bluuebunny/crossref_metadata_2025 huggingface dataset:
Computer-Supported Freewriting：Improving Writing Attitude and Idea Generation
Authors: HSU Shih-Hsun , LAO Andrew Chan-Chio , WANG Jen-Hang , CHANG An-Tien
Published: January 2025

Most students in Taiwan feel anxiety or suffering when teachers ask them to write compositions in class because writing might be viewed as a complex problem solving process and they often lack self-confidence in their writing abilities. Pre-writing has been recognized as especially relevant to successful writing at the beginning. Therefore, it is important to make students be willing to write something without fear at the pre-writing stage and improve their writing attitudes. The paper presents a computer-supported freewriting system (CSFWS) integrated with extensive reading pedagogy in order to improve their attitudes toward writing and to facilitate students’ writing idea generation. The results show that after participating freewriting activities by the proposed CSFWS system, students become more positive in writing attitudes. Namely, students have more confidence and willingness in writing in their daily school life. The study found that when the difficulty level of writing topic is corresponding to students’ writing abilities, students will be more productive. In addition, students’ diction in freewriting should be further evaluated.
Learning with Mario Bros: Living in virtual worlds outside the classroom
Authors: LACASA Pilar , MARTÍNEZ-BORDA Rut
Published: January 2025

This presentation examines, from an ethnographic perspective, how a 5 year old girl performs a process of reflection and implements certain strategies from her activity in a virtual world, supported by an adult. The data come from an ongoing case study aimed at examining children's representations that they constructed from their interactions with specific videogames. We will show how videogames, considered as cultural tools, create new communication environments which can be a good school for learning to think.
A Pen-Based System to Support Mathematics Problem Solving and Peer Assessment for Pupils
Authors: CHENG Solars, Y.W. , CHEN Edia, L.Y. , RAU Rey, R.Y. , WU Winston, M.C. , CHAN Tak-Wai
Published: January 2025

E-learning systems now currently existing almost using the mouse and keyboard to interact with learners. Apart from learners should waste time to learn how to manipulate the mouse and keyboard and also increase their cognitive loads on learning tasks. In the case of the teacher marking corrections on students’ homework, the teacher need to correct the same questions again and again by each student, and the teacher usually can only find whether their answers were right or wrong. In particular, when the answers were wrong, it is difficult for the teacher to understand the problem solving process and to grasp the bottlenecks the students encountered. In this study, the authors develop a pen-based system to assist students in mathematics problem solving. The system can record problem solving process and in peer assessment process, students can review the record by each other. The preliminary results showed students can use the system more naturally and learn different problem solving methods from the peers.
Scenario-Based MUVEs in the Science Classroom: Pre-service teachers’ perspectives
Authors: Kennedy-Clark Shannon , Reimann Peter
Published: January 2025

This paper presents the findings of a study on the understanding and attitudes of pre-service teachers in the use of scenario-based multi-user virtual environments in science education. The pre-service teachers involved in this study used a scenario-based multi-user virtual environment as part of a lecture on problem-based learning in science education and were then required to complete an open-ended questionnaire. Data from the questionnaire indicated that gender and current computer game use were both likely to have an effect the future use of virtual worlds in a classroom setting. Behavior management was also seen as a concern to pre-service teachers. The results of the study indicate that teachers are both aware of virtual worlds and have an understanding of both their potential advantages and challenges within a classroom setting.
Pattern-Based Knowledge Building in Learning Organizations
Authors: MATSCHKE Christina , MOSKALIUK Johannes , ARNOLD Franziska , CRESS Ulrike
Published: January 2025

Learning organizations strive to encourage knowledge exchange and knowledge building. Through externalization of knowledge into a shared digital artefact, individual knowledge is integrated into organizational knowledge. Through internalization, organizational knowledge is applied individually. Through discussion and collaborative revision of the artefact, organizational knowledge develops and thus again stimulates individual knowledge. Cress and Kimmerle [1] describe this process as co-evolution of individual and organizational knowledge. The current paper adopts the co-evolution model to knowledge-in-use, defined as complex knowledge needed for activities that are performed frequently. Such knowledge is often tacit and therefore difficult to externalize, internalize, or discuss. We propose that patterns facilitate the exchange of knowledge-in-use. The implementation of a pattern-based knowledge exchange tool in a large, decentralized organization is introduced.
A Computerized Approach to Group Discussion and Decision Making
Authors: MOTLAGH Omid , TANG Sai Hong , RAMLI Abdul Rahman , ISMAIL Napsiah
Published: January 2025

Today, collaborative learning in high-tech institutions is not limited to supply of material by instructors and merely its consumption by students. Instead, learning is viewed as a cooperative task involving group discussions and analysis of the supplied information. Group discussion takes different forms starting from primary school activities till collaborative research and development projects in universities. On the basis of this idea, this paper introduces a practical computerized model for analyzing different viewpoints of a group of individuals on a specific decision problem or a single fact of knowledge. The results are presented using an example of a decision problem including 10 factors where 3 decision makers discuss to reach a consensus over the finalized values of the factors.
Effects of Automatic Hidden Caption Classification on a Content-based Computer-Assisted Language Learning System for Foreign Language Listening
Authors: HSU Ching-Kun , CHANG Chih-Kai
Published: January 2025

This study develops a content-based computer-assisted language learning tool for training English listening through multimedia. The system automatically provides instant vocabulary translation and classification to users whenever they pause while watching videos. Experiments were conducted to compare the novel system with the traditional solution using a translation machine to support subtitle comprehension. The first goal of the novel system is to support listening comprehension, and the second goal is to confirm its usability. These two goals were successfully achieved in the study. Eye tracking was used to observe variations in gazing and reliance on subtitles. The results of vision analysis show that the degrees of reliance on subtitles remain unchanged.
Passive Capture for Ubiquitous Learning Log Using SenseCam
Authors: HOU Bin , OGATA Hiroaki , KUNITA Toma , LI Mengmeng , UOSAKI Noriko , YANO Yoneo
Published: January 2025

In our previous works, we developed a system named SCROLL in order to log, organize, recall and evaluate the learning log. However up to now, we just use an active mode to record logs. This means that a learner must take a capture of learned contents consciously and most of learning chances be lost unconsciously. In order to solve this problem, we started a project named PACALL (Passive Capture for Learning Log) in order to have a passive capture using SenseCam. With the help of SenseCam, learner’s activity can be captured as a series of images. We also developed a system to help a learner find the important images by analyzing sensor data and images processing technology. Finally, the selected images will be uploaded to the current SCROLL system as ubiquitous learning logs. This research suggests that SenseCam can be used to do passive capture of learning experiences and workload of reflection can be reduced by analyzing sensor data of SenseCam.
Developing a Real-time Interactive Social Learning Platform Across Classroom Borders
Authors: CHANG Shu-Hua , JENG Tay-Sheng , YANG Ya-Ting
Published: January 2025

In this paper, we have developed a real-time interactive social learning platform (ISLP) for higher education. The objective is to enhance interactive learning and accumulate knowledge for worldwide dissemination and idea sharing. ISLP combines the features of real-time recoding, synchronized broadcasting, note taking, and interactive timeline for interactive feedback and collaborative learning. The teaching and learning activities could be broadcast across different locations in time and space through use of the proposed platform.
A Study on a Method of Estimating the Difficulty of Quizzes Focused on Quiz Types
Authors: IKEDA Shinichi , TAKAGI Teruhiko , TAKAGI Masanori , TESHIGAWARA Yoshimi
Published: January 2025

In general, Item Response Theory (IRT) is used to quantify the difficulty level of quizzes. In order to estimate the difficulty level of the quizzes, students need to answer the quizzes in advance. However, it is hard to make students answer all quizzes in the item bank. Therefore, a method of estimating the difficulty level of not answered quizzes is studied. This study estimates the difficulty level of not answered quizzes by focusing on quiz types. Firstly, the relationship between quiz types and the difficulty level are analyzed. Next, from the result of the analyses, a procedure for estimating the difficulty level of quizzes focused on quiz types is discussed. The experiment results of comparing the proposed method with an IRT method showed that the value of the difficulty level estimated using the proposed method is close to the value estimated using IRT.
The Relevant Question and the Question of Relevance
Authors: MASON Jon , HOEL Tore
Published: January 2025

This paper brings together two perspectives on current developments in information and communications technology (ICT) utilized for the purposes of learning, education, and training (LET). One perspective is concerned with governance and legitimacy issues regarding the process and relevance of standards development; the other, is concerned with the role of discerning relevant questions in LET and the potential scope for innovation that might develop tools to support such discernment. Discussion of information systems architecture is introduced as a means to set the context and provide a framework for bringing together an overall narrative and coherence to these two perspectives. Questions initiated by „why‟ are of particular interest because they typically demand an explanation in natural language to satisfy the questioner. By focusing on „why‟ as a key „primitive‟ of enquiry the authors present an approach that might inform improved processes of ICT for LET (a.k.a ITLET) standardization.
Programs and Algorithm Learning Environment by Visualizing Relations among Program Codes, Operations and World Model
Authors: KOGURE Satoru , OKAMOTO Makoto , NOGUCHI Yasuhiro , KONISHI Tatuhiro , ITOH Yukihiro
Published: January 2025

We propose a method to construct an educational system that supports learners to relate their understanding on concrete operations to both generalized algorithm and program codes. The system has functions visualizing relations among program codes, a sequence of operations achieving the purpose of the target algorithm, and status of the domain world. We implement the system and perform preliminary experimental evaluation. The result suggests that our system has some educational effects as we expect.
Development of Virtual Exploratory Learning for Cyber Assistant Professor (CAP)
Authors: MATSUDA Hiroshi , SHINDO Yoshiaki
Published: January 2025

We have developed the education system named CAP (Cyber Assistant Professor) which is an interactive e-Education system based on the 3D-CG animation and voice synthesis. Further, we have developed the animation scenario language named CPSL3 (Cyber Person Scenario Language 3) to reduce a production cost of teaching materials. These were not easy for some of students to get to the correct answer for lack of knowledge about scientific terms, electric parts or chemical materials. To improve this situation, we have developed the new function named Virtual Exploratory Learning (VEL) in CPSL3 Tag-commands. We have practiced the Virtual Science Experiment in the junior high school. This paper reports these results and effectiveness of our system.
Knowledge Externalization Based on Differences of Solutions for Automatic generation of Multiple-choice Question
Authors: OGAWA Hisashi , KOBAYASHI Hiroki , MATSUDA Noriyuki , HIRASHIMA Tsukasa , TAKI Hirokazu
Published: January 2025

Abstract.We study about a method to describe knowledge for generating an adequate number of multiple-choice questions. We focus on the fact that instructors can easily explain concrete multiple-choice questions, even if they cannot describe the domain knowledge completely. We propose the Environment of Abstract Rule (EAR), which enables an instructor to describe abstract knowledge by explaining the difference among some concrete multiple-choice questions, and by representing the knowledge in the form of a diagram. In this paper, we describe the concept of EAR and report the results of a preliminary experiment in which we explored whether instructors could describe knowledge easily. As a result, we suggest that the EAR has the potential for generating appropriate knowledge.
Design of Interactive Computer-based Laboratory Tool for Inquiry-based Learning Environment
Authors: SRISAWASDI Niwat
Published: January 2025

Abstract. Introducing student to the culture of science research for developing conceptual understanding of scientific concepts, scientific inquiry, and nature of science has been so widely discussed in the recent reforms of science education, and technology-enhanced learning environments have been recognized as a vital approach in order to foster student scientific literacy. The purpose of this paper is to demonstrate how to design computer-based laboratory tool to support student practices of scientific inquiry. An interactive computer-based laboratory tool, called Nose Simulator, is illustrated on an example electronic nose application. In the end, the paper puts forward to the design consideration of a computer-based laboratory environment platform, which could provide references for developing computerized inquiry tool in school science education.
Investigating University Student Learning Conceptions and Approaches of Web- Searching
Authors: FENG Jui , SHIHB Meilun , KAOC Chia-Pin
Published: January 2025

Studies have shown that learners with more learning conceptions about their learning always have better learning outcomes. Nowadays while the majority of students who acquire information via using search engines or by visiting various websites, web-searching is not just a way of gathering information, but a process of learning. This study presented an investigation about current university students’ conceptions of and approaches to learning via web-searching. Through analyzing the data from the focus group and in-depth interviews, the findings revealed the following: First, almost all of the interviewed university students agreed that web-searching itself was a way of learning and it correlated to and coexisted with other learning activities. Moreover, almost all of the interviewed university students stated that the most valuable learning aspect of web-searching was the opportunity provided to do critical thinking and develop self-directed learning ability. Most of them self-declared that their web-searching skills were acquired through personal experiences toward web. It was suggested the curriculum should be designed to teach systematically to university students about how to learn from web-searching.
A Computer-Assisted Environment for Learning Function Finding
Authors: WONG Wing-Kwong , JHUANG Kai-Jie , LIEN Yunn-Wen , WU Chao-Jung
Published: January 2025

Inductive reasoning is an important domain-general skill for learning science and math, etc. Unfortunately, previous studies have pointed out that students still have many weaknesses, when they do the tasks of inductive reasoning. A web-based environment is designed to train their skills of inductive reasoning. The pedagogy of self-directed experimentation is adopted in the learning environment, in which learners are asked to express one variable as a function of another variable. Two input interfaces are used for the users to input expressions. The control group uses a traditional tool of expressing a dependent variable as a function of an independent variable. The experimental group uses a tool that can generate a new term by addition, subtraction or multiplication of two existing terms of expressions. Some interesting results are reported.
A Scenario-triggered Learning Environment with Augmented Reality for Situated Learning
Authors: JIANG Jyun Sian , CHEN Gwo-Dong , WU Chia-Jung , LEE Wan-Ju
Published: January 2025

In this paper, we propose AR-assisted digital learning playground that a teacher and students can stand around and complete tasks with a robot partner in the classroom. We applied Augmented Reality technology to conventional flashcards. AR cards serve as task toolkits that students use cards to trigger apt scenarios in the task. We assume that students can acquire knowledge by interacting with the apt scenarios shown on the screen. The result of the experiment depicts that this reflection-in-action learning mechanic yield relevant learning experience.
Revealing Students’ Behaviors in a Game-based Learning Environment: A Sequential Analysis Approach
Authors: LIAO Calvin C. Y. , CHEN Zhi-Hong , CHENG Hercy N. H. , CHAN Tak-Wai
Published: January 2025

Previous study developed a game-based learning environment, entitled My-Pet-My-Quest (MPMQ), for arithmetic practices. The purpose of this study is to understand the learning process of game-based learning in long-term real world. The study considered to define how the behavioral patterns be implemented and which coding scheme be used in the behavior analysis approach. For understanding students‘ behaviors in the environment, two processes were carried out. This study attempted to implement long-term intervention in an elementary after-school club as well as students‘ home, and then to analyze the learning process. Furthermore, this study adopted a sequential analysis approach, based on a designing framework, to help us examine and understand the each aspect of behaviors on students‘ learning and playing. These results can provide suggestions and references for the design of efficient learning environments in the future.
Improving the Scaffolds of a Mobile-assisted Chinese Character Forming Game with the SCAPE Framework
Authors: WONG Lung-Hsiang , LOOI Chee-Kit , BOTICKI Ivica , SUN Jizhen
Published: January 2025

Appropriate design of collaborative learning activities for students using 1:1 handheld devices can lead to peer scaffolding, building up students‟ collaborative skills. Building on such prior studies in mCSCL (mobile Computer Supported Collaborative Learning), we derived Chinese-PP, a novel design of in-class mobile synchronous collaborative learning game on constructions of Chinese characters from components, with the unique characteristic of spontaneous small group formations. In this paper, we propose a framework, namely, “SCaffold Analysis and Provision Envisioning” (SCAPE) to guide us in examining and refining/revising the interplay among various forms of scaffolding in the learning model across various Design-Based Research (DBR) cycles of our study on Chinese-PP. We believe a generalized SCAPE framework has the potential to inform TEL research in a structure to embark on the iterative process of enacting and redesigning the socio-techno-pedagogical frameworks developed by individual research projects.
A Support System for Research Trend Survey of Scientific Literature
Authors: YIN Chengjiu , TABATA Yoshiyuki , HASHIMOTO Kiyota , NAKATOH Tetsuya , HIROKAWA Sachio
Published: January 2025

We constructed a support system for research trend surveys not only to accelerate the preliminary step but also to let students have a better grips of trend progresses and keyword transitions. Our system dynamically searches relevant words that are frequently used in the targeted academic field and gives users effective visualizations to understand trend transitions.
Generator of Related Problem Sets for Intelligent Practice Supporting System
Authors: IIZUKA Daisuke , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

We have developed an intelligent educational system for high school chemistry, named Intelligent Practice Supporting System (IPSS). Exercise problems that existing IPSS can handle are designed independently of each other problems. However, teachers often design a set of problems that has a certain educational effect; for example, learners can focus difference of two materials by solving two problems on each of the materials. We call such set of problems “related problem set (RPS)”. To design RPS is not so easy task for teachers. In this paper, we propose a method to generate RPSs by transforming representations of problem solving process of an original problem. We add this function to IPSS, and extend IPSS to be able to propose an additional exercise using generated RPS.
Support for Concept Map Building based on Learner’s Building History
Authors: MIZUTA Youhei , HIRASHIMA Tsukasa , FUNAOI Hideo
Published: January 2025

In the framework of kit -build conc ept map, (1) a goal map is prepared by a teacher, (2) parts of the map is generated by decomposing the goal map, and then, (3) a learner makes a map (a learner map) by combining the parts. The learner map is diagnosed by comparing with the goal map. The di fferences between the learner map and the goal map should be resolved by the learner to complete the learner ’s map building. In this research , we have investigated a way to support the learner to resolve the dif ferences. Based on the analysis of learner ’s map building behavior, we have proposed three kinds of hints for learners, that is, (I) concept group -centered building, (II) specific concept -centered building, and (III) recently connected concept -centered building . We have implemented a function to gene rate these hints based on the learner ’s building history and conducted a preliminary evaluation of the function .
Towards a Bayesian Student Model for Detecting Decimal Misconceptions
Authors: GOGUADZE George , SOSNOVSKY Sergey , ISOTANI Seiji , MCLAREN Bruce M.
Published: January 2025

This paper describes the development and evaluation of a Bayesian network model of student misconceptions in the domain of decimals. The Bayesian model supports a remote adaptation service for an intelligent t utoring system within a project focused on adaptively presenting erroneous examples to students. We have evaluated the accuracy of the student model by comparing its predictions to the outcomes of the interactions of 255 students with the software. Student s’ logs were used for retrospective training of the Bayesian network parameters. The accuracy of the student model was evaluated from three different perspectives: its ability to predict the outcome of an individual student’s answer, the correctness of the answer, and the presence of a particular misconception. The results show that the model is capable of producing predictions of high accuracy (up to 87%).
Data-Driven Misconception Discovery in Constraint-based Intelligent Tutoring Systems
Authors: ELMADANI Myse , MATHEWS Moffat , MITROVIC Antonija
Published: January 2025

Students often have misconceptions in the domain they are studying. Misconception identification is a difficult task but allows teachers to create strategies to appropriately address misconceptions held by students. This project investigates a data-driven technique to discover students' misconceptions in interactions with constraint-based Intelligent Tutoring Systems (ITSs). This analysis has not previously been done. EER-Tutor is one such constraint-based ITS, which teaches conceptual database design using Enhanced Entity-Relationship (EER) data modelling. As with any ITS, a lot of data about each student's interaction within EER-Tutor are available: as individual student models, containing constraint histories, and logs, containing detailed information about each student action. This work can be extended to other ITSs and their relevant domains.
Designing Affective Pedagogical Agents: How learners' and agents' gender and age influence emotion in an online tutoring task
Authors: Hayashi Yugo
Published: January 2025

In designing pedagogical agents, it is important to understand what factors stimulate the learner's affect to enhance learning motivation. To do so, the present study investigated the influence of affective mood on gender types of the (1) learner and the (2) pedagogical agent through an online tutoring activity. Affective states were ascertained using a questionnaire constructed on the basis of Russell's (1980) two-dimensional affective model data for 16 times during the tutoring activities. The participants were 290 psychology students, who were made to perform a homework activity. The results of two experiments consistently revealed that male students were sensitive to the pleasantness bipolar and female students were sensitive to the activation bipolar.
Method for evaluating discussion status in online text discussions using network analysis
Authors: NIKI Kanako , FURUTA Takehiro , AKAKURA Takako , TOMOTO Takahito , NISHIHORI Yuri , NAGAOKA Keizo
Published: January 2025

We analyze text discussions with the aim of using statement data to assess the status of an in-progress discussion. We assume convergent discussions with three discussion status types: Publication, Active, and Convergent. Then we propose an automatic method for evaluating discussion status by network analysis. Experimental evaluation indicates that the method is useful. We also achieved positive results in comparison with manual analysis.
Analysis of Socratic Method in Computer Supported Dialog Games
Authors: YENGIN Ilker , FELLER Sebastian
Published: January 2025

In this paper we discuss the Socratic Method as a theoretical framework for a possible dialog game application in ICT. We assess if and if so to what extent the Socratic Method facilitates leaner motivation by highlighting key pedagogical aspects like facilitating self-regulated learning and high-level thinking in the learner.
An empirical study of user acceptance of lifelong learning on the move
Authors: GU Xiaoqing , FU Shirong
Published: January 2025

Mobile learning is the ongoing project that aims at fulfilling learning requirements in informal settings for Shanghai citizens. In order to understand whether users like using the mobile learning materials, an empirical study was conducted in a simulated field situation that was based on an integrated model. Fifty volunteers were recruited from the target population to participate in this study. The results showed that perceived quality had a significant influence on user satisfaction, as well as on individual intention to adopt. The findings of this study will help mobile learning content providers to develop learning materials based on an understanding of the perceptions of potential adopters.
The Effect of Prior Knowledge and Flow on the Understanding of Poetry in Game-Based Learning
Authors: LIANG Hsin-Yi , WU Sheng-Yi , CHEN Sherry Y.
Published: January 2025

Poetry is the most concise language, which is full of creativities. Reading poetry enhances imaginations. However, many teachers find it hard to teach poetry because of the lack of pedagogical role model and the difficulties of explanation. Moreover, the difficulties to interpret the meanings of poetry also decrease student’s learning motivation. On the other hand, game-based learning has been widely used to promote student learning. Thus, to improve students’ motivation and the level of their understandings of poetry, this study uses a game-based learning environment to guide students interpreting poetry. Previous research found that prior knowledge and flow have positive effects on student learning so this study also examines the effects of these two factors on the understandings of poetry in the game-based learning environment. The result shows that game-based learning improves students’ motivation to read poetry, but the ignorance of descriptions and the difficulty of games should be concerned to improve learning effectiveness.
Design of Penalties against Useless Plays in Educational Games
Authors: UMETSU Takanobu , BABA Tomoka , HIRASHIMA Tsukasa , TAKEUCH Akira
Published: January 2025

In this paper, we present a design of penalties against the action in contravention of the rule to discourage the tendency of unthinking and useless plays, observed while playing the automatically-generated educational games by our design method. Monitoring player’s activity and penalizing illegal moves are potential ways of preventing unconsidered activities. Because of the illegal moves and adequate penalties are strongly linked in each educational game, it is necessary to design the penalties individually for each educational game, therefore, we investigated the automatic design of penalties for educational games, generated by the EPIC method. We also introduce a function to automatically implement the penalties, and report the experimental evaluations of educational games with penalties.
Exploring Teachers as game-based learning courseware and scenario co-designers for enhancing student English learning
Authors: Young Shelley S. C. , Lin F.W.
Published: January 2025

The purpose of this study was to explore and describe how to transform the fixed text-based English learning materials into a flexible inviting and interesting online game-based courseware through the collaboration of a research team composed of three parties: school English teachers, experts from university and a software company that might not be possible otherwise. This paper describes the rationale of applying Universal Design for Learning (UDL) into the curriculum design, system frame work, and game scenario. In addition, a formative evaluation was conducted to the target students. The results of the evaluation indicate that most of the learners were positive to the game-based courseware design in terms of learning content and interface design. Further research is presented at the end of this study.
EFL Learners’ Cognitive Load of Learning Vocabulary on Mobile Phones
Authors: LIN Chih-cheng , YU Ya-chuan
Published: January 2025

The present study examined the effects of MMS vocabulary learning and the extent of cognitive load in different multimedia modes. This study of within-subject design recruited 32 eighth graders in central Taiwan to study 36 target words divided into four sets. Each set was presented in one of the four multimedia modes: text, text-audio, text-picture, and text-audio-picture. Immediately after learning each set all participants took a vocabulary test and a cognitive load questionnaire; and, they took a delayed test after two weeks. The results of ANOVA showed no significant differences in vocabulary gains and retention among the four modes, but in cognitive load. The text-audio-picture mode imposed lower load on our adolescents than the text mode and the text-picture mode; also, the text-audio mode induced lower cognitive load on learning than the text mode. Semantic simplicity in the target words and our learners’ repeated exposures could contribute to leveling off the differences in vocabulary gains and retention. Audio references, on the other hand, helped our learners associate forms with sounds and enhanced the input from an additional channel. The findings not only supported features of portability and immediacy in mobile learning but also confirmed the modality effect and the temporal contiguity effect of content presentations in multimedia learning.
Personalized Automatic Quiz Generation Based on Proficiency Level Estimation
Authors: Huang Yi-Ting , Chen Meng Chang , Sun Yeali S.
Published: January 2025

Recent years have seen increased attention given to computer-aided question generation for language student testing and evaluation. However, this approach often directly provides examinees with exhaustive questions. This is inappropriate, because these questions are not designed for any specific testing purpose. In this work, we present a personalized automatic quiz generation model that generates multiple-choice questions at various difficulty levels and categories, including grammar, vocabulary, and reading comprehension. We combined this model with a quiz strategy for estimating examinee proficiency and question selection. The proficiency is estimated using Exponential Moving Average, combining the test responses with a student’s past history. The results show that the subjects in the experimental group corrected their mistakes more frequently as well as answered more difficult questions than the control group. The experimental group also demonstrated the most progress between the pre-test and post-test. In addition, most of subjects agree the quality of the generated questions in the questionnaire analysis.
Evaluating Potential Effects of Digital Storytelling Websites for Promoting EFL Young Learners’ Writing Skills
Authors: Kuo Feng-lan , Chiang Heien-kun , Lin Yue-ru , Cao Ya-han , Yen Huei-hsun
Published: January 2025

In this paper, based on the evaluation criteria proposed by Chapelle (2001) the five researchers evaluated three digital storytelling websites for promoting writing skills for EFL young learners. Among the evaluated websites of StoryJumper, Tikatok, and Storybird, Storybird was found to be the most appropriate website due to better learner fit, better teacher fit, and the extra provided functions of “Class Library” and “Discussion”.
Assessing English as a Second Language: From Classroom Data to a Competence-Based Open Learner Model
Authors: BULL Susan , WASSON Barbara , KICKMEIER-RUST Michael , JOHNSON Matthew D. , MOE Eli , HANSEN Cecilie , MEISSL-EGGHART Gerhilde , HAMMERMUELLER Klaus
Published: January 2025

With the increase of ICT in classrooms comes much data that can be used for evidence-based assessment. We focus on harnessing and interpreting this data to empower teachers in formative assessment. We describe e-assessment of English as a Second Language and illustrate how we move from data collected in classroom activities, through an automated assessment method, to visualising competence levels in an open learner model.
Voice-based Computer-mediated Communication (VCMC): An Exploratory Study on EFL Students’ Perceptions and the First Language Use for Oral Practice
Authors: SHIH Mei-Jen Audrey , WANG Shih-Ting , YANG Jie Chi
Published: January 2025

A consideration to gradually boost students’ willingness to communicate in the target language (L2) within the EFL instruction is seen to be an important preliminary to encourage EFL students to be able to have more English oral practice and product. While EFL students are in sharing and discussion in pairs or in groups, the intervention of the mother tongue (L1) use, as well as their background information in terms of confidence in English use and challenge in English use, might affect students’ perceptions for English oral practice. In order to provide an efficient English speaking setting, a means of integrating synchronous computer-mediated communication in the instructional setting is employed to facilitate pairs and groups sharing. To this end, the aim of the study is to examine the relations of students’ perceptions on oral practice within their background and the intervention of L1 use in the integrated EFL learning setting. 195 senior high school students were recruited after engaging in the semester-long English speaking class. Based on a prior study qualitatively conducting students’ feedback in this learning process, a questionnaire, Perception for Synchronous Oral Computer-mediated Communication Questionnaire (PSOCMC) is developed. The findings demonstrate six factors revealed in terms of interactiveness, autonomy in English use, clarity of audio processing, intermediary of technology, instant support, and efficiency are analyzed and adopted for investigation. It shows the L1 use in students’ sharing would affect them being autonomous in English use, and an indispensable role of confidence in English use in the EFL in-class environment.
Affective States Arising from the Removal of Captioning Support in EFL Multimedia Environments
Authors: LEVERIDGE Aubrey Neil , YANG Jie Chi
Published: January 2025

This study explores affective states resulting from the removal or absence of captioning support in movies for the instruction of English as a foreign language listening comprehension. It aims to provide evidence of different affective states, which arise from the removal of this support, according to levels of proficiency. Prior knowledge of these states may enable EFL instructors and course designers to weigh the costs of exposing learners to this support and prepare learners for possible negative effects, avoiding any negative emotions, which may affect learning.
Development and Evaluation of ASR-based Speaking System to Support English Proverbs Learning
Authors: Wang Yi Hsuan , Young Shelley Shwu Ching , Wei Chi-Ting
Published: January 2025

In this study, the researchers from different background cooperatively completed the interdisciplinary research. The aim of this study was to explore a CALL system by combining the speech recognition (ASR) technology with English learning in the hope that the state-of-the-art technology could provide learners with more opportunities of bi-directional language learning in both of formal and informal English learning. The ASR-based CALL system was constructed which provided learners with the opportunities to practice English speaking with immediate diagnosis of their utterance and three levels of pedagogical feedback was embodied to assist learners enhancing English speaking. The quasi-experimental design was adopted in this study and a total of 32 Taiwanese students participated in the experiment. The results revealed that using the ASR-based CALL system in learning had positive effects on learners’ speaking performance especially and students had positive attitude toward using the ASR-based system for language learning. Moreover, the three-level corrective feedback of the ASR-based CALL system could help students to improve language faults.
TPACK-in-Action: An Innovative Model to Help English Teachers Integrate CALL
Authors: TAI Shu-Ju Diana , CHUANG Hsueh-Hua
Published: January 2025

In this paper, we propose a TPACK-in-Action model to guide the design of the CALL Workshop in helping inservice English teachers develop their TPACK proficiency and integrate CALL in their classrooms. Following the five steps design: (1) Modeling; (2) Analysis; (3) Demonstration; (4) Application; and (5) Reflection, the workshop centers at helping teachers learn to integrate CALL by doing CALL within the TPACK framework [22]. In other words, the workshop aims for teachers to walk away knowing how to teach with technology with pedagogical decisions as well as to transfer what they have learned in the workshop to their teaching in classrooms.
Exploring the effects of using mixed-modality vocabulary learning strategy on vocabulary retention
Authors: OU YANG Fang-Chuan , LIU Kuo-Yu
Published: January 2025

This study investigated the effects of mixed-modality vocabulary learning strategy use on vocabulary retention. To fulfill the purposes of this study, a CALL system called MyEVA was employed. A within-subjects experiment was conducted to examine the effects of three vocabulary learning tools: MyEVA, internet dictionary, and traditional paper-based dictionary. The findings indicate that mixed-modality with preference strategy setting stimulates the greatest vocabulary acquisition and the best retention for L2 students.
Automatic Exercise Generation in an Essay Scoring System
Authors: ALDABE Itziar , MARITXALAR Montse , PEREZ DE VIÑASPRE Olatz , URIA Larraitz
Published: January 2025

In this paper, we present an automated essay scoring system for language learners to improve their writing skills. The system combines statistical and Natural Language Processing (NLP) techniques to compute the evaluation measures of the essays. It also incorporates a module to automatically generate multiple-choice questions (MCQ) to test the language level in Basque. The automatic generation of the options that constitute the MCQs is based on the linguistic information compiled in the rules written for a Basque grammar checker, which detects, among others, determiner errors.
Comparing Enactments of a Collaborative Writing Activity in a Networked Language Learning Classroom
Authors: Wen Yun , Chen Wenli , Looi Chee-Kit
Published: January 2025

Good learning activity designs do not guarantee effective classroom orchestration by the teacher. Enactments of the same learning activity design may vary greatly among different teachers. This study compares two teachers’ enactments of a collaborative learning activity in a L2 writing classroom supported by a networked technology called Group Scribbles (GS). Plausible factors of teacher’s moves and actions that impact the different enactments are identified and discussed, including articulating the objective of activity explicitly, providing improvised formative assessment and scaffolding to support students’ work on an ongoing basis, and controlling the tempo of the activity and maintaining students’ enthusiasm.
Using Kinect to Track Learning Behavior of Students in the Classroom as Video Portfolio to Enhance Reflection Learning
Authors: LIEN Chuan-Ling , HUANG Ching-Yi , WANG Chin-Yeh , CHEN Gwo-Dong
Published: January 2025

We propose a novel approach to produce video portfolios in the classroom, allowing student’s whole body, which was captured by a Microsoft Kinect appear in a rich and context-sensitive background. The purpose of the study was to investigate this proposed system could impact on various learning style students' cognition and metacognition. The system makes the student have chance to examine and evaluate on one's own and then promotes metacognition. Experimental results indicated a variety of learning styles do affect the performance of learners, especially reflective and sense of style, metacognitive have a significant upgrade capacity by using the system.
Virtual Learning Environments in Primary Schools–Using Learning Theory to Develop an Interactive Virtual Medium
Authors: Al-Shammari Eiman Tamah
Published: January 2025

Virtual Learning Environments (VLEs) bring traditional educational strategies into the 21st century by using technology as a deployment method. Online environments can be utilized alone or in conjunction with face-to-face instruction to develop a robust educational paradigm that is tailored to the students' needs. This paper intends to describe how learning theories recently applied in traditional classrooms can be transferred to an interactive virtual medium to achieve this paradigm. In addition, this paper also demonstrates how the practical model of Piaget's Constructivist Theory of Learning and Vygotsky's Zone of Proximal Development, and their related strategies, could be applied to achieve a set of specific and effective e-learning objectives. This paper will also discuss identify how these strategies can be used to develop a VLE appropriate for primary schools.
Development of STEAM program Math centered for Middle School Students
Authors: Kim EunJung , Kim SunHoi , Nam DongSoo , Lee TaeWuk
Published: January 2025

Now as a society of knowledge and information , it is required the develoment of autonomous and creative human resources that can create new intellectual value using the knowledge and information given by rather than simply memorizing the knowledge. In terms of development of creativity, mathematics is a very important subject. However, many students do not feel the need and the value of mathematics and they just study without any interests. So looking at the buzzword of these days, STEAM . STEAM is the fusion of five fields of studies which are science, technology, engineering, art, mathematics. In the early advanced study it can be seen that using STEAM , education has a positive impact on attitudes and interests . And computer programming enhances students' algorithmic thinking in mathematics. Therefore, this research wants to develop STEAM program centered with mathematics using scratch to improve the mathematical interests of students.
Digital Classrooms for Developing Subject Knowledge, Information Literacy and Twenty-first Century Skills
Authors: KONG Siu Cheung
Published: January 2025

A study was conducted for creating digital classrooms to support students to learn subject knowledge and develop information literacy competency as well as critical thinking skills. A total of 144 students in four Secondary 1 classes in a secondary school in Hong Kong were invited to participate in the study. In the 12 trial lessons, every three students shared a Tablet PC for learning the topic “Air Pollution Problems in Hong Kong” in the Integrated Humanities subject. After the trial teaching, the students and teachers were interviewed about their perception of the support from the designed digital classrooms. The study found that the students and teachers positively perceived the support from the designed digital classrooms on developing subject knowledge, information literacy competency and critical thinking skills. Three recommendations are made for enhancing the pedagogical designs in digital classrooms that emphasize the use of mobile technology.
Analyzing ICT literacy of German Teachers: Focusing age and gender issues as well as identifying knowledge levels
Authors: ZYLKA Johannes
Published: January 2025

Owing to the increasingly fast development of media and especially the advancement of computer technology in recent decades, the topic of ICT integration in classrooms is being intensively discussed on different levels and media educators argue about the missing link between school education and the use of ICT in schools. In this respect, ICT-related competencies of teachers are supposed to play an important role, but approaches assessing ICT-related competencies – in general as well as in terms of the teacher profession – rarely exist and, thus, extensive data on ICT literacy of teachers is missing. The presented article focuses on identifying ICT knowledge of German teachers and teacher trainees, taken as a central aspect of media and ICT literacy, and in this respect especially addresses age-related and gender issues as well as different levels of ICT knowledge.
Investigating how to design interactive learning environments to support students’ learning of upper secondary and university math
Authors: MEHANOVIC Sanela , SPIKOL Daniel
Published: January 2025

Students’ difficulties in learning of mathematics have for a long time, been investigated by researchers in different fields. Within educational research there are claims that technological tools appropriately integrated in students’ mathematical work can support their understanding of a wide range of concepts in mathematics. This paper reports on the initial investigation for the design of Interactive Learning Environments (ILE) to support students’ learning of mathematics. The project is guided by the notion of Design Based Research (DBR) and aims to explore how to design ILE that support students’ understanding of integrals in particular. The initial study was conducted at a Swedish university with 10 students in 4 groups. The study confirmed difficulties in students’ understanding of integrals as reported in educational literature and provides a set of design aims for the next iteration of the ILE to support the learning.