assessment in user-adaptive learning systems. The tool enables the learner to actively influence the learning profile creation by setting learning goals and defining prior knowledge in the context of learning domains. A first prototype has been developed and evaluated within the frame of the EC-funded TARGET project that provides a game-based learning environment with adaptive story recommendation. The paper outlines how to foster awareness and self-regulation while building learner and domain models for adaptive learning systems using a graph-based GUI tool.
Towards Building Incremental Affect Models in Self-Directed Learning Scenarios
Authors: INVENTADO Paul Salvador , LEGASPI Roberto , FUKUI Ken-ichi , MORIYAMA Koichi , NUMAO Masayuki
Published: January 2025

Self-reflection and self-evaluation are effective processes for identifying good learning behavior. These are essential in self-directed learning scenarios because students have to be responsible for their own learning. Although students benefit from doing fine-grained analysis of their own behavior, which we observed in our previous work, asking them to perform tasks such as analysis and making annotations are tedious and take significant amount of time and effort. In this paper, we present our work on the development of incremental affect models that can be used to minimize effort in analyzing and annotating behavior. Incremental models have an added benefit of adaptability to new information, which can be used by future systems to provide up-to-date affect-related feedback in real time.
Robot as a Learning Partner for Promoting Proactive Discussion in Peer Groups: A Case Study for Career Development
Authors: MOCHIZUKI Toshio , MITATE Yoshitaka , TATENO Yoshikazu , WAKIMOTO Takehiro , MIYATA Yuko , NAKAHARA Jun , MIYAKE Naomi
Published: January 2025

This paper describes an experiment on peer groups that had a robot as a learning partner, to examine whether the robot could encourage the participants to talk on their own initiative. The authors measured the number of proactive utterances of each participant during the sessions. The authors compared the experimental groups that had robot facilitators, which were manipulated by professional human facilitators, and the control groups, which were also led by professional human facilitators but without a robot. The result showed that the participants in the experimental sessions talked on their own initiative much more than those in the controlled sessions. Finally, the authors qualitatively examined the characteristics of the proactive utterances in the peer group and found that the utterances contained supportive responses, which encouraged the participants to voluntarily join the dialogue promoting the counseling.
Construction of a Cognitive Simulator for Human Memory Process and Class Practice
Authors: MIWA Kazuhisa , MORITA Junya , TERAI Hitoshi , KANZAKI Nana , NAKAIKE Ryuichi , KOJIMA Kazuaki , SAITO Hitomi
Published: January 2025

For practice-based science education, the authors developed a cognitive simulator that demonstrates the human memory process and simulates the serial position effect in different experimental situations. Our cognitive simulator as a learning tool is established on the basis of the dual storage model; it visualizes the items stored in the short-term and long-term memories. The participants learn how the model works while confirming which items are rehearsed in the short-term memory, encoded into the long-term memory, or overflowed from the memory. We designed and performed practice-based psychological training through two university class sessions of the author’s cognitive science class. The results of the practice showed that participants’ data interpretation and data prediction were improved through class activities. More specifically, the participants explained the observed data using naïve concepts prior to the learning phase, but they subsequently explained them using theoretically defined concepts of the dual storage model. Further more, the participants were successfully guided to predict the experimental results more accurately by the learning activities using the cognitive simulator.
CSCL Discussion Support with Emphasizing Feature of Main Sentence
Authors: NAKAMURA Ryo , TAMURA Yasuhisa
Published: January 2025

In this paper the authors propose a method and a system to support CSCL discussion with use of a developed function to emphasize the main sentence of each utterance. Generally, CSCL discussion environment has a difficulty to read huge volume of many utterances. The authors propose a function to provide two parts of input text fields, one is for main sentence of conclusion of an utterance, the other is for details or justifications of the utterance. At the time of representation, the proposing system first shows a list of main sentences. When members want to see details of an utterance, he or she clicks a link attached to the target main sentence. With use of the proposed function, a member of CSCL discussion will become easy to grasp a big picture of a discussion. It is expected to provide deep understanding of discussion and prompt to write meaningful utterances on CSCL. In order to verify an effect of the proposing system, the authors conducted a controlled experiment. The result shows that members of a target group tend to use various types of utterance roles rather than ones of a control group. From this result, the proposing system is thought to provides a CSCL environment for deeper understanding of discussion and utterances.
Calculating Test Item Similarity Using Latent Dirichlet Allocation
Authors: TAKAGI Teruhiko , TAKAGI Masanori , TESHIGAWARA Yoshimi , TANAKA Kenji
Published: January 2025

In previous studies, we proposed methods for calculating similarity between test items to automatically retrieve similar test items in e-testing, and conducted experiments and evaluations of those methods. Test item similarity data is applicable to tasks such as automatically retrieving similar test items, automatically constructing item banks, visualizing structure between test items, optimizing amounts of test information, estimating the difficulty of unanswered test items, conducting computer adaptive testing, and creating test items. To improve the accuracy of retrieving similar test items , we propose a new method for calculating test item similarity that applies latent Dirichlet allocation (LDA), a generative probabilistic document model. We assume that each test item is represented by a vector using topics estimated by LDA, and the similarity between test items is calculated by cosine similarity. Applying LDA to calculate similarity between test items lowers the number of retrieved dissimilar test items, and creates vectors based on the relation between extracted terms. To accurately estimate topics in each test item, we perform preprocessing by identifying where important terms occur and enhancing the co-occurrence relation between terms. We use 250 test items from the Systems Administrator Examination to test the effectiveness of retrieving similar test items. The results indicate the effectiveness of the preprocessing steps, and of applying LDA to calculating test item similarity. We furthermore demonstrate the improvement in accuracy of retrieving similar test items by the proposed method in comparison with existing methods.
Empowering argumentation in the science classroom with a complex CSCL environment
Authors: CHEN Wenli , LOOI Chee-Kit , XIE Wenting , WEN Yun
Published: January 2025

Understanding the significance of argumentation in the learning and doing of science, the community of computer-supported collaborative learning has developed an increasing interest in argumentation. To empower the teaching and learning of science in real classrooms, a collaborative argumentation tool (called AppleTree) embedding three scaffolding mechanisms, namely, dual representational and interactional spaces, automated assessment for learning, and staged-based collaboration scripts, has been designed and developed using a design research approach. This paper presents the design rationale of the system and its realized prototype. A pilot study in a secondary science grade 1class is also reported. Preliminary data analysis results point towards validation of the effectiveness of the system on empowering learning and its usability.
The Design, Development and Preliminary Evaluation of an Online Student-Generated Tests Learning System
Authors: YU Fu-Yun , SU Chia-Ling
Published: January 2025

Currently, more than a dozen online learning systems to support student-generated questions are on the market. In view of the fact that constructing “tests” made of questions generated by students would promote further cognitive processing on the part of the students, but no systems supporting such activities have been developed, this study aimed at developing an online student-generated tests learning system. An evaluation study was conducted to collect preliminary data with regard to the learning support of the developed system. Descriptive data analyzed highlighted two distinct aspects of the thought and learning process mobilized by student-generated tests. First, a global and macro view that highlights the integration and inter-connectedness of the entire study material. Second, technical issues associated with test construction skills. Suggestions for future study are provided.
Eye tracker gaze analysis of learners watching the writing process
Authors: OKAZAKI Yasuhisa , NOGUCHI Senju , TANAKA Hisaharu , WATANABE Kenzi , YOSHIKAWA Atsushi
Published: January 2025

We used an eye tracker to record and analyze the gaze of learners watching text and drawings being written, as in the case of a teacher writing on a blackboard. Many teachers and learners understand the benefit of using blackboards, but there remains insufficient scientific evaluation of their use. Course content presentation that includes in-process writing of text is highly characterized by the sequential presentation of the writing processes. We believe that this presents a visualization of the thought process, and is thus far richer in educational information than simple presentation of completed forms. We focus on gaze during the presentation of graphs and equations as fundamental research to elucidate the benefit of presenting the writing process.
WebELS: Enabling e-Learning in Higher Education over Low Bandwidth Environment
Authors: BERENA Arjulie John , CHUNWIJITRA Sila , OSAMNIA Mohamed , OKADA Hitoshi , UENO Haruki
Published: January 2025

As information and communication technology (ICT) becomes more robust and widely used, there is an increasing number of higher educational institutions (HEI) adopting e-Learning system for delivering various educational programs. However, there is still an underlying challenges in the successful implementation of e-Learning approach in higher education, such as the lack of IT skills for most instructors, the complexity of e-Learning platforms, technical limitation of users' environment like the network bandwidth and computer hardware, among others. In this paper, we present the design and implementation of the Web-based e-Learning System (WebELS) for enabling the globalization of higher education in science and technology particularly in low bandwidth environment. The system supports asynchronous and synchronous e-Learning approaches, such as on-demand learning for self-learning, online meeting for multi-location group discussion and online lecture for real-time remote lecture distribution. The system has been designed to address the difficulty of creating and maintaining an e-learning course to non-IT users by providing an easy-to-use course authoring tool. Additionally, it supports archiving and dissemination of multimedia contents on the Internet by its contents management system. Usage in low bandwidth environment such as a dial-up line has been the design goal in order to reach a wider range of users especially in developing countries.
MuPeT: A Framework for Enabling Multi-Perspective Problem Elaboration
Authors: MANSKE Sven , ÁLVAREZ MÁRQUEZ Jesús Omar , GIEMZA Adam , HOPPE H. Ulrich
Published: January 2025

Creativity techniques gain importance in education and business areas day by day. Beyond the well-known brainstorming, which focuses on divergent thinking, lateral thinking will encourage the individual to regard the situation from a variety of perspectives by breaking old mind patterns and forming new connections and perceptions. Examples like „Six Thinking Hats“ or „(Walt) Disney Method“ consist of group discussions, where specific roles are assigned to the participants to enforce a discourse with different perspectives. Electronic group discussion systems can compensate the deficits of verbal (face-to-face) discussions through motivating passive discussants to participate. Furthermore, a system can provide a persistent logging of contributions and an explicit representation of a contribution according to the perspective of the participant. We present a novel approach, which allows both authoring and performing such multi-perspective creativity methods. In addition, the participant’s user interface is optimized for mobile devices. Finally we show first results of usability evaluations covering authoring and performing of a created method.
A Relationship between the Pair Effect and the Learner Characteristic at Pair Work in Computer Literacy Education
Authors: UCHIDA Kimiko , OYA Yoshihiko , OKUDA Takashi
Published: January 2025

We have introduced pair works to university-level computer literacy education as opposed to the traditional one, standalone teaching. In this paper, in order to extract the learner characteristics factors that influence the pair work effects such as test-score improvement level, pair-work activity level and pair-work satisfaction level, we conducted two experimental pair work classes in computer literacy exercise courses. For the investigation, we used two main questionnaire surveys, TEGⅡ and GAMI as personality indexes. The result showed that the personality index has clear strong correlation with the degree of activity and degree of satisfaction in TEGⅡ and also to the degree of score elevation in GAMI. The personality score, obtained from the result, is useful for more effective pair combination.
A Study on Teaching Debugging Strategies for Digital Circuit
Authors: Ho Hong-Fa , Huang Duen-Huang
Published: January 2025

It is essential for educators to identify the student’s reading ability when learning debugging strategies. Forty-five senior high school students (average 17.6 years old, SD=0.35) participated in this study. The participants were divided into three groups to examine the effect of three teaching materials including 1) normal reasoning, 2) a debugging process model, and 3) a debugging process model and three debugging strategies, namely, forward strategy, backward strategy, and CLOCK-based strategy. While the participants debugging a digital circuit question, the eye tracker recorded the eye movement data for analysis. The results indicated that participants receiving a debugging process model and three debugging strategies improved their debugging skills significantly by: 1) increased percentage of the participants finding bugs correctly, 2) increased percentage of the participants using debugging strategies correctly, and 3) reduced time spent on debugging in average. The findings may help educators and researchers understand the benefit of debugging strategies on digital circuits to design better teaching materials, methods, and learning strategies.
Circuitously Collaborative Learning Environment to Enhance Metacognition in Solving Mathematical Word Problem
Authors: DUANGNAMOL Tama , SUNTISRIVARAPORN Boontawee , Thepchai Thepchai , IKEDA Mitsuru
Published: January 2025

This article reveals the design of an ongoing research that investigates the effectiveness of an alternative learning environment Circuitously Collaborative Learning Environment (CirCLE), which is designed to enhance metacognitive awareness on the learning processes in algebraic mathematical word problem (MWP) solving environments. We perform the research based on the hypothesis that a student will be encouraged and can reflect his own thinking when he practicing a role of an inspector together with receiving appropriate feedback to revise his solutions.
A Flexible System and Data Model for the Representation and Management of PBL Scripts
Authors: Wang Disi , Miao Yongwu , Hoppe Ulrich , Samaka Mohammed
Published: January 2025

As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to design a pedagogically high-quality and technically executable, online or blended PBL process on their own, because they lack appropriate expertise in learning theories and design methods as well as a deeper understanding of the potential affordances of technologies. From this premise, we are committed to developing and testing methods and tools to support the design and delivery of online or hybrid PBL processes with high flexibility and a low threshold of usage requirements. As a first milestone towards this goal we have developed a web-based PBL authoring tool for facilitating teachers to design, represent, understand, communicate, customize and reuse online or blended PBL processes. This paper presents a technical approach to the PBL authoring tool and focuses on supporting the representation and management of PBL scripts, computational descriptions of PBL process. In comparison with other tools and technical approaches, it is concluded that a combined use of semi-structured data management and a unified data format appears to be a promising approach to effectively and efficiently support the representation and management of PBL scripts.
Mobile 2.0 learning: Empowering mobile learning with socialized context sharing
Authors: LIU Ming-Chi , SU Yen-Ning , CHEN Nian-Shing , HUANG Yueh-Min
Published: January 2025

With an experience in the development of web-based learning, mobile learning, and web 2.0-based learning, we have seen an emerging trend in the integration of web 2.0 technology into mobile learning, so called Mobile 2.0 Learning. By analyzing previous studies with the model of social cognitive theory, we reveal that their integration is not in conflict with each other; in contrast, Mobile 2.0 Learning may reframe the relationship between environments inside and outside of school. The social interactivity of Web 2.0 can improve students’ sense of community and collaboration in mobile learning. Mobility and context capturing facilities can support learners to exchange information in daily life and further develop context-specific competences in an informal social community. This study first introduces the components of Mobile 2.0 learning and its unique characteristics. Next, the key elements driving Mobile 2.0 were illustrated by an example to show their processing flow. Finally, further research issues of Mobile 2.0 learning were proposed. It is hoped to provide readers a potential research blueprint by this study.
Relationship of Ubiquitous Technology Usage with Technology Competency
Authors: MAHMUD Rosnaini , SEDEK Muliati , JALIL Habibah , MOHD DAUD Shafee
Published: January 2025

The objectives of the study were to (i) identify the level of U-Tech usage, (ii) determine the undergraduates’ U-Tech competency level and (iii) determine whether there was a significant relationship between U-Tech usage and U-Tech competency. A total of 400 undergraduates from four faculties were randomly selected. The study employed the survey method in which the data were gathered through a 5 point-Likert scale questionnaire. The questionnaire consisted of 5 items (demographic information), 42 items (U-Tech usage) and 42 items (U-Tech competency) with the reliability of 0.958 for U-Tech usage and 0.971 for U-Tech competency. Data were analyzed descriptively (mean, percentage, frequency and standard deviation), and inferentially (Pearson correlation). The findings of this study revealed that majority of the undergraduates were at high level of U-Tech usage (mean = 4.39, SD = .895). The overall level of u-tech utilisation among the undergraduates was moderate, and the overall competency level of the undergraduate in using u-tech was observed to be moderate. Finally, results revealed that, there was a significant and positive relationship (r =0. 335; p<0.01) between the undergraduates’ use of U-Tech and their competency level.