bluuebunny/crossref_metadata_2025 huggingface dataset:
Monitoring System for the Semi-Automatic Evaluation of Programs Written During Classroom Lectures
Authors: KOGURE Satoru , NAKAMURA Riki , MAKINO Kanae , YAMASHITA Koichi , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this study, we developed a programming practice monitoring system to facilitate teachers’ giving appropriate instructions to students at the right time during classroom lectures. To help teachers to provide appropriate instruction to learners, we identified parameters that would be useful for teachers during programming practice in classroom lecture. We constructed a programming practice monitoring system with five functions. The system automatically acquired the programs written by students to evaluate their performance using the five functions. We allowed four subjects to test our proposed monitoring system during a simulation of a classroom lecture.
Revealing the Learning Effectiveness of Social Tagging in an On-line Reading Learning Environment
Authors: CHEN Jun Ming , CHEN Meng Chang , SUN Yeali
Published: January 2025

With the emergence of Web 2.0, social tagging provides an opportunity to help learners to share, organize, and manage the learning information from reading materials. Moreover, a tag-based learning system can enable them to complete their learning activities in an effective and efficient way through the use of web 2.0 social tagging technologies. However, few studies have directly discussed why social tagging can benefit from user-generated tags in reading learning. Therefore, this paper first explores the use of effective social tagging learning to help students not only improve their understanding of the English material that they read, but also develop their ability to read well. We then investigate how to apply tag-based learning to help learners focus on studying the resources and make sense of the material and remember it more easily. The experimental results showed that tag-based learning can improve users’ efficiency in reading learning.
MOOCs’ Structure and Knowledge Management
Authors: VIBERG Olga , MESSINA DAHLBERG Giulia
Published: January 2025

This is a reflection paper that discusses the notion of knowledge management in massive online open courses (MOOCs). We explain MOOCs’ structure in terms of representations of participants’ minds (both designers and learners), where knowing is understood as a process and a result of sociotechnical construction, rather than purely social construction mediated by users and learning tools.By applying Walsham’s human-centered view of knowledge (2001) we problematise the nature of MOOCs in relation to individuals’ knowledge management. Such a view emphasises issues of representations in relation to humans’ know ledge construction. This paper is organised as follows: firstly, pedagogical assumptions of MOOCs are discussed; secondly, the notion of sense making in a MOOC context is focused; thirdly, social learning analytics (SLA) is suggested as a key institutional asset to approach individuals’ knowledge management. Our analysis suggests that the distributed and fragmented nature of MOOCs sets the scene for a number of challenges in regard to assessment, knowledge management and pedagogy in MOOCs. Due to the diverse social contexts and learners’ cultural backgrounds, we believe that it is a rather problematic enterprise for MOOCs’ designers and learners to attempt to find a unified pedagogical model. Consequently MOOCs are understood as a part of embryonic and emerging open, social learning, which focuses learner activity in a social setting. Finally we conclude by arguing that the sense making in MOOCs is likely to take place in a liminal space, between individuals’ sense giving and sense reading processes.
A Private Cloud Environment for Teaching Search Engine Construction
Authors: ITO Eisuke , FLANAGAN Brendan , YIN Chengjiu , NAKATOH Tetsuya , HIROKAWA Sachio
Published: January 2025

Kyushu University installed a private cloud system, named “campus cloud system”, using VCL and CloudStack. For a graduate school exercise course on web search engine, the authors prepared a virtual machine on VCL, which had apache web server and GETA indexer preinstalled. This paper introduces an outline of the cloud system, the exercise, and also reports advantages and disadvantages of cloud based education.
Evaluation of an Algorithm and Program ming Learning Support Environment based on Classroom Practices
Authors: KOGURE Satoru , OKAMOTO Makoto , YAMASHITA Koichi , NOGUCHI Yasuhiro , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe an algorithm and programming learning environment by illustrating the relationships among programs, target domains, and operations. Our proposed learning environment supports software programming learners in understanding code that includes nested loops by using a function that visualizes the differences in the target domain's state before and after executing a sequence of operations. We evaluate this environment in the classroom, and the results suggest that the proposed environment improves the understanding of programming beginners.
The Accessibility of Learning Management Systems from Teachers’ Perspective
Authors: CHEN Weiqin , SANDERSON Norun , KESSEL Siri
Published: January 2025

The study presented in this paper focuses on the accessibility of Learning Management Systems (LMSs) from teachers’ perspective. We seek to identify accessibility issues and propose possible i mprovements. Based on universal design principles and guidelines, this study adopts heuristic evaluation method and collects qualitative data on the accessibility of one popular open source LMS, Moodle. Data analysis shows that although Moodle has paid much attention to accessibility, the level of conformance to the ATAG guidelines is still low and many accessibility issues remain unsolved. These issues must be addressed in order for teachers with physical disabilities to be able to use the system efficiently.
Understanding Software Ecosystems for Technology-Enhanced Learning – a Case Study
Authors: PETTERSSON Oskar , ANDERSSON Jesper , MILRAD Marcelo
Published: January 2025

The increased use of information and communication technologies (ICT) in schools promises up-to-date, interactive and collaborative learning content. However, this has proved difficult to fulfill as the requirements from students and teachers combined with devices in a variety of contexts are expensive to meet. Software reuse is a proven way to decrease development time. This paper explores the characteristics of a software ecosystem approach to cater for a new digital school and presents an enhanced reference model developed for the field of technology-enhanced learning (TEL).
Cycling Student-Centered Digital Materials as Model of Enhancing Active Learning Environment
Authors: ZANATY Hussein , EISAKA Toshio
Published: January 2025

This paper provides Cycling Student-Centered Digital Materials (CSCDM) as a model of enhancing active learning environment. The paper introduces three learning phases, Form, In-form and Re-form (FIR) with the 6E model; Engagement, Exploration, Explanation, Elaboration, Evaluation, and Evolution as a learning guide for elementary students in Japan to enhance their motivation and relevance. The CSCDM is designed for twofold; a) to provide intrinsic motivation and learning contents for effective-active learning environment of language and cross culture awareness; and b) Task directions to serve as the learning guide to place student in role more on a long-life educator than on conventional classroom. Within this framework, authors applied the CSCDM design for 5th grade elementary students in an experimental group. The implementation of this study includes three phases; forming digital materials with student-centered engagement, in-forming groups’ presentation and correction of languages used, and re-forming new learning contents based on international partner requested topic. Questionnaire in before and after form illustrated the results of CSCDM phases. The results showed a significant learning gain improvement for experimental group with CSCDM method than for control group without it.
Ontological Descriptions of Statistical Models for Sharing Knowledge of Academic Emotions
Authors: MURAMATSU Keiichi , MATSUI Tatsunori
Published: January 2025

Many studies have been conducted during the last two decades examining learner reactions within e-learning environments. In an effort to assist learners in their scholastic activities, these studies have attempted to understand learner mental states by analyzing participants’ facial images, eye movements, and other physiological indices and data. To add to this growing body of research, we have been developing IMS (Intelligent Mentoring System) which performs automatic mentoring by using an ITS (Intelligent Tutoring System) to scaffold learning activities and an ontology to provide a specification of learner’s models. To identify learner mental states, the ontology operates based on theoretical and data-driven knowledge of emotions. In this study, we use statistical models to examine constructs of emotions evaluated in previous psychological studies, and then produce a construct of academic boredom.
Evaluation of the Effectiveness of a Digital Microscope System with Tabletop Interface in a Science Class
Authors: MORITA Kazuyuki , SETOZAKI Norio , MORITA Yusuke
Published: January 2025

This study examined the effects of utilizing a digital microscope system with tabletop interface in an elementary school science class. The findings show that the equipment was more effective than optical microscopes for microscopic observation tasks such as finding, focusing, and sketching.
Audio Subtitle Mapping System between Slide and Subtitles by Co-occurrence Graphs on VOD Lecture
Authors: SAKANE Kohei , KOBAYASHI Nobuyuki , Hiromitsu Hiromitsu , KITGAWA Fumio
Published: January 2025

Many VOD lectures are played alongside a video, making it difficult to understand some content due to mishearing something or not catching the sound on a slide. Therefore, the ability to display audio subtitles that explain data or paragraphs on slides may improve student understanding of some lectures. This system will generate co-occurrence graphs for each paragraph and subtitle on a slide (Microsoft PowerPoint), and depending on the type of co-occurrence graph, and seek correspondence relations. These correspondence relations are used to support understanding of audio information by converting it to textual data and presenting displays and printouts of explanatory information on subtitles for each part of a slide.
An Online Course for Active Participation and Interactive Learning: An Exploratory Study
Authors: WANG Qiyun , LI Wehao
Published: January 2025

Learning is a highly social process. However, Asian students are often found quiet and passive in the classroom. How to promote their active participation and interactive learning becomes a challenge. In this study, a course that was previously conducted in the face-to-face classroom was redesigned and conducted online. This paper describes the design of the course from pedagogical, social, and technical aspects, and presents the students’ perceptions of the design and implementation. Results show that students became more active and interactive; technical infrastructure played a critical role; and monitoring students’ participation and engagement was a new challenge in the course implementation process.
Learning Log Dashboard: to see your own progress
Authors: LKHAGVASUREN Erdenesaikhan , MATSUURA Kenji , MOURI Kousuke , OGATA Hiroaki
Published: January 2025

This paper proposes a learning log dashboard interface design issues for a mobile learning system called SCROLL (System for Capturing and Reusing Ubiquitous Learning Log). SCROLL allows learners to record and share their daily learning experiences as ULL (ubiquitous learning logs) with locations, photos, words, sentences and/or videos using their smartphones. Moreover SCROLL provides quiz that are generated from ULL so that they can remember past learning experiences. Learners add many words, photos on their account and always repeat this action, like as continuous training. It will be sometimes happened forgetting quiz even works on those words in the past. The overall goal of this learning log dashboard is to enable learners to reflect on their own activity, to reinforce what they have learned and to learn from each other. Learners also can see the information about her/his progress on learning log dashboard.
Supporting E-Learning in Computer-poor Environments by Combining OER, Cloud Services and Mobile Learning
Authors: MWENDIA Simon Nyaga , MANSKE Sven , HOPPE H. Ulrich
Published: January 2025

Research supervision is an important type of support for advanced students when engaged in study projects or in writing their final theses. One of the most common complaints from research students is erratic or infrequent contact with supervisors, who might be too busy with other responsibilities or are not present frequently enough . High proliferation of mobile phones(i.e. 'mobile-rich') but no computer prevalence (i.e. 'computer-poor') in African countries calls for using mobile technologies to address this challenge. However, limitations of mobile devices (such as usage cost, memory capacity and small screen) are some of the barriers for mobile learning adoption. In this paper, we combine mobile learning with OER and Cloud Computing Services to enhance supervisors’ availability to their research students, who are in 'mobile-rich' but 'computer-poor ' learning settings typical for African universities.
Revised Computer Game Attitude Scale
Authors: CHANG Maiga , KUO Rita , LIU Eric Zhi-Feng
Published: January 2025

In order to fit students' needs, an accurate computer game attitude scale is needed so teachers and researchers can know among their students who can really benefit from the use of educational games. In this paper, the research team analyzes 218 students' responses of a revised computer game attitude scale and finds their computer game attitude relationships and differences among gender, grade, preferred gaming way and game playing experience.
Gamification in Academia Practice – What Motivate Users Most
Authors: KUO Ming-Shiou , CHUANG Tsung-Yen , CHUANG Ting-Chieh , CHEN Po-Yu , LIN Hsin-Chih
Published: January 2025

Gamification is the use of game design elements and game mechanisms in non-game context to increase audience’s motivation and engagement. Not only being applied on the commercial market to attract consumers, gamification is also used in educational context by teachers to help keeping students engaged and motivated in the physical classrooms. This paper furthermore upraises the discussion of how the gamification strategies can be implemented online for a website with academic purposes to retain its members, and what of which are the members’ most concerns a designer should adapt to if time and resource are limited. Examples are given and an online survey of 73 subjects with empirical experience was conduct to reveal that among those game mechanisms proposed, the graphical feedbacks are the subjects’ most concerns, followed by the gamified theme activity and discussion board. For websites which are not gameplay purposed this paper could provide useful suggestions for the designers who try to use gamification for enhancing the audience’s participation and enthusiasm, even for educational purposes.
Learning English Words via Visual Media using Tablet PCs
Authors: Sumi Kaoru , Kazuhara Ayaka
Published: January 2025

A tablet PC system using an etymological memorization method with animations can enable Japanese children to memorize English words. The system specifically helps with memorization of compound nouns, which are combination of two simple nouns, for animals. For each noun it shows an animation with a narration produced by a voice synthesizer, followed by an animation showing the compound noun, again with narration. The system was experimentally evaluated by comparing the effectiveness of using animation, pictures, and text.
SHIVA: Virtual Sculpting and 3D Printing for Disabled Children
Authors: MCLOUGHLIN Leigh , FRYAZINOV Oleg , MOSELEY Mark , SANCHEZ Mathieu , ADZHIEV Valery , COMNINOS Peter , PASKO Alexander
Published: January 2025

In this paper we present the SHIVA project which was designed to provide virtual sculpting tools for children with complex disabilities, to allow them to engage with artistic and creative activities that they might otherwise never be able to access. Modern 3D printing then allows us to physically build their creations. To achieve this, we combined our expertise in education, accessible technology, user interfaces and geometric modelling. We built a generic accessible graphical user interface (GUI), a suitable geometric modelling system and used these to produce two prototype modelling systems. These tools were deployed in a school for students with disabilities and are being used for a variety of educational purposes. In this paper, we present the project's motivations, approach and implementation details together with initial results, including 3D printed objects designed by children with disabilities.
Real-time Feedback Systems in a Foreign Language Teaching: A Case of Presentation Course
Authors: ONO Yuichi , ISHIHARA Manabu , HIROKAWA Sachio , YAMASHIRO Mitsuo
Published: January 2025

This paper is concerned with a new type of real-time feedback system in a classroom based on the text data collected from the audience. After reviewing two traditional approaches to real-time feedback; the Clicker Approach and the Forum Approach, it will be suggested that either of them is insufficient as a tool to motivate the learners in a case of presentation course. Instead, we propose two systems on the basis of text-mining technique to compensate for these insuffiencies. The first is a “Keyword and Frequency” system and the other is “Mind-mapping” system. In this paper, we describe the details of the systems. By being presented the keywords and data on frequency, the presenters can easily understand about the general feedback tendencies. In addition, the mind-map picture gives the presenters the opportunities of promoting a new awareness, various kinds of discoveries, and a deeper reflection about their works. Totally, our system can be incorporated into Learning Management System (LMS), and it has a large potential for further use in a distant learning environment to capture an overall reaction from the audience all over the world.
Using an online social network site as a learning community to enhance EFL learners’ cultural awareness
Authors: CHEN HSIEH Ming-Yi , WU Wen-Chi Vivian , CHAO Yu-Chuan Joni , CHEN Chun-Lan
Published: January 2025

EFL students suffer from low awareness of the target culture and low actual intercultural communicative competence due to an insufficient input and decontextualized learning environment; the current study, therefore, aimed to use Internet social networking, specifically Facebook, as a learning community framework to enhance EFL students’ cultural awareness via cross-cultural interaction with American e-pals. The participants were 15 English majored students in Taiwan and 20 undergraduate students in the U.S. The participants were asked to engage in cross-cultural communication on chosen topics (self-introduction, school life, and Taiwanese night markets or American county fairs) with the American students. A mixed method of qualitative and quantitative research was employed to analyze the data. While qualitative data included focus group interviews and reflective papers, quantitative data consisted of evaluation of the students’ cultural awareness. The major findings were: (1) Students demonstrated a moderate level of cultural awareness, (2) Using Facebook helped students to overcome the differences in time zones, to gain in cultural awareness, to clarify stereotypes, and to recognize their improvements, (3) Students found benefits in the comfortable learning environment, including classroom atmosphere, cultural awareness, authentic readers, writing skills, motivation, and autonomous learning. In conclusion, the results revealed the merits of creating an online learning community for EFL students. In addition, the framework of the instructional design provides researchers and instructors with directions to enhance the cultural awareness of students in an English writing class.
A2I: A Model for Teacher Training in Constructive Alignment for Use of ICT in Engineering Education
Authors: Warriem Jayakrishnan Madathil , Murthy Sahana , Iyer Sridhar
Published: January 2025

The outcome-based approach of education requires engineering faculty to be able to align the student learning objectives with their instructional and assessment strategies. With the increasing use of educational technology, faculty technology integration also becomes an essential part of this alignment. Though there exists instances of training programmes that help faculty to achieve this alignment and integration, there are no validated frameworks or models that will enable teacher educators to prepare good instructional development programmes for the faculty. Attain-Align-Integrate (A2I) is a model for teacher educators to create short-term training programmes (STTP) to achieve constructive alignment in use of Information and Communication Technology. In this paper we describe the model, its key features, then the instantiation of the model as a STTP. Following this, the evaluation of the STTP is described to explain the utility of the model for attaining faculty professional development goals. The results of STTP indicate that participants have shifted from a teachercentric instructional strategy to a student-centered one, however they require more practice in the alignment to integrate it completely within their teaching learning environment.
University Teachers’ Needs of Support for Designing and Preparation of Courses: A Focus on Differences by Academic Discipline and Rank
Authors: KONNO Fumiko , MITSUISHI Takashi
Published: January 2025

In order to clarify the specific support needs of university teachers for the design and preparation of courses, and to incorporate these fundamental data into developing effective and practical programs or ICT tools for Professional Development, this paper analyses differences according to the academic ranks and disciplines of survey respondents. The authors conducted a university-wide survey in 2012 targeting faculty members at Tohoku University. Results show that the need for orientation sessions, seminars, and counseling is higher among teachers in their early career phases, such as for Lecturers and Assistant Professors. On the other hand, teachers regardless of their academic rank or discipline have certain needs such as “Digitization of teaching materials” and “Classroom observations of other teachers’ lessons (by video)”. Although the percentage is not high, the need for “Reflection or reviewing of own teaching” is considered common across all academic ranks and disciplines. In contrast, a need for “Classroom observations of other teachers’ lesson (by video)” is less needed by Professors. It is expected that Professors might already have enough experience in teaching and prefer learning from their own practice rather than from others in seminars or teaching observations. These differences are considered to have a relation to a teacher’s approach to course design. It is necessary to consider these differences and commonalities among teachers when we develop practical support systems or programs for university teachers.
Using the ePortfolio System to Foster Student Self-regulated Learning
Authors: NGUYEN Lap Trung , IKEDA Mitsuru
Published: January 2025

This research explores the effects of using ePortfolio systems on student self-regulated learning. An ePortfolio system was developed based on self-regulated learning models and the relations among ePortfolio, competency, and self-regulated learning models. Then, the ePortfolio system was used for designing a learning model for self-regulated learning. The first experiments of the model were conducted in software engineering courses at the Hoa Sen University, Vietnam. The surveys with the Motivated Strategies for Learning Questionnaire (MSLQ) were conducted at the beginning and at the end of the courses. The differences in MSLQ scales between pre- and post-tests, and between control and experimental groups were evaluated. In addition, the trace data of learning was also analyzed in order to evaluate the effects of the learning model on student self-regulated learning. The results show that students could implement and link self-regulated learning processes in the ePortfolio system. In addition, the scores of MSLQ scales improved after applying the ePortfolio-based learning model in the courses. In conclusion, the ePortfolio system and the proposed learning model had positive effects on students’ self-regulated learning skills.
The Flipped Classroom: Factors of Self-regulated Learning Affecting Students’ Learning Effects
Authors: LIU Kuo-Yu
Published: January 2025

This study investigates how students’ self-regulated learning affect their learning satisfaction and performance within flipped classroom courses. Eighty–eight undergraduate computer science students taking a flipped classroom course from a private university in the Central Taiwan participated in the study. A Web–based questionnaire was used to collect data on students’ demographics, self-regulated learning as well as learning satisfaction and performance. According to the examination of Pearson’s correlation coefficients, findings show that the effects of flipped classroom are positive correlated with self-regulated learning of students. In addition, self-regulated learning between students' gender is significant difference in this flipped classroom course as well as learning satisfaction and performance. The effects of flipped classroom are also significant difference between retaking students and other students.
Effect of Generalization in Historical Learning for Acquiring Ability of Lessons Discovery
Authors: KOJIRI Tomoko , NOGAMI Yusuke , SETA Kazuhisa
Published: January 2025

Historical events include lessons of good and bad behaviors of human beings. To discover these lessons, we must generalize the historical event by the basic attributes, so that we can notice the underlying patterns that commonly occur in multiple historical events. Based on this viewpoint, we have developed a learning system that supports the generalization of historical events based on the basic attributes and helps finding lessons by comparing common patterns from two generalized events. In this paper, the effect of our system is discussed based on the experimental result.
How to Present Example-based Support to Improve Learning in ITSs?
Authors: Chen Xingliang , Mitrovic Antonija , Mathews Moffat
Published: January 2025

Worked Examples (WEs) and Erroneous Examples (ErrExs) have proven to be effective in supporting learning. It has been found that WEs are beneficial for novices, while ErrExs are more suitable for advanced students. However, how such learning materials should be presented in order to improve learning of different categories of students within Intelligent Tutoring Systems (ITSs) is still an open question. We focus on approaches that can be used to motivate students with different prior knowledge to gain benefits from example-based learning. As the first step, we conducted an experiment to find students’ preferences between the original interface and the refined interface of SQL-Tutor. The results indicate that most of the students prefer the refined interface, since its layout is clearer and the organization is more efficient during learning. We plan to conduct a study that will investigate ways to improve interaction between students and ErrExs during learning.
A Study of Learning Attitude and Motivation under Different Learning Object Recommendation Strategies from Learning Style Perceptive
Authors: WANG Jingyun , MENDORI Takahiko
Published: January 2025

In this paper, we investigate, the learning attitude, motivation and learning perceptions (including the Satisfaction for learning mode, technology acceptance, mental effort and mental load) of two groups of learners who studied with two different modes of a learning support systems. Group A of 31 students studied with Open Mode which provides learners with both visual and verbal learning objects while group B of 34 students studied with Style-Matching Mode which provides visual learners with only visual learning objects and verbal learners with only verbal learning objects. The learning attitude, motivation, and learning perceptions of these two groups are investigated and analyzed from learning style perspective.
An Approach for Training Decision Making Competences in a Multi-Modal Online Environment
Authors: NUSSBAUMER Alexander , STEINER Christina , MCCARTHY Nora , DWANE Simon , NEVILLE Karen , O'RIORDAN Sheila , ALBERT Dietrich
Published: January 2025

In this paper, we describe an approach for training decision making competences in emergency situations with the help of a multi-modal online environment. Decision making is an essential aspect of emergency management and a successful response to an emergency situation highly depends on whether decisions are being taken in an effective and timely manner. For this reason effective training programs are needed, in order to guarantee that emergency managers respond adequately to disasters. This paper addresses these needs by outlining and structuring the competences required for making meaningful decisions and by presenting an approach on how these competences can be trained in an online environment.
A context modeling approach and a tool for reusing learning scenarios
Authors: Chaabouni Mariem , Laroussi Mona , Piau-Toffolon Claudine , Choquet Christophe , Ghezala Henda Ben
Published: January 2025

With the evolution of teaching modalities and the high integration of the technology in the learning processes, teachers proceed to the design of learning situations in order to plan and formalize their educational experiences and share them with students and other teachers. Various academic and community initiatives of experience sharing and resulting learning scenarios repositories have emerged. This leads us to discuss the learning scenarios reuse issue, which becomes an essential practice for capitalization. Since the learning contexts are continuously changing, it could represent an obstacle to the reuse and the appropriation of learning scenarios. It therefore becomes important to consider the context dimension to assist teachers in the scenarios reuse situations. This paper deals firstly with the proposition of an approach to model learning scenarios context. Based on this modeling approach, this paper is interested in the retrieval of learning scenarios that most fit a target learning situation context by presenting a context similarity algorithm matching contextual models. The retrieval is based on contextual indexes related to scenarios. The indexing process is consolidated by the observation of the prior user-experiences of learning scenarios. An authoring tool is then presented integrating the context modeling approach and the detailed algorithm. Simulations of the implemented tool and related results are detailed within this paper.
What do star rates for MOOCs tell you? An analysis of pedagogy and review rates to identify effective pedagogical model
Authors: GAMAGE Dilrukshi , PERERA Indika , FERNANDO Shantha
Published: January 2025

Massive open Online Courses (MOOCs) are trending in online learning. Number of MOOCs and participants for MOOCs are increasing every day. With the increase number students taking MOOCs, they experience varied effectiveness in courses. We analyzed the students’ feedback reviews from an external review portal which has facility to rate courses. We examined 137 MOOCs and the pedagogical differences between 5 star rated courses and 1 star rated courses. Our results showed that 5 star rated courses has no significant difference in pedagogy for the 1 star rated courses. However, 5 star rated courses commonly had easy to understand content with the excellent instructors’ presentation of the content. Low rate courses had many issues with content, flow of the course and the tools they use. Our analysis revealed students never reviewed anything about collaboration, peer learning and interaction, networking and other major aspects which affect to an effective MOOC yet the rating were mostly based on their personal experience on the total delivery of the course. However, the star rates resemble the reputation of the courses which assist in many other students to make enrolling decisions and it has found that many universities who create courses in MOOCs do not pay much attention to their instructional design or the pedagogy and improve the following iterations based on the students’reviews.
Learning Analytics in Ubiquitous Learning Environments: Self-Regulated Learning Perspective
Authors: YAMADA Masanori , OKUBO Fumiya , OI Misato , SHIMADA Atsushi , KOJIMA Kentaro , OGATA Hiroaki
Published: January 2025

This research aims to investigate the relationship between self-regulated learning awareness, learning behaviors, and learning performance in ubiquitous learning environments. In order to do so, psychometric data about self-regulated learning and log data such as marker, annotation, accessing device types that stored the learning management system were collected and analyzed using multiple regression analysis with stepwise method. The results indicated that self-efficacy, internal value, and the number of read slides had a significant influence on the final score, and the awareness of cognitive learning strategy use has slightly significant power to predict the final score.
Enhancing Course Timetable Management in Science Classrooms with User-oriented Mobile Application: Analysis and Prototype Development on KMUTT-ESC Case Study
Authors: WONGTA Jintana , WONGWATKIT Charoenchai , BOONKERD Jarukit , CHAIKAJORNWAT Ratchapon , MAEPRASART Vittunyuta , KHRUTTHAKA Chonlada
Published: January 2025

In Science schools, one of the challenging issues in learning management is course timetable for both learners and teachers. Unlike regular schools, most Science courses are provided in topic/module-based; that is the topics among courses are associated to each other, managed by several teachers simultaneously, learned by different groups of students, and altered frequently without notice. This causes a crisis for teachers who teach on the same topics being not aware of that changes leading to miss teaching management, while students could not prepare themselves for learning materials, reviews, assignments, etc. accordingly. As technology advances, mobile application has widely been accepted as an effective means to cope various management problems in the real time. Therefore, in this study, we proposed a design of mobile application prototype with user-oriented design to tackle such common problems in Science schools. A case of an Engineering Science School in central Bangkok, Thailand was studied for the actual problems and for the requirement analysis. The application was designed based on users’ UX/UI concepts and mobile platforms; whereas a prototype was developed with xCode based on MVC strategy. This application could help students and teachers to access the real-time changes of the timetable information, including notifications and history revisions; meanwhile, it helps them get ready for the class and finally would enhance more effective learning and teaching in science classrooms. In addition to that, an experiment has been conducted with users to examine the effectiveness of the application, while the feedback has been collected and analyzed for further development. The findings of this study not only showed that the proposed application was more effective than the conventional approach, but also provides any Science schools with similar contexts a practical guideline to cope with such complexity in timetable management ofscience classrooms.
Examining Students’ Perception of Using Crowdsourcing based Mobile Apps for Environmental Education and Research Experiences.
Authors: SENAN Divya , NAIR Udaysankar
Published: January 2025

In the context of complex environmental problems facing societies, it is desirable to enhance public awareness of environmental issues. In response to this challenge, environmental education is an integral part of curriculum utilized at all levels of education, including universityeducation. Environmental education (EE) is now considered to be the most prominent instrument to influence human behaviour towards more environmentally sustainable patterns. However, it is often criticized for being reductionist and empirical and thus not optimal for training next generation of students who are expected to formulate solutions to complex, interdisciplinary environmental issues. We propose that new technologies (crowdsourcing apps) that are being used in research settings to solve interdisciplinary problems may also be used for experiential learning of environmental science. New technologies and growth of digital media are profoundly affecting today’s university students. So, in view of the pervasiveness of new mobile technologies in today’s life and learning, it is essential to lead the instructional process with integrating mobile technology in developing students’ educational and research experiences. In so doing successfully, it is imperative to know the perception of students who are the real and prime users and beneficiary of such approach. Henceforth, the centre of attention of this paper is to investigate university students’ perception and effectiveness of a crowdsourcing based mobile App for environmental education and research. The specific topic considered is land use and land cover change due to human activity. The students were provided with hands on ‘experience of the Land Use Land Cover mobile application.Survey method was used to collect the data.The study reports that the students have a positive perception regarding the use of mobile application, based on the Open Data Kit (ODK), along with the Google Earth Engine (GEE) in implementing experiential learning approach for environmental education and research.
AETEL: Supporting Seamless Learning and Learning Log Recording with e-Book System
Authors: KIYOTA Mahiro , MOURI Kousuke , UOSAKI Noriko , OGATA Hiroaki
Published: January 2025

Seamless learning is an approach in which learners can build a relationship between their formal learning and informal learning. One of the issues of seamless learning is the way to connect formal learning with informal learning. To tackle this issue, we propose an e-Book based system in this paper. Our proposal learning system has two functions. One is an e-Book viewing function which can log what learners learned from e-Books as learning logs. The other is a seamless learning function which enables users to connect formal learning with informal learning. In this paper, we introduce our system and its evaluation.
Exploring Difference of Educational Game Design between the United States and China through the Lens of Hofstede's Culture Dimensions
Authors: WU Lijie , GU Xiaoqing
Published: January 2025

Today, the fields of international education, economic and politics exchanges closely, with the patterns of cultures exchanging closely. Settled into the game, in the intercultural era, how are the difference behind the educational games design under different culture context? On this issue, this research makes intercultural value comparisons between the US and China, and have an inspection of design mechanisms about cultural impact on educational game from the Hofstede Cultural Dimensions. This research adopt a comparative study of currently educational game design between China and the U S, aimed at identifying cultural differences between the games with a view to provide a basis for design innovation for the educational games in cultural diversity.
A Development of Augmented Realitysupported Mobile Game Application based on Jolly Phonics Approach to Enhancing English Phonics Learning Performance of ESL Learners
Authors: LIMSUKHAWAT Sirimon , KAEWYOUN Suchada , WONGWATKIT Charoenchai , WONGTA Jintana
Published: January 2025

Phonics is an essential foundation for English learning, particularly in reading and writing. However, most students who learned English as a second language have not learned phonics appropriately when they were young, resulting in failed pronunciation in reading and writing English words. With Jolly Phonics approach, students could develop their phonics learning performance effectively regardless of memorization. In addition, game has been considered to be an engaging platform, while augmented reality can provide students more interactive learning environment. Therefore, in this study, an augmented reality supported mobile game application was developed based on Jolly Phonics approach in order to improve students’ phonics learning performance. In addition, an experiment has been conducted with primary school students to examine the effectiveness of the proposed mobile game application. Consequently, it was found that students who learned with this application could improve their phonics learning performance, also revealed positive attitudes towards the application. The findings of this study could provide an effective learning approach to improve phonics efficiency for English as a second language learners.
Exploring the Relationship between Language Learning Strategy Usage and Anxiety among Chinese University Students
Authors: DALTE Olha , LENG Jing , GU Xiaoqing
Published: January 2025

Previous research in term of traditional classroom has indicated that the effectiveness of English learning depends significantly on the strategy usage and different anxiety-provoking situations during communication. Meanwhile, researches in terms of technology-enhanced environment showed that the technology itself also can be a source of anxiety. This paper aims to understand the correlation between LLS usage and two types of anxiety – communication and technology. We adopted the FLASC and SILL questionnaires in order to collect the data from 187 Chinese University Students. The results showed that learners more often used direct LLS than the indirect ones; the most popular are compensation strategies and the least - affective. In addition, findings indicated that there was no significant difference between technology anxiety and the LLS usage. However, the communication anxiety influenced significantly the choice of LLS, especially social, cognitive, affective and memory strategies.
Learning Behavior Analysis on VoiceTube for Recommender System Construction
Authors: CHANG Chih-Kai , YEH Hsin-Yu
Published: January 2025

Learning English on Internet has become increasingly common, where Internet movies for learning English are also booming. For instance, the VoiceTube, an Internet video platform for learning English, has pluralistic free videos with both Chinese and English captions. Meanwhile, VoiceTube can combine social media to create a learning network community. However, a good recommendation system is necessary to select proper videos from the English film resources according personal preferences. Hence, the present study used collaborative filtering method to recommend videos, which were found in the learners’ lists with similar preferences. First, we used a web crawler to crawl user information on VoiceTube. Then, the Crab, which is recommender engine in Python, was used to analyze the collected data for identifying similar learners. According to the preference scores, Crab can precisely recommend proper English learning films to every learner. Finally, we created a query interface for the data crawled from VoiceTube. Thus, learners can use the query function to search friends, collecting similar favorite movies, through VoiceTube social networks. As a result, learners can passively get recommended videos or actively select proper English movies that can enhance their motivation of learning English through watching videos.
Automatic Scoring of English Speaking Test Using Automatic Speech Recognition
Authors: YASUDA Keiji , KAWASHIMA Hiroyuki , Kimura Hiroaki
Published: January 2025

In this paper, we propose an automatic scoring method for conversational English test using automatic speech recognition and machine learning techniques. We administered a mock English speaking test with 111 Japanese speakers. According to the experimental results using the data, the correlation between human expert scoring results and automatic scoring results was 0.825.
Using ICT in Early Childhood: What Teachers, Principals, and Parents Say
Authors: SAXENA Anika , HEW Khe Foon
Published: January 2025

Many countries around the world have recognized the importance of early childhood education. As facilitators of learning, preschool teachers are expected to plan and provide for their children’s learning by using a variety of resources, including information communication technology (ICT). The term IT refers to digital media or tools, including computers, tablets, multi-touch screens, Internet, digital cameras, audio recorders, and e-book readers. The key purpose of this study is to identify the key ICT competencies that are expected of pre-school teachers. In addition, this study examines the benefits of using ICT with preschool children as perceived by teachers, principals, and parents. This study also identifies the concerns or limitations of using ICT with preschool children.
Learning Support System for Visualizing Memory Image and Target Domain World, and Classroom Practice for Understanding Pointers
Authors: YAMASHITA Koichi , FUJIOKA Ryota , KOGURE Satoru , NOGUCHI Yasuhiro , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe a learning support system that can visualize program behavior in memory image and status of the target domain world, and classroom practice that introduces the system to a real class. Several learning support systems have been developed for supporting novice learners in understanding program codes. However, visualization in existing systems often conceals the concrete value of variables such as pointers; the way in which each visualized object is located on the memory is not made explicit. In order to address this issue, we developed a learning support system that visualizes simultaneously and synchronously the memory image that is the field that presents the concrete value of variables, and the target domain world that is the field that presents logically the data structures processed by the program. Moreover, in order to allow teachers to set their instruction content based on the growing variety of learner background knowledge, our system visualizes the status of the target domain world according to the visualization policy defined by the teacher. We conducted classroom practice for understanding pointers in connection with a memory model, thus introducing our system to a real class. In this practice, we included a learning step for the students to observe the memory image of variables and compare it with the status of the target domain world, which had not been included in our preceding practice. Analysis of answered scores in a questionnaire conducted after the practice suggests that our system contributed to reducing irregularities in the participants’ understanding, and that appropriate learning support reached every participant of our practice using our system.