bluuebunny/crossref_metadata_2025 huggingface dataset:
Applying an Extensible Learning Support System to Learning by Problem Posing
Authors: NAKABAYASHI Kiyoshi , MORIMOTO Yosuke
Published: January 2025

This paper describes an investigation in which the Extensible Learning Environment with Courseware Object Architecture (ELECOA) was applied to a learning environment where problems are posed by learners. The aim of ELECOA is to provide a flexible learner-adaptive system that ensures both function extensibility and content reusability. To achieve this goal, the concept of a “courseware object” has been introduced to allow incremental implementation of various educational functionalities. Several learning environments have been based of this concept, including a self-learning environment compliant with the SCORM 2004 specification and a group-learning environment based on the Learning Design specification. This paper reports the results of a prototype implementation of ELECOA in an environment for learning by problem posing that is a mixture of self-learning and group-learning.
Code Reading Environment according to Visualizing both Variable’s Memory Image and Target World’s Status
Authors: KOGURE Satoru , FUJIOKA Ryota , NOGUCHI Yasuhiro , YAMASHITA Koichi , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe the code reading environment according to visualizing both variable’s memory image and target world’s status. We had constructed those environment that have two important function. One is the function by which the teacher can reflect his/her intention for instruction on the view of target world’s status. Another is the function by which the programming beginner can more deeply understand a program using our proposed environment.
Computer Assisted Learning based on ADDIE Instructional Development Model for Visual Impaired Students
Authors: CHOOKAEW Sasithorn , HOWIMANPORN Suppachai , SOOTKANEUNG Warin , PRADUBSRI Wanida , YOOTHAI Piyawat
Published: January 2025

With the advancement of technological innovations for ICT in education, this study focuses on building effective computer assisted learning based on the framework of ADDIE instructional development model to improve visual impaired students’ conceptual learning progression on Marketing course. To examine the effectiveness of the developed computer assisted learning, an experiment was conducted by assigning twenty-four diploma students into three groups consisting of five blind students, seven partial visual impaired students, and twelve non-visual impaired students. They are permitted to select the learning instructions regarding to their vision level. The results of this study show that the developed computer assisted learning could help the students improve their conceptual learning progression. Additionally, the students reveal positive satisfaction towards the developed computer assisted learning.
Presentation Reconstruction Method for Peer Review Support in Presentation Rehearsal
Authors: TANIKAWA Akihiro , OKAMOTO Ryo , KASHIHARA Akihiro
Published: January 2025

We have proposed a computer assisted peer review in a presentation rehearsal. In order to help the peers review the presentation, it reproduces the presentation mainly with the information embedded in the visual slides. However, the presenter generally uses not only the slides but also oral explanations in the presentation to transfer his/her knowledge and opinions to the audiences. The reproduction is accordingly inadequate for the peer review due to the lack of the oral information. This paper discusses how to reproduce a presentation with the slide and oral information.
Probabilistic Question Selection Approach for AR-based Inorganic Chemistry Learning Support System
Authors: OKAMOTO Masaru , SUMIDA Ryoya , MATSUBARA Yukihiro
Published: January 2025

In this paper, we proposed AR-based learning support system using user’s learning history information for inorganic chemistry with probabilistic question selection algorithm based on learner’s operation in the virtual environment. In order to perform experiments in the virtual environment, markers and USB camera are utilized as input interface. By using this interface, a learner can perform the chemical experiments in the virtual environment. For chemical experiments, the proposed system gives some questions to a learner. These questions are selected based on a leaner’s learning history information. This selection algorithm helps a learner performing the experiments corresponding to suitable questions for his/her learning about inorganic chemistry. For selecting a set of questions, probabilistic question selection algorithm is proposed. By using this selection algorithm, a learner can learn repeatedly about inorganic chemistry in the virtual environment. The validity of the proposed system and algorithm was shown as experimental results of subject’s learning result.
The effect of discourse analysis activity with KBDeX on students’ understanding about collaborative learning
Authors: TOHYAMA Sayaka , MATSUZAWA Yoshiaki , SHIROUZU Hajime
Published: January 2025

It is known that collaborative learning enhances deepening participants’ understanding because there are iterative processes of questioning and answering about subjects. One person finds incomplete points and asks questions about his/her partner’s explanation, and the asked person answers the questions. Although such iterative processes improve deepening understanding, Japanese first-year undergraduates typically divide tasks among group members and have little discussion. It suggests that students have difficulty to recognize the effect of collaboration because its processes are complicated. We provided following ones to the students to help analysis of constructive interaction: a simple discourse data of constructive interaction, discourse analysis support tool called KBDeX, and DASK which suggests the important points when analyzing constructive interaction. Students in 2013 “Learning Management” class studied the effect of collaborative learning through discourse analysis activity of constructive interaction. On the other hand, students in 2012 class only learn theories about the effect of constructive interaction from texts. The students in the 2013 class compared with the 2012 class using design research. We analyzed the students’ beliefs about collaborative learning using their reports. 38 reports in the 2013 and 41 reports in the 2012 were analyzed. The result is that the students of 2013 changed their beliefs from “dividing tasks” to “exchange one’s own thinking” than the students in the 2012 class. KBDeX and DASK supported finding characteristics of constructive interaction.
An Approach to Electronic Textbook Linking Chemical Experiment - Esterification of Acetic Acid and Ethanol -
Authors: IKUO Akira , YOSHINAGA Yusuke , OGAWA Haruo
Published: January 2025

A computer graphics (CG) teaching material of the esterification of acetic acid and ethyl alcohol was made based on quantum chemical calculations. The teaching material could simultaneously display realistic shapes and electrostatic potentials of the intermediates of the reactants on the way of the reaction profile besides the ball-and-stick model of the intermediates. The material was tried to combine with chemical experiments of student’s laboratory of the university for the purpose of making electronic textbook.
Checkpoints for Integration of a One-to-One Tablet Configuration in a School Learning Environment
Authors: ZYLKA Johannes , MUELLER Wolfgang
Published: January 2025

The hereby given article focuses on challenges and potentials of the integration of a one-to-one tablet computer environment in schools. On the basis of advantages and disadvantages of the use of tablet computers in learning scenarios and especially in classroom use, actual approaches to implementation of one-to-one tablet configurations in formal education system will be discussed in a practice-driven way by exemplarily starting from the point of given technological, organizational, personal and educational preconditions from a southern German Community School. These will be generalized and thus lead to a comprehensive view on the integration of one-to-one tablet computer configurations in given complex settings of institutions in formal education system. This article will therefore result in general and system-independent conclusions and recommendations practicable for school institutions, which are presented in terms of Checkpoints for One-to-One Tablet Integration in Schools.
Enabling a Positive First Year Experience in Higher Education through Social Media and Mobile Technologies
Authors: NYKVIST Shaun , MUKHERJEE Michelle , McGRAW Kelli
Published: January 2025

The first year experience for students within Higher Education institutions has become increasingly important as these institutions strive to improve student retention rates. With many universities also focusing on transforming teaching and learning in an effort to attract and retain students, there is a growing demand to understand and respond to individual student requirements, such as the need to feel a sense of belonging. The literature identifies a sense of belonging as being paramount to a students satisfaction with the institution and it is within this context that this paper reports on a three year study of how first year pre-service education students use social media and mobile technologies in their personal lives and their formal education. More specifically, the study identifies trends in the use of these technologies and the growing need for students to use digital media sharing tools to connect and engage with their peers. The paper contrasts the differences in use between these groups as it seeks to identify the role these technologies can play in their teaching and learning, as well as in promoting an overall positive first year experience.
Implementing and Validating a Mobile Learning Scenario Using Contextualized Learning Objects
Authors: SOTSENKO Alisa , JANSEN Marc , MILRAD Marcelo
Published: January 2025

Substantial research in the field of mobile learning has explored aspects related to contextualized learning scenarios. Nevertheless, the current context of a mobile learner has been often limited to his/her current position, neglecting the possibilities offered by modern mobile devices of providing a much richer representation of the current learner´s context. In this paper, we show that a detailed contextualization of the learner may provide benefits in mobile learning scenarios. In order to validate this claim, we implemented a mobile learning scenario based on an approach that allows for a very rich and detailed contextualization of the mobile learner. The scenario that we implemented allowed exchange students to be guided at Linnaeus University in Växjö, Sweden in order to get familiar with the campus and prominent institutions on it. We carried out a study including two groups; one that performed learning activities with contextualization support and one other without it. The results of our evaluation showed significantly better results for the contextualized approach, especially with respect to the acceptance of the Perceived Ease of Use.
Seamless Flipped Classroom Using SCROLL in CALL Class
Authors: UOSAKI Noriko , OGATA Hiroaki , MOURI Kousuke
Published: January 2025

In this paper we have explored flipped classroom. How we can encourage students to learn outside-class is a key issue in flipped classroom. In our previous study it was found that our system called SCROLL (System for Capturing and Reminding Of Learning Log) contributed to the students’ increased involvement in outside-class learning. SCROLL is expected to play an important role in its effective implementation of flipped classroom. A pilot evaluation was conducted to examine the effectiveness of our proposed learning scenario using SCROLL and SNS(Social Networking System). The result showed that it enhanced the students’ outside-class learning, though more examination is necessary to conclude its contribution since there are other factors which contributed to boosting up outside learning time. Timing of posting outside-class task was also examined and the period of two weeks was found to be appropriate.
Behavioral Analysis of Learners Using Smart Devices in an Indirect Learning System
Authors: OHIRA Shigeki
Published: January 2025

The main method of learning carried out generally is still direct learning, that is, a method of learning that directly and actively focuses on the object of learning. We call indirect learning the learning of a subject matter indirectly as a result of having actively studied another subject matter. We have aimed to establish the information technology required to put indirect learning into practice. This research deals with the behavior of system users when they use smart devices and realize indirect learning in implementing a task. We report results based on analysis of notebooks and videos recorded at the time of learning.
Educational Affordances of Smart Learning Applications in Science Education
Authors: CHO Young Hoan , LEE Hyunyoung , OK Mirye , SHIN Namsoo , KOH Eun Jung , LEE Changyoun , JEONG Dae Hong
Published: January 2025

Science educators have made efforts to design and use educational applications of smart devices for meaningful learning. For the design of smart learning environments, it is crucial to understand the affordances of educational applications as well as their limitations. This study analyzed 40 applications according to their educational affordances: information acquisition, inquiry, modeling, and collaboration. Characteristics of smart learning applications were described along with specific examples. More efforts are needed to design smart learning applications for collaboration and to overcome the limitations of existing applications.
Evaluation of Using a Tablet Device for a School Trip
Authors: SETOZAKI Norio , OKUDA Mai , MORITA Yusuke
Published: January 2025

A tablet device can help solve various problems such as shortening the time of pre-and post-learning activities and remedying the problem of unavailability of a personal computer room. Therefore, this research examines how a tablet device can be effectively used for various learning phases in a school trip. The results show that the use of a tablet device is helpful during the pre-learning phase of a "Famous-place Investigation" and in the use of data obtained in this phase and information sharing during the experiential activities. In addition, this study reveals that the use of a tablet device to present an augmented reality poster is effective.
Features of Creating Flash Card Materials for Reflecting on Learned Contents
Authors: KURATA Shin
Published: January 2025

It is important that reflecting on contents learned during a class is done at the end of each class. However, it is difficult for many to invest in the human cost in time to prepare for such reflection time. This research suggests creating flash card materials using pictures that teachers have taken during class to reflect on different elements of the class. This study introduces the Skitch application tool as a useful application for providing reflection scenes of the class to students belonging to the Graduate School of Education. The tool was evaluated according to its availability during class and from the perspectives of “learning content,” “notes,” and “creativity” in a descriptive questionnaire. Results revealed that Skitch is a tool that can utilize flash card materials created at an earlier time in the class. The study also reveals features of creating and using flash card materials taken during class.
Research on Learning Support Using a Digital Pen
Authors: ISHIDA Yukiya , IMAI Junichi
Published: January 2025

This study proposes that digital pens may contribute to increased learner autonomy amongst university students who are struggling academically – specifically within the realm of mathematics. The researchers distributed digital pens to a low proficiency mathematics class to determine if the devices could meaningfully contribute to improved motivation to learn, academic performance, and autonomy.
Smart Phone based Data Collecting System for Analyzing Learning Behaviors
Authors: YIN Chengjiu , OKUBO Fumiya , SHIMADA Atsushi , KOJIMA Kentaro , YAMADA Masanori , OGATA Hiroaki , FUJIMURA Naomi
Published: January 2025

Nowadays, it is a hot topic to analyze the huge amount of data in the world. This issue also exists in the learning during students’ life. The learning data are collected only to record students’ learning status. As a result, most learning data are not used to improve the quality of learning for students. In this paper, we propose an order made education system, which can recommend students to select the courses they want to learn. In order to analyze students’ learning behaviors, we collect students’ learning data by using mobile devices.
Investigating Factors Affecting Conceptual Learning Progression when Playing Digital Game-based Inquiry Learning for Energy Education
Authors: PANJABUREE Patcharin , DORJI Ugyen , SRISAWASDI Niwat
Published: January 2025

One of the challenges of promoting students constructing knowledge on abstract topic as energy is helping them make the relationship between the theoretical-world and their life outside the classroom, through inquiry of the elements of energy consumption by daily used household electrical appliances in the digital game. Factors that increase students’ conceptual learning progression in the digital game-based inquiry learning are challenged to be investigated. In this study, factors of Enjoyment, Inquiry, and Intention to Use were selected as important attitudes in learning game and promoting conceptual learning progression. To verify the effectiveness of the game, sixty-six secondary school students participated in the digital game-based inquiry learning for energy education. The results showed that the game impacted moderately on improving the students’ conceptual understanding progression on energy consumption topic, students’ inquiry of the game has a significant relation with their learning progression, and students’ enjoyment and intention to use with the game do not significantly have a relation with their learning progression. Our results suggest that there are attitudinal factors affecting conceptual learning progression gained by the digital game-based inquiry learning.
An RPG Pattern for Ethical Gameplay in MAGNITUDE
Authors: WAHYUDIN Didin , HASEGAWA Shinobu
Published: January 2025

Disaster response works usually contain many problems, which need to be solved immediately. Most of such problems are consisted ethical matters. Therefore, it is essential for disaster responders having an awareness of ethical consideration to make decision accurately. To address such requirement, we designed a training game environment named MAGNITUDE. The game was proposed to improve non-technical skills, i.e. ethical decision-making. MAGNITUDE combined two types of game genre, simulation and role-playing game (RPG). By implementing simulation genre, it is expected to provide realistic-situation like disaster response. Whereas, by adopting RPG genre, we presume that MAGNITUDE encouraged a player to increase the level of his/her non-technical skill from a novice to an expert. In this paper, we explain the RPG pattern, which yields the ethical gameplay implemented in MAGNITUDE game.
Game-based APP in Teaching Newton's Three Laws of Motion for High Schools Students
Authors: SHYU Hsin-Yih , CHOU Yu-Hur
Published: January 2025

This study aims to design and develop an interactive game-based learning APP for teaching Newton's three laws of motion for High Schools Students and examine students’ attitudes towards Secondary Physics and this game-based learning materials. Subjects were 278 students in junior and senior high school. Results indicated that there was a significant difference between pretest and posttest and gender on attitudes toward learning physics (p< .05). In addition, the results from interviews with 6 high school teachers showed they were positive toward this software and its effects. Some suggestions for revisions were made from the students and teachers for further improvement.
On the Design of Embodiment-based Gamification Activities for Learning Fundamental Projectile Motion
Authors: WANG Shih-Chieh , HUNG I-Chun , LIN Li-Chun , CHEN Nian-Shing
Published: January 2025

Based on theories of embodied cognition, this study applied technologies of natural user interface to design gamification activities for learning fundamental projectile motion. The embodiment-based design facilitates elementary learners to learn the abstract concept of fundamental projectile motion through their body-moving experience. When the learners perform gamification activities with their body movements, they can construct their knowledge schema through external perceptions. This study recruited 60 fourth to sixth grade students to participate the experiment. The participants were randomly and equally divided into bodymoving learning group and finger-touching learning group. The learners in the body-moving learning group directly use their body movements to accomplish the gamification learning activities. On the other hand, the learners in the finger-touching learning group have to hold a tablet PC and use only their fingers for all operations. Participants’ learning performance was evaluated through tests of factual knowledge and procedural knowledge. The result shows that the body-moving learning group outperformed the finger-touching learning group on speed in the factual knowledge test and projectile angle in procedure knowledge test. No significant difference was found in the rest of test items.
An Investigation of Personality Trait on Asynchronous Computer-Mediated Communication Supporting Speaking Performance
Authors: SHIH Mei-Jen Audrey , YANG Jie Chi
Published: January 2025

The study was designed to offer an extended thread of speaking practice and performance with regard to in-class instruction and after-class exercise in EFL learning environment. To allow students to outspread speaking practice in class, an implementation of asynchronous computer-mediated communication in terms of audioblog was utilized to manage the after-class speaking practice and performance. In the meanwhile, individual difference has been seen as one of the most affected factors to shape learning, such as feature of personality. Thus, the study intended to understand the impact of personality trait would react on audioblog use for speaking performance in English, and the product of the presentation of speaking performance on audioblog. Two research questions were managed as R1: how does personality trait influence students’ speaking performance on audioblogs? R2: how do students with different personality trait manage the speaking performance on audioblogs? The participants were three hundred and twenty one male high school students. They were taking an English speaking class for a semester and recruited in the study. After each thematic speaking class, they were instructed to accomplish one thematic speaking performance and post it on their audioblogs accordingly. A mixed method of quantitative and qualitative was analyzed to collect the responses from the students with different personality trait. A few of affected matters from students, as well as the overall presentation of speaking performance on audioblog were gathered for data analysis. The findings of the study showed students with different personality trait affected distinctly on confidence and willingness in English after engaging with audioblog for speaking performance. Those who were inclined to be introverted showed the potential to accomplish more speaking performance than those who were more extroverted. In addition, the implementation of speaking performance on audioblog seemed to significantly influence students’ willingness in English after a long-period engagement, particularly to the introverted ones. On the other hand, the overall presentation of students’ performances on audioblogs revealed an astounding achievement that not only for the recording style but also the presentation format, and either extroverted or introverted students were apt to favor some presentation formats by the trait of personality.
Comparison of Kit-Build and Scratch-Build Concept Mapping Methods on EFL Reading Comprehension
Authors: ALKHATEEB Mohammad , HAYASHI Yusuke , RAJAB Taha , HIRASHIMA Tsukasa
Published: January 2025

In generally the reading comprehension is a very difficult task for students in all the stages of study, especially when they are reading text in a foreign language, the EFL reading” (English as foreign language) is one of the most common research topics in the learning field. This study aimed to investigate the effect of teaching EFL reading comprehension to Japanese students through Kit-Build concept mapping (KB-mapping) method. In doing so, we have conducted an experiment to compare the student comprehension with KB-mapping and Scratch-Build Concept Mapping (SB-mapping) Methods. In doing so, a comprehension test and delayed comprehension test (two weeks after using) were used. By comparing the results of the Comprehension Test (CT) scores and the Delayed Comprehension Test scores (DCT) for the both conditions groups, we found that the using of KB-mapping had the same effects of SB-mapping in the understanding the text just after the using, but KB-mapping had better effects in the recalling and remembering the text after a while.
Evaluating Augmented Reality for Situated Vocabulary Learning
Authors: SANTOS Marc Ericson , LUEBKE Arno in Wolde , TAKETOMI Takafumi , YAMAMOTO Goshiro , RODRIGO Ma. Mercedes , SANDOR Christian , KATO Hirokazu
Published: January 2025

Augmented reality (AR) is an emerging technology for communicating learning contents. Several AR systems are designed for learning. However, studies that have investigated instructional strategies for applying AR are few. This investigation requires the implementation of prototypes that use state-of-the-art technology and sound learning theory. In this work, we implemented two prototypes for learning Filipino and German words by first developing a handheld AR platform. These prototypes demonstrate situated vocabulary learning. Using our AR system, students can learn words related to their current environment. We assessed the quality of these prototypes by conducting usability evaluations. For the theoretical grounding, we leveraged on multimedia learning theory to design the content. Through our handheld AR platform, we evaluated situated vocabulary learning by comparing our prototypes to a flash cards application. In the first evaluation, students scored significantly lower when using AR in an immediate post-test. However, this difference disappeared after taking into account the variability in usability scores via analysis of covariance. Taking account usability is fairer when comparing an emerging technology to traditional technology. Test scores were also not significantly different in a delayed post-test. In the second evaluation, although the post-test score and answering time of students did not differ, our results showed that they feel more satisfied and can keep their attention better when using AR. For the first time, we demonstrated situated vocabulary learning by using AR. Moreover, our preliminary study confirms the intuition that students can achieve the same score using AR, but with benefits such as ease in maintaining attention and increased satisfaction.
Gender Differences in Flow State in an English Learning Environment Achievement System
Authors: QUADIR Benazir , YANG Jie Chi , CHEN Yin-Hsuan
Published: January 2025

In recent years, a growing number of studies have been conducted on the individual differences in digital game-based learning (DGBL). Despite this growing interest, there is a lack of sound empirical evidence on individual differences (e.g., gender differences) in flow state in achievement systems in English learning environments. This study investigated whether any gender differences existed in such a system. To this end, the current study developed an achievement system including a reward mechanism-based design with learning features (i.e., interaction and rewards for correct answers) to facilitate English learning. An experiment was conducted. A total of 50 respondents participated in the study. Data were analyzed using independent sample t-tests. The results revealed that the female respondents had significantly higher mean scores for flow state than the males.
Online Popular Culture in Language Learning: Reading and Writing Online Fanfiction
Authors: RAZALI Abu Bakar
Published: January 2025

With the reach and accessibility that technology has provided, in particular the Internet, language learning has taken a different height. With the reach of the Internet worldwide, it is now very important to learn an international language, such as the English language, which the language most widely used in the Internet realm. Also, with the immense consumption and distribution of popular culture within the Internet, the concept of learning has evolved and given new meanings. One particular field that education researchers consider as a platform in language learning is the reading and writing of online fanfiction. This literature review examines a small number of research done so far on online fanfiction and its effects on learning the English language. In this review of studies of online fanfiction in language learning, the author discusses the participants of online fanfiction and the types of participation they engage in when reading or writing online fanfiction that thus lead to them learning about the English language.
Interactive Whiteboards in Classrooms: Debates, Issues, and Impeding Factors
Authors: KHAMBARI Mas Nida MD , HASSETT Dawnene , THOMAS Michael , WONG Su Luan
Published: January 2025

This paper compiles the review of the literatures revolving around the studies on the use of interactive whiteboards in schools. It criticizes and summarizes the current debates, issues, and impeding factors found in empirical studies. Through various articles related to the studies about technology and interactive whiteboard in schools dated from 1986 to 2014, the findings of this critical review suggest that teacher-centered versus student-centered mode of instruction is one of the most debated issues highlighted across studies. Unfortunately, teachers are being continuously blamed on the way they use the interactive whiteboards. The method technology is introduced to the teachers, teachers’ willingness and negative perception on technology initiatives, trainings, and technical problems, are among other issues and impeding factors that hampers the interactive whiteboards implementation in schools. This paper also identifies the gap in the literature and calls for future research in areas such as the role of context and school community involvement in the diffusion process of interactive whiteboard technology.
Predicting the Perceived Usefulness of eBook among Mathematics Teachers
Authors: ABDUL JALAL Azlin , MOHD AYUB Ahmad Fauzi , AHMAD TARMIZI Rohani
Published: January 2025

The introducing of the one-to-one eBook for each students were said to be an important move to encourage technology integration in mathematics classrooms. This study sets out to examine the perceived usefulness of the eBook among Mathematics teachers, where the affects of four predictors, namely the critical mass, learning opportunities, facilitating conditions and personal innovativeness were assessed. Using validated questionnaires, a survey was conducted involving 304 mathematics teachers. Structural Equation Modeling (SEM) was used to analyse the data obtained. The result showed that 62.6% of variance of perceived usefulness was explained by the four exogenous variables. Critical mass, learning opportunities and facilitating conditions were found to significantly affecting perceived usefulness while the personal innovativeness did not.
Building Open Student Model based on Assessment Framework of Iteration Programming
Authors: CHOU Chih-Yueh , WANG Chien-Tse , CHEN Zhi-Hong , TSENG Shu-Fen , CHAO Po-Yao
Published: January 2025

Programming involves complex skills and knowledge. Novice students encounter many difficulties and lack information for reflecting and improving their proficiencies in programming skills and knowledge. This paper presents a work-in-progress research to design a system with an open student model based on an assessment framework of iteration programming. The assessment framework includes strategies of counter-controlled loop and sentinel-controlled loop, implementation skills of while, for, and do-while, and program tracing abilities. The system presents open student models to students in order to assist students in reflecting their proficiencies in iteration programming.
Identifying Learner Differences in Example Processing from Eye Gaze Data
Authors: SHAREGHI NAJAR Amir , MITROVIC Antonija , NESHATIAN Kourosh
Published: January 2025

Learning from worked examples (WE) has been shown to be beneficial for novices. We have previously conducted two studies, comparing learning from examples to tutored problem solving in SQL-Tutor, and Intelligent Tutoring System (ITS). The first study showed that interleaving examples with supported problem solving is an optimal choice compared to using either of those two types of learning in isolation. In the second study, we added an adaptive strategy for selecting WE or problems to be given to the learner, which proved to be superior to the fixed sequence of WE and problems. In this paper, we focus on how students with different levels of knowledge process WEs. Our goal is to identify meaningful differences in example processing that can be used to provide adaptive hints to the learner. In order to comprehend SQL examples, the learner needs to understand the database which is used as the context. We analysed eye movements collected from a quasi-experiment, and found a significant difference in the amount of attention students paid to database schemas.
Predicting Quitting Behavior in SQL-Tutor
Authors: HONG Jin Kwang , MITROVIC Antonija , NESHATIAN Kourosh
Published: January 2025

Although Intelligent Tutoring Systems (ITSs) have proven to be very effective in supporting learning, keeping students who interact with them engaged in their activity remains a challenge. In this study, we use machine learning techniques to predict whether the student is going to abandon the current problem. The study has been done in the context of SQL-Tutor, a constraint-based ITS that teaches students how to query relational databases. We extracted a number of features from past data and used the J48 algorithm to train a decision tree. The model was used in a lab session to make predictions and provide limited intervention in order to prevent potential abandonments. Overall, the classifier demonstrated a promising performance. The results also provided insights as to what areas can be improved in future.
Integrating Agent-based Programming with Elementary Science: The Role of Sociomathematical Norms
Authors: DICKES Amanda , FARRIS Amy , SENGUPTA Pratim
Published: January 2025

How can elementary grade teachers integrate programming and computational thinking with the science curriculum? To answer this question, we present results from a long-term, design-based, microgenetic study where 1) agent-based programming using ViMAP was integrated with existing elementary science curricula and 2) lessons were taught by the classroom teacher. We present an investigation of the co-development of children’s computational thinking and scientific modeling and show that the integration of programming with scientific modeling can be supported by the development of sociomathematical norms for designing “mathematically good” computational models.
Socio-culturally Adaptive and Personalized Collaborative learning environments
Authors: OUAMANI Fadoua , BELLAMINE BEN SAOUD Narjès , HAJJAMI BEN GHEZALA Henda
Published: January 2025

There was a growing interest in the development of CSCL (Computer Supported Collaborative Learning) environments over the last decade. Despite the plethora of tools available, they ignore the cultural differences between learners. In fact, especially, in the case of distant learning, these environments may bring together learners from different socio-cultural backgrounds that have acquired different socio-cultural values and behaviors and developed different needs, points of view and learning styles. Thus, CSCL environments need to be socio-culturally adapted to each learner’s culture. The main goal of this paper is to emphasize the need of socio-cultural aware collaborative learning, to present our proposed ontology-driven adaptation approach to meet this need, its operationalization and its experimental validation. Results and limits are discussed at the end of the paper.
Detecting Metacognitive Strategies through Performance Analyses in Open-­­Ended Learning Environments
Authors: TSCHOLL Michael , BISWAS Gautam , GOLDBERG Benjamin , SOTTILARE Robert
Published: January 2025

The detection and analysis of students’ domain-specific and metacognitive strategy use in Open-Ended Learning Environments (OELE) is a necessary step to support their learning and problem solving through contextualized scaffolding. We present an analysis of students’ performance from information captured in log files in UrbanSim, a turn-based simulation environment for counterinsurgency training. We illustrate the benefits of this approach within a task-model framework. Our overall goals are to implement a generalizable detection and adaptive scaffolding framework in an extended version of the GIFT tutoring system developed at ARL.
Supporting the Creation and Sharing of Domain Taxonomies in STEM Learning
Authors: MALZAHN Nils , SCHNEEGASS Christina , HOPPE H. Ulrich
Published: January 2025

Aiming at facilitating STEM learning through video-making, the JuxtaLearn project supports teachers in defining their own domain taxonomies as semantic building blocks for various learning activities. This paper reports on an evaluation with 17 teachers using a semantic recommender system for taxonomy building and lesson planning. Our results indicate that the system is perceived as supportive, but it also reveals problems caused by teachers’ individual preferences.
Teacher Support and Personalised Student Learning as Means to Obtain Visible and Measurable Improvement in Learning Levels
Authors: SHUKLA Nishchal , KOTHARI Pranav
Published: January 2025

Learning levels of students in government schools of India have been found to be low. Need to provide relevant ICT-based personalised learning material to them as well as the need to support the teachers and build their capacity was identified as the major focus area for an intervention in Gujarat. This poster presents the intervention and the improvement shown by the intervention schools in the past 4 years. Overall net improvement shown by the intervention group seems positive. Item-wise analysis indicates that the intervention group is doing relatively better than the control group on the conceptual/application-based items.
Students’ Perceptions on Problem Solving with Collaborative Computer Simulation
Authors: CHANG Chia-Jung , LIU Chen-Chung , WU Ying-Tien , CHANG Ming-Hua , FAN CHIANG ShihHsun , CHIU Bing-Cheng , WEN Cai-Ting , HWANG Fu-Kwun , CHAO Po-Yao , LAI Chia-Hsi , WU Su-Wen , CHANG Chih-Kang
Published: January 2025

With the development of Web technology, a number of collaborative computer simulations are designed to support collaborative problem solving activities. However, studies show that some students often failed to collaboratively solve a problem with collaborative computer simulation. Little research has so far been done to explore the factors why students failed to solve problems with collaboratively computer simulation. The study designed a problem solving activity with collaborative computer simulation and attempted to identify the key factors to a successful learning task by analyzing students’ perceptions on collaborative problem solving. The implication indicated that, with collaborative computer simulation, communication, coordination, mutual support, and effort may be the key factors to solve the problem.
Reflective Experiential Learning: Using Active Video Watching for Soft Skills Training
Authors: MITROVIC Antonija , DIMITROVA Vania , WEERASINGHE Amali , LAU Lydia
Published: January 2025

Learning by watching videos has become the dominant way of learning for millennials. However, watching videos is a passive form of learning which usually results in a low level of engagement. As the result, video-based learning often results in poor learning outcomes. One of the proven strategies to increase engagement is to integrate interactive activities such as quizzes and assessment problems into videos. Although this strategy increases engagement, it requires changing existing videos and therefore substantial effort from the teacher. We have developed the Active Video Watching (AVW) system that enables the teacher to use existing videos from YouTube without modifications. The teacher is required to define a set of aspects for videos, which serve as reflective scaffolds in order to increase engagement and focus learners’ thinking. AVW provides a Personal Space for individual learners to link their personal experiences while watching videos. The comments collected can be used by the individuals to reflect on their own thoughts or to be shared with other learners in the Social Space. We conducted a study with postgraduate students on presentation skills. The results show that the level of engagement with AVW was high, and that the aspects were effective as reflection prompts. We plan to conduct further studies related to other types of soft skills, and also to further extend AVW to provide individualized feedback to students.
Networked Tutoring Support System for a Programming Class based on Reusable Tutoring Content and Semi-automatic Program Assessment
Authors: NOGUCHI Yasuhiro , OSAWA Ryota , YAMASHITA Koichi , KOGURE Satoru , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In programming classes, teachers and teaching assistants (TAs) cooperate to support students’ programming exercises. A teacher is required to support many students and sometimes hand them over to another teacher or assistant. However, it is difficult to check students’ source code without interrupting the students, to share tutoring information among teachers and TAs, and to reuse tutoring documents created for one student. In this paper, we propose a tutoring support system based on reusable tutoring content and semi-automatic assessment of students’ code and report on a trial conducted in university programming classes that found the system could spontaneously promote tutoring content sharing and reuse.
Towards a Trace-Based Adaptation Model in eLearning Systems
Authors: CHACHOUA Soraya , TAMANI Nouredine , MALKI Jamal , ESTRAILLIER Pascal
Published: January 2025

Adaptive learning systems aim to personalize and adapt resources and learning strategies according to learners' knowledge acquisition and behavior. In this paper, knowledge acquisition is estimated by using traces learners left during their learning activities. Learner's traces considered are activity duration and number of attempts to solve a given problem, upon which we developed a trace-based evaluation model. The latter is integrated into a trace-based adaptation model made of ontological rules and reasoning mechanism to deliver adapted resources and personalized learning strategy, represented as learning paths, which are sequences of situations containing resources. The reasoning mechanism is implemented as a state-transition process governed by an adaptation algorithm we proposed.
The (still) unused potential of mobile HTML5 in educational settings
Authors: ZBICK Janosch , BALOIAN Nelson , MILRAD Marcelo , JANSEN Marc , ZURITA Gustavo
Published: January 2025

The wide availability of mobile devices like smartphones and tablets among students as well as the included positioning technologies, high definition cameras and other sensors, together with continuous Internet access bring many new opportunities for developing mobile applications supporting learning activities. However, there is an immense fragmentation of operating systems for mobile devices. HTML5 is a promising approach to tackle this challenge. Mobile web applications run within browsers and nowadays, most mobile devices possess a browser that interprets HTML5. Nevertheless, the educational domain seems to ignore this potential and relies on the development of native applications. In this paper, we analyze the opportunities, advantages and drawbacks of developing mobile applications supporting learning activities with HTML5 compared with developing them natively. To illustrate our ideas, we present a couple of showcases that already rely on HTML5, which allow us to further review the development opportunities for mobile HTML5 applications in general, as well as specifically in educational settings.
Developing an Online Video Presentation Evaluation System to Promote Mutual Evaluation and Survey of Operability
Authors: KURATA Shin , FUJIKI Takashi , MUROTA Masao
Published: January 2025

Today, e-learning through video-on-demand, such as MOOCs, has become popular. However, there is a problem in the evaluation of learning outcomes of the large-scale e-learning environment. This study’s aim is to solve the problems related to the load on learners that affect the mutual evaluation of the e-learning environment. Therefore, we developed an Online Video Presentation Evaluation System to reduce the load on learners. In addition, we conducted a questionnaire survey about its operability for learners. Consequently, it is revealed that OVPES is a tool that can reduce the burden of conscious on learners.
Investigating the Effect of Game-based Writing Environment on Students’ Writing Participation, Performance, and Interest
Authors: LIAO Calvin , CHANG Wan-Chen , CHAN Tak-Wai
Published: January 2025

In this study, we investigated the effect of game-based writing environment for improving students’ participation, performance and interest of writing. An experiment was conducted to evaluate the effectiveness of two conditions in language art courses at an elementary school. Total of 245 third graders students participated in the experiment during a year. 139 students were assigned to the experimental group and learned with a game-based writing environment (GWE), and 106 students were in the control group and learned with an online writing environment (OWE). From the empirical results, it was found that GWE could effectively promote students’ writing participation, writing performance, interest on writing, as well as their perceptions of the use of educational self-management games. Moreover, some implications about the experimental results were also discussed.