bluuebunny/crossref_metadata_2025 huggingface dataset:
A Proposal to Use Walk Rally Learning with Mystery Solving to Foster Attachment to Place and Understanding of Regional Characteristics
Authors: HATAKEYAMA Hisashi , MUROTA Masao
Published: January 2025

Education for disaster prevention that aim s at imparting disaster knowledge and fostering a “sense of ownership,” based on individuals’ awareness of the possibility of themselves becoming a victim of disaster , is becoming more and more important in preparing for natural disasters. It is necessary to foster an “attachment to place” that leads to a sense of community from the perspective of community disas ter management. This learning is necessary not only for the cooperation of local communities but also for the family when targeting elementary and junior high school students. In this paper, we describe the design of a learning activity using a smartphone that combines Town Walking and Mystery Solving for regional learning on the theme of disaster prevention for elementary and junior high school students . In addition to fostering attachment to place through this activity, we aim to impart disaster preventio n knowledge appropriate to the region and to foster risk perception, disaster awareness , and a sense of ownership .
Design Web-based Personalized Environment for Industrial Robots Learning
Authors: WANICHSAN Dechawut , PITATNON Konggrit , CHOOKAEW Sasithorn
Published: January 2025

Despite attempts to improve the vocational students' performance in industrial robotics, student achievements are constantly decreasing. Because the student may not be known what their learning problem is and how they need to learn. This paper is an attempt to propose the students' guidance with web-based personalized learning. The beginning of our work concerns t he construction of a test concept item that is used to diagnose learning problems based on industrial robot concepts for vocational education students. Then, we develop learning material to support students learning after receiving a suggestion. The ambition of the present work is to enhance student performance by providing them with web-based learning using personalized tools. Therefore, we hope that this study will guide engineering educators in developing an individualized learning system and combining a student's hands-on opportunity in the future.
Motivating Ethnic Minority Students in Hong Kong to Learn Chinese Culture with EduVenture VR
Authors: JONG Morris Siu-Yung , NG Nelson , LUK Eric
Published: January 2025

This paper presents our initiative for leveraging SV-IVR (spherical video-based immersive virtual reality) to give Hong Kong ethnic minority students exposure to local Chinese culture via EduVenture VR—an interactive learner-immersed virtual interactive learning application. The work was conducted in the COVID-19 pandemic context; outdoor fieldwork-based learning was not recommended in the circumstance. The research participants were 63 ethnic minority students (from Grade 7 to Grade 9) from a Hong Kong secondary school. The ARCS model of instructional motivation was employed to evaluate the motivational effectiveness of the Chinese culture learning activity supported by EduVenture VR. In the study, we obtained positive results in terms of the 4 motivational dimensions: “Attention,” “Relevance,” “Confidence’ and “Satisfaction.”
An Augmented Reality Experience for Generating New Audiences for Spanish Dance
Authors: ROMERO-HERNANDEZ Alejandro , MARIN Lara , MANERO Borja
Published: January 2025

The National Ballet of Spain, the most important Spanish dance company in the world, has been trying for years to attract a younger audience in order to ensure its future. To this end, the Ballet published a series of pedagogical booklets that summarize some of their most emblematic performances. This paper presents “BNE nos cuenta” (BNE Tells Us a Story), a pedagogical pilot project that adds an augmented reality application to those booklets, allowing “live” visualizations of the dances. This project aims to be the starting point to measure the effectiveness of the augmented reality as a tool for attracting new young audiences.
Creating Meaningful Connections: The Role of Simultaneous Multi-Situational Learning in Knowledge Contextualization and Application
Authors: CHEN Chih-Yen , YANG Su-Hang , XIE Meng-Xuan , FAN Yi-Chuan , WANG Jen-Hang , CHEN Gwo-Dong
Published: January 2025

This study investigates the effectiveness of a simultaneous multi-situational learning system with embodied recognition to enhance learners' outcomes. Traditional situational learning systems provide a single situation for knowledge explanation or application, which limits learners' ability to fully immerse themselves in the learning environment and receive immediate feedback. To address this, a simultaneous multi-situational learning system was proposed to create a digital space with multiple situations, allowing learners to immerse themselves in different scenarios simultaneously and facilitating reflective learning. An experimental study with 60 undergraduate students in a Hospitality Japanese course compared a control group using the traditional situational learning system with an experimental group using the proposed simultaneous multi-situational learning system. Results showed the proposed system significantly improved learning outcomes, understanding, and interest in learning. It enables the prompt creation of situational learning environments, contextualizes knowledge, and fosters reflective learning with real-time feedback. Overall, this study contributes to the field of education by providing a more effective approach to situational learning that can be easily implemented in classroom settings.
What does process mining of feedback- behavior reveal about problem-solving in chemistry undergraduates?
Authors: SRIVASTAVA Anveshna , DASGUPTA Chandan
Published: January 2025

Feedback is known to play a powerful role in the process of learning and problem-solving. In a problem-solving context where feedback is expected to positively influence the process of achieving the target goal, feedback information can be elicited through feedback-seeking questions. In this study, we analyze different purposes for which feedback is both sought and given by chemistry undergraduate students (n=3) as they solved representational problems concerning a medicinal drug. The students were left unsupervised and, with their consent, were video-recorded to capture their problem-solving process. We used the transcript of the video data and coded students’ interactions to identify feedback events concerning ‘the task’, ‘process’, and ‘regulation’ of the problem-solving activity. These events were then used to generate process models of feedback behavior of students, individually and collaboratively, through ProM- a process mining tool. Our models suggest that feedback questions on tasks and processes dominate the beginning of the problem-solving activity, while feedback responses on processes and regulation dominate the end phase. Our work has implications for designing activity problems. We suggest designing well-thought-out focus questions at the beginning of problem-solving exercises to both scaffold and facilitate students’ learning because it aligns with the natural unsupervised flow of problem-solving, as is observed in this study.
Supporting Learning Through Affordance- Based Design: A Comparative Analysis of "BioVARse" and a Standard Textbook Companion Application in Biology Education
Authors: SAINDANE Devanshu , PRAJAPATI Sunny Prakash , DAS Syaamantak
Published: January 2025

Textbooks as an educational artefact has evolved immensely with technology, especially through mobile applications. When used in conjunction with textbooks, mobile applications have the potential to provide a unique set of affordances to support learning. This paper presents the design of “BioVARse”, a textbook companion app for Biology subjects that provides these affordances to the learners. A comparative analysis of these learning affordances with a standard textbook companion application is presented, and a pilot study for assessing the usability is also performed. The preliminary results indicate a significantly higher usability of BioVARse, when compared to the standard application. Additionally, the paper also discusses the possibility of improving the learning experience through an affordance-based design of a textbook companion app.
Toward Game-Based Learning of Japanese Writing for Elementary School Students
Authors: OMURA Kazumasa , KUBO Kei , BERGERON Frederic , KUROHASHI Sadao
Published: January 2025

It is a long-standing problem that many elementary school students in Japan have an aversion to writing compositions. To address the problem, we designed an AI educational game for elementary school students to study Japanese writing utilizing existing language resources. In the game, players construct simple and complex sentences by connecting given word cards with particle marks. The constructed sentences are automatically scored using large-scale language resources, allowing players to receive on-the-spot feedback, such as how to improve the use of a case marker. We also developed smartphone and web applications of the game and conducted a user study to assess it. The results of the user study demonstrated that our application can be used as a good introduction to studying Japanese writing.
The Impact of Digital Game-based Learning with a Mathematical Game Application on Calculation Abilities of Grade 4 Students
Authors: LIU Yin-Bei , TSE Alex Wing Cheung
Published: January 2025

Calculation abilities are essential in elementary school mathematics and learning with game applications have been demonstrated to improve student’s learning of mathematics, which is conducive to developing their calculation abilities. As one of the core mathematical skills, calculation abilities can be improved through continuous calculation practice. However, there is currently just a little research on the effects of using digital game-based learning (DGBL) with a mathematical game application in elementary school for developing students’ calculation abilities. Therefore, 78 students participated in this quasi-experimental study to evaluate the possible influence of DGBL with a mathematical game application “Oral Math Hero” through iPads on the calculating abilities of fourth-grade students in a mainstream school in Mainland China. A mathematical game application was integrated into a four-week classroom activity for the experimental classes, with pre-test and post-test utilizing a standardized calculation abilities test: Abilita diCalcoloz Calculation Abilities-Memory and Training Group 6-11 (Cornoldi et al., 2002) for both experimental and control groups. Data analysis results using ANOVA showed that there were significant differences in students’ calculation abilities when learning with the mathematical game application on iPad in mathematical classrooms, with significant differences in overall calculation abilities between the experimental group (n=40) and the control group (n=38) in grade 4. In other words, we found that after practicing calculations with the mathematical game application, students were more likely to achieve better calculation abilities, especially in terms of faster calculation speed, and lower error rates. However, there were no significant differences in numerical knowledge, learning with this mathematical game application might not lead to acquiring more mathematical knowledge. This study provides a realistic perspective for elementary mathematics educators and teachers to understand the potential of learning with the mathematical game application: it can be an effective tool to improve the calculation abilities of students in grade 4. The second stage of this project is to explore the reasons behind the results of the study, revealing possible factors of DGBL with the mathematical game application that may facilitate certain aspects of calculation abilities. Further suggestions are made to integrate DGBL into the elementary mathematics classroom.
Democratising AI education: Teaching autoencoders to out-of-school children from low-income backgrounds
Authors: GARG Saumay
Published: January 2025

Artificial Intelligence (AI) has become an integral part of personal computing devices and is gaining importance in school curriculums. Several studies and tools have been developed for teaching AI to school-aged children and it continues to be a growing area of research in computer science education. However, most of these interventions are targeted towards the more privileged and therefore cannot be directly used with children from socio-economically backward families. Children from such backgrounds are often unable to complete even basic elementary education due to several social, economic and systemic challenges. This work aims to help extend the reach of AI education to these less privileged children. A learning activity based on the five AI4K12 big ideas is presented, the activity follows a series of sessions aided by an easy to create tool for supporting tinkerability. The activity attempts to give a high-level overview of the functioning of autoencoders. The feasibility of this approach is verified with a case study involving out-of-school children from low-income families. The findings show that all of the AI4K12 five big ideas can be addressed and effectively taught to non-English speaking children with low numeric literacy. The proposed approach was also shown to increase children’s curiosity and sense of agency while learning about AI.
A Systematic Review of Generative Artificial Intelligence in Language Education
Authors: WANG Zilin , ZOU Di , LEE Lap-Kai Keith , XIE Haoran , WANG Fu Lee
Published: January 2025

This research paper presents a comprehensive exploration of the application of Generative Artificial Intelligence (GAI) within the realm of language education. Through a systematic review of 20 empirical studies conducted within a structured three-step framework, this study elucidates the multifaceted integration of GAI in language learning. The examination encompasses various dimensions, including target languages, learners' educational levels, GAI applications, language skills, and practical outcomes. Additionally, the study critically assesses the key advantages and challenges inherent in GAI's role in language education. The paper provides valuable insights into human-technology interaction by delving into language learners' attitudes toward GAI. Notably, this research identifies three pivotal roles GAI assumes within the language learning process, and they are co-author, evaluator, and learning materials provider. The study concludes by charting a path toward future research endeavors within the evolving landscape of GAI-based language learning by implicating the future research direction of integrating the GAI into language education, including collaborations between humans and GAI, clarifying the definition of GAI-powered plagiarism, GAI-based language activities design, prompting strategies, and digital literacy.
Collaborative design of a simulation-based math classroom: Contradictions and solutions between teaching and research
Authors: GUO Wenxin , WU Bian , LI Dong
Published: January 2025

Although co-design between teacher and researcher as a means could effectively promote teachers’ professional development, little is known about the process of developing a simulation-based math classroom for compulsory education by a co-design team between teachers and researchers. From a dual theoretical perspective involving activity theory and boundary crossing, we investigate the contradictions that emerged between teaching and research activity systems, and the way to deal with the contradictions. The results showed three main contradictions: (1) theoretical ideas versus practical knowledge, (2) simulation-based versus traditional teaching design, and (3) generative interactions versus structured classroom culture. The contradictions were resolved to varying degrees through the efforts of participants who acted as brokers, mainly in terms of the process of perspective making and taking. These findings not only guide how to maximize learning opportunities for teachers in the co-design process with researchers but also enrich teacher education and activity theory.
Learning with Conversational AI and Personas: A Systematic Literature Review
Authors: DROBNJAK Antun , BOTICKI Ivica , SEOW Peter , KAHN Ken
Published: January 2025

This paper describes the results of a systematic review dealing with the use of personas, avatars, and characters in conjunction with AI-supported tools such as chatbots or generative AI in education. Although the use generative AI in education is gaining traction, this study seeks to systematically review the body of knowledge dealing with personified and conversational approaches to education with both pre-generative and generative AI. The results of the study emphasize the importance of the three key elements of such systems: the use of pedagogical agents, interaction, and personalization. These key elements can be relevant when considering the adoption of the new generation of generative AI in education. Such systems should scaffold learners’ understanding providing guidance and support, promote self-directedness and ensure effectiveness in learning, provide customized learning paths, and promote ethical use.
Analysis of Students' Action Decisions about SDGs Issues in Open Inquiry Activity with Real Open Data
Authors: LU Yu-Hao , TSENG Chia-Chun , SHIH Ju-Ling
Published: January 2025

The inquiry-based learning model is an instructional approach tailored to students' exploration of both the natural world and society. By integrating prominent Sustainable Development Goals (SDGs) and leveraging open data, this approach nurtures students' scientific literacy and data analysis proficiencies. In this context, the current study devised an online inquiry learning system named , enabling students to engage with data and independently delve into socioscientific issues through an open inquiry learning model. The findings underscore that students exhibited a high level of immersion throughout the activity, along with adept data collection and summarization skills.
Empowering Language Learners: Harnessing Computer-Based Writing for Enhanced Chinese Language Proficiency
Authors: WONG Lung-Hsiang , AW Guat Poh , CHEN Wenli , CHEUNG Yin Ling , SIM Seok Hwa
Published: January 2025

Computer-based writing (CBW) has become integral in language education, enabling personalised learning and online collaboration. In Singapore, CBW is being introduced in Chinese Language (CL) classes, yet challenges persist, particularly for students using the phonetic-based pinyin input method. This study investigated the impact of partially replacing paper-and-pen-based writing (PPBW) with CBW in primary schools. Using mixed-effects modeling, we compared post-CBW and post-PPBW scores, considering CL achievement levels. Results indicated CBW's positive influence on writing quality regardless of prior competence. Furthermore, CBW significantly benefits low and medium-achieving students' performance. Typing speed and handwriting speed are influential for these students, while different writing strategies play distinct roles. Informed by the findings, we propose an online writing community platform, WeeWrite, incorporating generative AI to enhance CL CBW skills, offering personalised and collaborative learning experiences.
Local Safety Map for a Cornerstone of Local Disaster Prevention: A Case Study of a Historical Local Town in Japan
Authors: OKAZAKI Yasuhisa , WAKUYA Hiroshi , HAYASHIDA Yukuo , MISHIMA Nobuo
Published: January 2025

This paper examines the requirements for creating a local safe map, which is the core of regional disaster prevention, through a case study in a historical local city in Japan. Amid the rising awareness of disaster prevention, efforts are being made in various places to voluntarily create disaster prevention maps through town walks. It is expected to improve residents' awareness of disaster prevention, improve local disaster prevention capabilities, and revitalize local communities. What are the requirements for a local safety map creation to continue to play a central role in regional disaster prevention rather than being a temporary event? Based on our past experiences, we review our research activity what is necessary to make such map-making the core of regional disaster prevention. The following is findings through our experience in the map-making activities. Sustainable development is possible by making it a regular activity in the district rather than a one-off event. Sharing of subjective information in cooperation with the disaster prevention division leads to improve reliability of information by consensus with the members and revitalization of activities through workshops. it is also necessary to select media that provide information from the user's perspective.
Development of a Semi-Active Learning Support System with Operation Index for the Mathematics of Vectors
Authors: JUMONJI Tomohito , AIKAWA Nonoka , TOMOTO Takahito
Published: January 2025

It is important for learners to understand the relationship between mathematical problems and their answers to those problems. One way for learners to recognize the significance of their answers method for a problem is through trial and error. However, in ordinary mathematics learning, the correct answer is generally fed back from the textbook or teacher after the problem is attempted, which does not give learners an opportunity to reflect on their answers. So far, we have developed a system that encourages trial and error by visualizing the learner's answer for the mathematics of vectors and having them interact with it. However, there was a possibility that some learners would only look at the visualized figures to determine correctness and would not reflect on the errors they were making. In this study, we proposed and developed a system that requires learners to interact with figures on the system side, thereby promoting greater understanding of the relationship between mathematical problems and their answers.
Designing and Evaluating an Attention- Engagement-Error-Reflection (AEER) Approach to Enhance Primary School Students Artificial Intelligence Literacy and Learning-to-Learn Skills: A Pilot Study
Authors: KONG Siu-Cheung , YANG Yin
Published: January 2025

This paper reports on a mixed-method pilot study that designed and evaluated an Attention-Engagement-Error-Reflection (AEER) approach to enhance primary school students’ artificial intelligence (AI) literacy and learning-to-learn skills. A total of 35 Grade six primary school students in Hong Kong were involved. Both quantitative and qualitative data were collected and analyzed. Data collection included (1) pre-, post-, and delayed post-AI concepts tests, (2) pre- and post-questionnaires on learning-to-learn skills, and (3) six focus group interviews. The results demonstrated the positive impact of the proposed AEER approach on students’ AI conceptual understanding and learning-to-learn skills. Students’ motivation in the learning process was analyzed. Finally, limitations and future directions were discussed.
Using of Augmented Reality Technology in the Learning Process of Calculus2 for Higher Education Students
Authors: PUTTHIDECH Anek , SOOKJAM Amnaj , SOMSUPHAPRUNGYOS Suwit , BOONYING Sangtong
Published: January 2025

This paper presents the use of augmented reality techniques to enhance learning experience of studying Calculus2. One of the main problems in learning Calculus is the lack of spatial recognition in objects, especially 3-dimensional objects. To improve students’ understanding and immersive experience, Augmented Reality (AR) is applied to overlay 3D objects onto the student's view of the physical world. The chosen 3-dimensional objects include sphere, hyperbolic paraboloid, elliptic paraboloid, paraboloid, cone, ellipsoid, cylindrical, elliptic hyperboloid of one sheet, and elliptic hyperboloid of two sheet. From testing, 30 students found the augmented reality technology effectively helps in learning shapes and calculation for volume and surface area.
The Collaborative Learning of Science Project to Supporting 4C’s Skills for Learning in 21st Century.
Authors: SUPANDEE Witsanu , YACHULAWETKUNAKORN Chitphon
Published: January 2025

The 4C’s skills considered as a significant learning skills in 21st Century. These skills can be practiced in various learning approach, one of them is Science Project. In this study aimed to present the correlation between collaborative learning in Science Project course and development of 4C’s skills in participants. The learning process required students work in group for a semester. To evaluate the effectiveness, participants were assessed 4C’s skills including creative thinking, critical thinking, communication, and collaboration as well as integrative knowledge skill after finished Science Project course. Finally, the finding of this study ensured that Science Project could develop all of 4C’s skills by themselves. Furthermore, It can be another alternative tools for design learning to develop student soft skill in the future.
Ethical Challenges and Best Practices for Transparency in AIED: A Literature Review and Learner Centric Guidelines
Authors: RAI Ram Das , PAWAR Meera , RAJENDRAN Ramkumar
Published: January 2025

Artificial intelligence in education (AIED) is the use of artificial intelligence techniques and tools to enhance and support learning and teaching processes. However, AIED also raises ethical challenges related to transparency, which is the ability to understand how AIED systems make decisions that influence educational outcomes. This paper reviews the literature on transparency in AIED, and presents a set of learner centric guidelines for ensuring transparency. The paper uses the Transparency Index Framework by Chaudhry et al. (2022) as a guiding tool, and discusses the best practices for providing information, allowing oversight, and respecting rights and choices in AIED. The paper also illustrates these practices with examples of ethically and transparently designed AIED systems. The paper concludes by highlighting the trade-offs and precautions involved in ensuring transparency in AIED, and suggests future research directions. This paper contributes to the ethical discourse on transparency in AIED by providing a comprehensive overview, identifying the best practices and challenges, and proposing the learner centric guidelines.
ChatGPT in Education: Risks to Fairness of Access
Authors: SADHUKHAN Sumitra , MISHRA Shitanshu , IYER Sridhar
Published: January 2025

In the rapidly changing ChatGPT world, human skills training is the need of the hour. With a large amount of data, ChatGPT is training itself day by day to understand human prompts and to provide appropriate results. A lot of prompt engineering courses educate learners in structuring the prompts based on how the ChatGPT engine processes any prompt and response. However, these courses do not target specific cognitive skills required by users (learners) to unfold, understand, and express what they really need and want to know from ChatGPT. In this paper, we look at ChatGPT as a tool to support knowledge acquisition and we discuss the questioning skill as an essential cognitive skill required to interact with and make optimal use of ChatGPT capabilities. We argue that risk to the fairness of access does not just stem from the monetary availability of such technologies, but it can also arise from the unpreparedness of the target users. The AI and ethics of AI literacy communities should also focus on training individuals on the cognitive skills needed to become optimal users of such technologies.
Designing a Scaffolding Inquiry-based instruction to Promote Non-engineering students in STEM Learning
Authors: CHANG Chia-Jung
Published: January 2025

The purpose of this study is to design a scaffolding inquiry-based instruction to facilitate non-engineering students in STEM learning and investigates its impact on students’ computer programming, science learning and problem-solving performance. Employing a pretest-posttest experimental design, the investigation involved 19 university students who participated in a 3-week scaffolding inquiry-based program. The results showed that the instruction have positive effects on non-engineering students’ logical thinking, debug, and control in computer programming and concept, high-level cognition, practice, apply and communication in science learning. Although the instruction improved students problem-solving performance, some students failed to solve complicated problems.
Application of ChatGPT in the Role-play Game of Modeled United Nations
Authors: TSAI Zhen-Hung , SHIH Ju-Ling , HONG Geng-De
Published: January 2025

When Artificial intelligence has emerged, it has changed the area of education dramatically. In this study, a game about Modeled United Nations was designed with ChatGPT as one of the players. The study analyzed how ChatGPT will affect the students’ resolutions about the international issues in the group discussion and negotiation. An API to ChatGPT is used to record the students’ interaction with ChatGPT, and a quantitative analysis of interactions and survey is used to collect the students’ actions and feedback about the activity. The research has expected the students to learn how to use AI technology correctly and have a better understanding about the global issues. With the help of AI, the students are also expected to make better decision with AI, and have the ability of problem-solving while working as a team.
Methodology for the Participatory Design of a Learner-Facing Analytics Dashboard
Authors: BOURGUET Marie-Luce
Published: January 2025

In this work-in-progress paper, we describe the participatory design approach we adopted for the inclusive design of a student-facing learning analytics dashboard. The objective is to involve learners throughout the design process to help prevent instructors’ biases ending up in the design. The design participants developed learner personas, use scenarios and storyboards to capture the broad spectrum of students' abilities, skills, objectives, and situations. These guided the decisions made for the essential features, functions, and interactive behaviours of the dashboard and for its initial functional implementation.
Logical Expression Tutoring System for Controlling Smart Devices in Multi-User Environments
Authors: TAKAHASHI Tomoya , MURAKAMI Yuko , WATANABE Hidenobu , NISHIMURAab Kouji
Published: January 2025

Incorporating robust authentication and authorization mechanisms is important to reduce the risk of credential information leakage in an application such as Internet shopping when a smart device is shared by multiple people. We developed a system that allows smart device administrators to customize the application by registering access control conditions expressed as logical expressions into our system. However, the administrator need logical thinking abilities when creating logical expressions, which is not easy to describe the logical expressions to ensure they work as intended for the specific processing flow because they are not programmers. This paper proposes a tutoring system that helps to express logically using a chatbot, which contributes to enhancement and flexibility for smart device security.
Proposing a Processing Distribution System for Cross-Organizational Use of Educational Data
Authors: MORITA Takahiro , MURAKAMI Yuko , WATANABE Hidenobu , NISHIMURA Kouji
Published: January 2025

Cross-organizational data utilization is crucial for fostering DX in education. In order to leverage data across multiple organizations, some research suggests platforms that enable data-using organizations to bring data and the programs deployed to a secure execution environment for processing. However, when it comes to using educational data, it is concerned about the risk of confidential information leakage by transferring the data outside of organization. In addition, to efficiently use data across organizations, each organization should perform common preprocessing on the data. In this paper, we propose a processing distribution system that can securely and efficiently collect educational data and utilize it across organizations.
How to "Unboxing" Gamer Competencies: via Systematic Literature Reviews to get Analytical Framework is workable?
Authors: CHANG Tieh-huai , JAN Mingfong
Published: January 2025

The long-term lack of structural resources in game studies has been a constant obstacle preventing researchers from academicizing video game community knowledge and gamer competence (Lin, 2011). The difficulty lies in the fact that one cannot make bricks without straw. Each paper on game research is like a piece of brick, without a sufficient amount of bricks, it is naturally difficult to produce a relatively large- scale structure. Such a predicament is interrelated and affect one another. Nowadays, a certain number of studies on gamer competence has accumulated in various fields such as neuroscience, communications, psychology, sociology, and pedagogy, however, a coordinate system for gamer competence in the academic circle of game studies has yet to be established. Based on this, this paper uses the document analysis method to propose a two-dimensional analytical framework for classifying current gamers’ competencies. The results are presented according to a systematic review, which specifically points out the literature gaps and research method breakthroughs in each quadrant, providing a reference for relevant studies when choosing a research topic or focusing on a research path. To conclude, this paper uses a graphical framework to compile the current state of player competence at this stage, so that subsequent researchers can locate their own point of focus and relative position, making it easier for discussion and focus in their respective area of exploration.
A Novel Interpretation of Classical Readability Metrics: Revisiting the Language Model Underpinning the Flesch- Kincaid Index
Authors: Eharaa Yo
Published: January 2025

In the realm of natural language processing (NLP), the quantification of text readability remains crucial, with pivotal applications in education. While the Flesch- Kincaid GradLevel (FKGL) has been a foundational metric for English text readability, recent advancements, particularly with models like Bidirectional Encoder Representations from Transformers (BERT) , have heralded a new age of language model-based assessments. Contrary to popular belief about the FKGL's legacy nature, our research elucidates that FKGL encapsulates language model complexities. We introduce a novel interpretation that views FKGL as a linear blend of perplexities from specific unigram models. Leveraging the OneStopEnglish dataset, we enhanced FKGL by incorporating perplexity values from state-of-the-art language models for sentence boundaries. Our results highlight that integrating BERT's capabilities significantly bolsters FKGL's performance. The implications are vast, suggesting potential expansion to multi-lingual FKGL applications and providing theoretical backing for FKGL-based research in languages like Japanese.
Exploring the Possibility of Harnessing Drones in Geography Education in High Schools
Authors: JONG Morris , TSAI Chin-Chung , ZHANG De-Qi
Published: January 2025

This working paper discusses our initiative to explore the possibility of harnessing drones as an inquiry-based learning tool in geography education for supporting outdoor fieldwork. In particular, we focus on delineating (i) the rationale behind this initiative, and (ii) the direction of how to adopt drones in geography learning and teaching based on the high-school context in Hong Kong.
Impact of Augmented Reality App on EFL Young Learners’ Vocabulary Learning Engagement in a Seamless Learning Environment
Authors: SONG Yanjie , ZHOU Jianfeng , YANG Yin
Published: January 2025

Despite that Augmented Reality (AR) has been integrated into English as a Foreign Language (EFL) instruction, few studies have been conducted, focusing on AR -supported vocabulary learning both inside and outside the classroom at a primary level. Against this background, this quasi-experimental study aimed to examine the impact of an AR app – VocabGo on primary students’ vocabulary learning engagement under the ‘pedagogical framework of AR-supported vocabulary acquisition in a seamless learning environment’ in the context of a private school in Shenzhen, China. Mixed research methods were adopted. The study lasted 22 weeks. Seventy-two Grade 4 students from a private school in Shenzhen were randomly divided into three groups (N = 24 per group). Group 1 used VocabGo both in-class and out-of-class, Group 2 used VocabGo in-class only, and Group 3 used VocabGo out-of-class only. Data collection involved student pre- and post-engagement questionnaires, student focus group interviews, and log data. The research findings show that students in Group 1 outperformed significantly those in Group 2 and Group 3 in learning engagement in cognitive, behavioural, emotional and agentic dimensions. This indicates that AR-supported vocabulary acquisition in a seamless learning environment is conducive to students’ vocabulary learning engagement in all dimensions. This study contributes to the literature in substantiating the effectiveness of AR-supported vocabulary learning in a seamless learning environment for young learners in an EFL context, particularly in Mainland China.
Developing a Video-based e-Learning System Incorporating a Fill-in-the-blank Question-type Concept Map
Authors: HASEGAWA Takumi , HAYAMA Tessai
Published: January 2025

E-learning, which can be used anywhere and at any time, is very convenient and has been introduced to improve learning efficiency. However, securing a completion rate has been a major challenge. Recently, the learning forms of e-learning require learners to be introspective, deliberate, and logical and have proven to be incompatible with many learners with low completion rates. In this study, we propose an e-learning system that incorporates a fill-in-the-blank question-type concept map to deepen learners’ understanding of learning contents while watching learning videos. The proposed system promotes active learning reflectively and logically by allowing learners to answer blank question labels on concept maps from video content and labels associated with the question labels. We conducted an experiment with 14 subjects to evaluate our proposed system by comparing it with a conventional video- based e-learning system and confirmed that the proposed system promotes active learning while watching lecture videos and is effective in improving the comprehension of learning content for learners who are unfamiliar with video-based learning.
A Bio-Inspired Method for Personalized Learning Path Recommendation Problem
Authors: ZHENG Yaqian , WANG Deliang , XU Yaping , MAO Ziqi , ZHAO Yaqi , LI Yanyan
Published: January 2025

The recommendation of personalized learning paths is recognized as one of the most challenging aspects in the field of e-learning. In the existing literature, numerous approaches have been proposed to identify appropriate learning paths for e-learners, taking into consideration multiple perspectives. However, the current state of research lacks a unified framework that effectively integrates the most vital parameters associated with the learner, learning object (LO), and domain knowledge to generate optimal learning paths. To address this challenge, a novel bio-inspired approach is proposed for solving the personalized learning path problem. In this method, we initially incorporate the learner, LO and domain knowledge models into a unified mathematical model. Then an enhanced ant colony optimization algorithm is utilized to determine the optimal personalized learning paths for learners. To investigate the effectiveness of the proposed method, we performed several computational experiments based on six simulation datasets. The results indicate that the proposed method surpasses other competing methods in terms of performance and robustness, showcasing its superior effectiveness.
Developing Effective Educational Chatbots with ChatGPT prompts: Insights from Preliminary Tests in a Case Study on Social Media Literacy
Authors: KOYUTURK Cansu , YAVARI Mona , THEOPHILOU Emily , Sathya BURSIC  , DONABAUER Gregor , TELARI Alessia , TESTA Alessia , BOIANO Raffaele , GABBIADINI Alessandro , HERNANDEZ-LEO Davinia , RUSKOV Martin , OGNIBENE Dimitri
Published: January 2025

Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn interactions and discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue natural educational conversations, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.
Mathematic Learning-by-Teaching:Video Creation and Cross-Schools Staging
Authors: CHOU Te-Yang , YEH Yen-Cheng , TU Hong-Ming
Published: January 2025

With the advancement of technology and the transformation of media, traditional paper-based teaching is no longer the only way for students to learn. With streaming media becoming more and more popular, the "video" is a supplementary resource to be integrated into teaching. In this study, we based on the Interest-Driven Creator Theory and integrated video creation and the learning-by-teaching model to design learning activities. By creating videos, students can play the role of teachers to explain their mathematics concepts to their peers (Peer Tutoring) and enhance their interest in mathematics. Moreover, Students also can discuss with other peers and enhance their video. Students can construct their mathematical concepts and deepen their impressions in this activity.
Process Evaluation for Concept Map Building and Its Experimental Evaluation
Authors: RISMANTO Ridwan , PINANDITO Aryo , ANDOKO Banni Satria , HAYASHI Yusuke , HIRASHIMA Tsukasa
Published: January 2025

Concept map as an assessment tool is widely accepted in the field of education. In this research, assuming the process evaluation of concept map building leads to better evaluation than the product (that is, built concept map) evaluation, we proposed a process evaluation method and conducted an experimental evaluation of the method. The process evaluation method is intended for re-composition type of concept maps, not for general ones. In the re-composition concept map, a learner is provided a set of components of a concept map, that is, links and nodes, and required to recompose a concept map by using the components. The provided components are generated by decomposing the concept map built by an expert as a representation of understanding of the learning target. In this research, we set several submaps with a set of semantics in one expert map and define a good process by recomposing the submap as a series of activities. The process evaluation results were compared with the product evaluation results for the data of a practical use of re-composition of concept map in undergraduate class. As the results of the comparison, we have already confirmed that the result of process evaluation was a better predictor of learner’s understanding than the results of the product evaluation. In this paper as an additional analysis, we reported the analysis of relation between process evaluation and product evaluation. The difference between the evaluation methods could result in a case where there is zero score for process evaluation and full score for product evaluation. However, analysis results confirmed that there is a strong correlation between the two evaluation methods with r value = 0.8. These results suggest that support for the process of submap re-composition is a promising way for learners to recompose a good concept map. We further explore the usability of the process evaluation to the teachers, and it shows a high rate of agreement of the usefulness and appropriateness of the method. Based on the results, we are developing a formative assessment and support environment for concept map re-composition.
Students’ Verbal Interaction Patterns in Computer-Supported Collaborative Learning: The Role of Individual Preparation
Authors: CHEN Wenli , ZHENG Lishan , HO Mei-Yee Mavis , LYU Qianru , HU Hua , LIN Zirou
Published: January 2025

This study explores students' verbal interaction dynamics in two computer-supported collaborative learning (CSCL) environments: immediate collaboration and individual preparation (IP) followed by group collaboration. Although verbal interactions are not always central to all CSCL designs, they are critical in contexts that emphasize face-to-face or synchronous communication, where they facilitate negotiation, idea sharing, and collaborative knowledge construction. By applying content analysis and lag sequential analysis (LSA), this study examined the verbal interaction behavioral sequences of students in both conditions to understand how IP influences collaborative dynamics. The findings highlight the crucial role of IP in enhancing collaborative dynamics, suggesting that well-structured preparatory activities can significantly improve group interaction efficiency. This research contributes valuable insights for refining CSCL instructional strategies, emphasizing the need to balance structured preparation with opportunities for spontaneous interaction to optimize collaborative learning outcomes. By managing distractions and maintaining task focus, educators can create more effective collaborative learning environments.
Investigating Secondary School Students' Academic Emotions in Data Science Learning
Authors: ZHU Gaoxia , TEO Chew Lee , YUAN Guangji , KER Chin Lee , ONG Aloysius , LEE Alwyn Vwen Yen
Published: January 2025

Cultivating students' data science knowledge and skills is pressing and challenging, given its interdisciplinary nature, students' limited prior knowledge, and teachers' insufficient training. In data science learning, students may experience various academic emotions. Understanding what emotions students experience, how these emotions are associated with their perceived learning, and under what conditions they experience intensive emotions is critical to informing the design of data science programs and better supporting students. This study collected 839 emotion survey responses from 67 secondary school students in two cycles of a two-day out-of-school data science program. The program engaged students in collaborative inquiries on authentic problems through data science practices with the support of teachers, researchers and facilitators. We found that frustration, interest, surprise and happiness positively predicted students' perceived learning, whereas anxiety negatively predicted perceived learning. Students experienced peaks of positive emotions after an expert's enthusiastic introduction talk to data science in the first cycle and after one-to-one face-to-face consultations with data science experts in the second cycle. However, sharing their progress and challenges with the data science expert in the first cycle and preparing for presentations in both cycles made them experience intense negative emotions such as anxiety, frustration, and confusion. These findings provide implications for designing data science programs to elicit students' positive learning experiences and reduce intensive negative emotions.