bluuebunny/crossref_metadata_2025 huggingface dataset:
A Sustainable Approach to Rice Cultivation in Punjab-Direct Seeding of Rice (DSR)
Authors:   Agricultural Economist, Department of Economics and Sociology, Punjab Agricultural University, Ludhiana, Punjab, Ranguwal Sangeet , Kumar Raj ,   Principal Extension Scientist (Agricultural Economics), Department of Economics and Sociology, Punjab Agricultural University, Ludhiana, Punjab, Singh Gurpreet ,   Senior Research Fellow, Crop Residue Management, Agricultural Technology Application Research Institute (ATARI) ICAR, Zone I, Ludhiana
Published: January 2025

Considering sustainable agriculture as the keystone of social and economic prosperity, promotion of Direct Seeded Rice (DSR) has been one of the pioneer steps in the Punjab Government’s 2023-24 Budget. In the present study based on field survey of it was found that use of all the inputs was lower on DSR farms as compared to conventional Puddled Transplanted Rice (PTR) farms except seed, plant protection chemicals and some micro-nutrients. Though the yield in DSR (2769 kg per acre) was marginally lower than PTR (2801.3 kg per acre), the net returns over variable cost were higher by about 13 per cent in DSR (Rs 31482.14 per acre) than PTR (Rs 27788.41 per acre) because of lower variable costs involved in DSR. The cost in production of one kg grain using DSR was found to be lower (Rs 8.43 per kg) by about 15 per cent than in PTR (Rs 9.88 per kg) and the input energy involved in the same was Rs 7.84 MJ as compared to 8.86 MJ indicating that DSR has the potential to increase farmer’s income and save scarce resources. DSR technology is a viable alternative to overcome the problems of rising cost of cultivation, labour and water shortages for sustainable rice production yet it has not been adopted at a very large scale. There is need for more research in development of high yielding rice cultivars suitable for DSR along with ensured and timely availability of agro-inputs and machinery. Also, there is a need to 3 generate more awareness of recommended DSR production practices among the farmers for its speedy adoption and thus achieving sustainable production.
Evaluation of Donor and Advanced Lines for Blast Resistance Across Agroclimatic Zones of Andhra Pradesh and Telangana
Authors:   Agricultural College, ANGRAU, Bapatla, AP, Karedi Eden Georgia , M Srinivas Prasad ,   Indian Institute of Rice Research, Rajendranagar, Telangana, GS Jesudas ,   Indian Institute of Rice Research, Rajendranagar, Telangana, V Bhuvaneswari ,   Regional Agricultural Research Station, ANGRAU, Maruteru, AP, P Madhusudhan ,   Agricultural Research Station, ANGRAU, Nellore, AP, P Udayababu ,   Agricultural Research Station, ANGRAU, Nellore, AP, B NVSR Ravi Kumar ,   Regional Agricultural Research Station, ANGRAU, Nandyal, AP, V Manoj Kumar ,   Regional Agricultural Research Station, ANGRAU, Guntur, AP
Published: January 2025

Rice blast, caused by the fungal pathogen Pyricularia oryzae, is a major threat to rice production worldwide. As P. oryzae is a highly evolving and dynamic pathogen and adapting host plant resistance is the most significant way of managing the blast disease. The present study aims to assess the performance of rice genotypes across different locations to understand their adaptability and also to monitor the virulence patterns of the blast pathogen population. A multi-location trail was carried out with 39 cultivars consisting of near-isogenic lines, international differentials, donors and commercial cultivars possessing different genes for blast resistance by adopting Uniform Blast Nursery (UBN) at six locations in different agroclimatic zones of Andhra Pradesh and Telangana during Kharif 2023. There was significant variation in disease pressure among locations, with ARS, Nellore exhibiting the highest Location Severity Index (LSI) of 4.44 and ARS, Uttukur showing the lowest LSI of 2.76. The susceptibility Index (SI) 7.45 was recorded highest in the susceptible check (HR-12) while the resistant check Tetep showed the lowest SI of 2.16. Several genotypes carrying the Pi-1, Pi-12, Pi-z+Pi-a+Pi-i, Pi-54, Pi-9 and Pi-kh+ genes demonstrated consistent resistance across different locations. The study highlights the importance of considering gene combinations for durable resistance and the need for site-specific adaptation in rice breeding programs to combat rice blast effectively.
The Analysis of Planting Procedures in Katiga Irrigation Area, Cigandamekar District, Kuningan Regency
Authors: Nataprayoga Hibban , Bachtiar Irfan , Ramdhani Rizqy Yusuf , Nurdiyanto Nurdiyanto
Published: January 2025

Water Resources Management involves planning, implementing, monitoring, and evaluating the conservation, utilization, and damage control of water resources. Various issues can arise from an insufficient irrigation water supply, particularly during the dry season. Therefore, assessing plant water requirements, irrigation water availability, and planting patterns is crucial. The Katiga irrigation area, covering 1,010 hectares, is actively used for rice cultivation. During the rainy season, the main crops grown by farmers are rice and secondary crops across three growing seasons. This research calculates water availability by determining the 80% discharge (Q80). The results indicate that the available water for the Katiga irrigation area, located in Cigandamekar Sub-District, Kuningan Regency, ranges from 201.20 l/sec to 1,137.55 l/sec, with the highest water requirement being 956.29 l/sec. The recommended planting pattern is 83% rice and 17% secondary crops for the first growing season, 66% rice and 34% secondary crops for the second growing season, and 29% rice and 17% secondary crops for the third growing season, with the additional division of the field into three groups.
Analysis of Infiltration Wells Needs in Flood Management in Sunyaragi Urban Village Cirebon City
Authors: Afandi Muhamad Nur , Fauzi Ola Maula Hasbiya , Oktaviani Dhea , Tribhuwana Awliya
Published: January 2025

The development of a city results in increased urbanization. This development leads to changes in land use in urban areas, creating large areas covered by buildings and roads, which reduces infiltration and increases surface runoff. With high rainfall of 147.238 mm per month, Sunyaragi Village often experiences flooding during the rainy season, especially on St. Taman Pemuda. This study aims to determine the number of infiltration wells needed to reduce the risk of flooding in Sunyaragi Urban Village, Cirebon City. The research employs descriptive methods using Arc-GIS remote sensing and quantitative methods, including hydrological analysis to measure rainfall intensity, hydraulics analysis to assess drainage channel capacity, and infiltration well analysis to determine the required number of infiltration wells. Based on the analysis results, the maximum runoff discharge value in the 5-year return period on St. Taman Pemuda is 0.00562 m³/sec, indicating that eight infiltration wells are needed. These wells are planned to be cylindrical, with a diameter of 1 m and a depth of 3 m, achieving an efficiency value of 85.04% in reducing runoff discharge.
Analysis of the Ornaments of the Pura Mangkunegaran Surakarta as Learning Material for Decorative Arts at SMPN 1 Mojogedang
Authors: Anggraini Rita , Hendri Zulfi
Published: January 2025

Indonesia is rich in cultural heritage, yet many traditional arts and crafts, such as the ornaments of Pura Mangkunegaran Surakarta, remain underappreciated.  This research emphasizes integrating cultural heritage into decorative arts education to preserve cultural identity. Using a qualitative approach, the study identifies and analyzes various types, forms, and meanings of ornaments found in Pura Mangkunegaran Surakarta, their relevance, and the curriculum at SMPN 1 Mojogedang. The findings reveal that these ornaments, which reflect Javanese, Chinese, and European influences, not only enhance aesthetic appreciation but also foster critical thinking and creativity among students. By incorporating local cultural materials into educational practices, the research contributes to a deeper understanding of cultural backgrounds, instilling pride and a sense of responsibility in preserving heritage. This integration significantly enriches students' learning experiences and promotes cultural preservation within the educational framework.
Indonesia's Policies and Strategies for Embracing Inclusive and Environmentally Friendly Recovery
Authors: Purniyati Asti Sri
Published: January 2025

The COVID-19 pandemic has significantly impacted various aspects of life, including economic, social, and environmental dimensions. In Indonesia, post-pandemic recovery challenges encompass the need for inclusive and sustainable economic recovery while maintaining ecological sustainability. This research aims to analyze the policies and strategies implemented by Indonesia to achieve a truly inclusive and environmentally friendly recovery after the COVID-19 pandemic. Utilizing a literature study method with a qualitative approach, the data was collected from statutory regulations, books, scientific journals, and other legal sources. Data analysis involved data reduction, presentation, and conclusion drawing. The results indicate that Indonesia has adopted several innovative policies and strategies to promote an inclusive and environmentally friendly recovery, such as the National Economic Recovery Policy Strategy (PEN), diversification of exports, and initiatives aimed at enhancing productivity while ensuring environmental protection. However, the novelty of this research lies in identifying how these strategies uniquely integrate social equity and environmental stewardship in a post-pandemic context, contrasting with previous recovery frameworks. By highlighting the interplay between economic policies and social inclusion, this research contributes to a deeper understanding of sustainable development pathways in Indonesia.
Everyone Wants Web 2.0
Authors: NYKVIST Shaun , Daly Craig , RING Jared
Published: January 2025

The interactive nature of Information and Communication Technologies (ICT) is the impetus for the adoption of digital technologies by students for socialising and communicating in new ways. In particular these new ways of communication have embraced web 2.0 technologies such as Facebook© ©, however, teaching practices within educational institutions have remained relatively unchanged. This paper explores the use of the web 2.0 technology Facebook© in a Higher Educational setting to support undergraduate students. It further highlights how students in a developing country currently use this technology and their expectations for the future use of this web 2.0 technology.
Collboard: Supporting New Media Literacies and Collaborative Learning Using Digital Pens and Interactive Whiteboards
Authors: ALVAREZ Claudio , MILRAD Marcelo , NUSSBAUM Miguel
Published: January 2025

The high-penetration of information and communication technologies in our daily activities renews the question about the type of skills learners need to develop on the 21st century. Seeking to foster the development of new media literacies skills in the classroom, we developed Collboard. The Collboard approach combines a pedagogical rationale based on a collaborative strategy aiming at solving open-ended tasks and a technological workflow that incorporates the notion of seamless interactions across different kind of media. Collboard integrates digital pens to support individual work and interactive whiteboards as a collaborative knowledge construction space. We report on the conception of Collboard, its different technological and software components, as well as our initial findings from the experiences we conducted in a Swedish school with 7th grade students in the field of mathematics. Our qualitative observations and initial results provide some indications that this type of learning environments can support the development of new media literacies skills such as collective intelligence, distributed cognition, transmedia navigation and visualization.
Interaction Design Based on Augmented Reality Technologies for English Vocabulary Learning
Authors: HSIEH Min-Chai , LIN Hao-Chiang Koong
Published: January 2025

In this paper, we present the Augmented Reality English Vocabulary Learning System (AREVLS) with immersive English Vocabulary learning. AREVLS consists of two components: (1) Magic Book, and (2) Card Matching System. Moreover, we use Heuristic Evaluation and System Usability Scale (SUS) to make a questionnaire for English teachers in elementary schools as well as kindergartens. The research results show that the SUS has positive usability and participants enjoy the interaction with it. From the Heuristic Evaluation, the disadvantages of AREVLS are acquired, and the experts provide some feedback for further improving the system.
Personalization and Context-awareness Supporting Ubiquitous Learning Log System
Authors: LI Mengmeng , OGATA Hiroaki , HOU Bin , UOSAKI Noriko , YANO Yoneo
Published: January 2025

This study primarily exploits a context-awareness and personalization model supporting ubiquitous learning log system. Learning log stands for the log of knowledge or learning experience acquired ubiquitously. The model has three main behaviors, which are to recommend learning objects in accordance with both learners’ needs and contexts, to detect their learning styles using the context history and to prompt them to review what they have learned regarding their learning styles. What’s more, by monitoring learners’ reaction on the recommendation or prompting, the model can improve its prediction.
Development of new e-Learning contents using the Augmented Reality Technology
Authors: TOGUCHI Akinori , SASAKI Hitoshi , SHIKODA Arimitsu , MIZUNO Kazunori
Published: January 2025

A learning content used in e-Learning system is prone to one-sided outbound of information. It is difficult to use in laboratory courses require work with the real tools. However, students will easily understand how to operate equipment by watch the real things rather than seeing them illustrated. Therefore, we focused attention on the augmented reality (AR) technology to solve this issue. By using it, we can make new e-Learning content that can shows instruction on the actual environment through 3D computer graphics models with some instruction information. In this paper, we propose the new e-Learning content using the AR, and report about developed the prototype content with evaluation of students.
Development of Notetaking Instruction System with Handwriting Interface
Authors: NAKAMURA Shunsuke , TANAKA Hisaharu , WATANABE Kenzi , OKAZAKI Yasuhisa
Published: January 2025

It is known that notetaking instruction leads to improvement of students' motivation for learning and understanding. However, it is not easy to instruct how to take notes enough for each student in classroom. We have developed a notetaking instruction system with handwriting interface. Our prototype system is designed for arithmetic calculation by writing. The user can take notes on the system the same as usual notetaking because our system is equipped with a handwriting interface. We have defined three instruction rules. They are laying out group heads, inserting blank spaces and separating the page for additional information. The diagnosis results and instructions are immediately presented to the user. Our system has realized individual notetaking instruction in which the user can learn the basics of how to take notes through real-time instruction.
Algorithm Learning Environment for Linked List with Programmers’ Perspective
Authors: NOGUCHI Yasuhiro , KOGURE Satoru , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

We have constructed a learning environment in which algorithm/programming learners can operate objects on a linked list model in its domain world. The main advantage of our system is that our model reflects an expert programmers’ perspective: some concepts of programming, and some implicit restrictions caused by those algorithms are written for computers not for people. Such a perspective is important for understanding algorithms; however, it is not common that this perspective is taught to learners explicitly. In this paper, we proposed such a model for a linked list as an example of dynamic data structure. An evaluation of the system and model with the programmers’ perspective showed a marginally positive effect for understanding algorithms.
Analyzing Students’ Usage of E-Learning Systems in the Cloud for Course Management
Authors: DOAN Tuan-Anh , ZHANG Jie , TJHI William Chandra , LEE Bu Sung
Published: January 2025

E-learning systems are now considered a core IT support in most Institute of Higher Learning. Each student is assigned a set of courses based on their preferences for each semester. Learning materials are posted and evaluated through the system. Mining access and usage log data of the e-learning system can give insights such as on how these materials are accessed by students in their order of preferences on each of the courses. A study was carried out, and the results show that there is good correlation between students’ performance and e-learning usage. In this paper, we describe our methodology on analyzing students’ usage of e-learning systems for course management with the help of cloud computing services. We present a student performance predictive model built from the retrieved logs that is confirmed to achieve sufficiently good accuracy.
Metacognitive Student Model
Authors: PEÑA-AYALA Alejandro , DOMÍNGUEZ-DE LEÓN Rafael , MIZOGUCHI Riichiro
Published: January 2025

In this paper, we wonder: How aware are learners of their metacognitive skills at studying? In order to respond such a question, we propose a student model to acquire, measure, and depict basic metacognitive skills of learners. Our metacognitive student model describes underlying concepts of knowledge and regulation domains. The first experiment reveals: Groups of college students own a wide gray-level scale of awareness of their metacognitive skills.
Multiple representations to support learning of complex ecological processes in simulation environments
Authors: BASU Satabdi , BISWAS Gautam
Published: January 2025

This paper combines Multi-Agent based simulation with causal modeling and reasoning to help students learn about ecological processes. Eighth grade students who took part in the study showed highly significant pre to post test gains on learning domain content and causal reasoning ability. Moreover, students’ success in reasoning with a causal model of the ecosystem was strongly correlated with higher learning gains. This work provides the foundations for designing scaffolded multi-agent, simulation-based intelligent learning environments with modeling and reasoning tools to help students learn science topics.
A Practical Study on Modeling Lesson Plans with an Ontological Engineering Approach
Authors: HAYASHI Yusuke , KASAI Toshinobu , MIZOGUCHI Riichiro
Published: January 2025

This paper discusses computer support for making a design of a lesson in a school teacher’s mind. Although school teachers usually describes the plan in a document called lesson plan, it is the result of thought and does not often have enough information about the design rationale behind it. The authors have developed an ontology called OMNIBUS and a theory-aware authoring system called SMARTIES. The purpose of this study is to examine the effectiveness of them through the practical efforts of deploying them to a community of social studies schoolteachers. This paper presents findings of the practical efforts and considerations of improvement of OMNIBUS and SMARTIES.
The level up procedure: How to measure learning gains without pre- and post-testing
Authors: VANLENH Kurt , BURLESON Winslow , CHAVEZ ECHEAGARY Helen , CHRISTOPHERSON Robert , GONZALEZ SANCHEZ Javier , HIDALGO PONTET Yoalli
Published: January 2025

The level up procedure is a method for evaluating the learning gains of educational software, and tutoring systems in particular, that includes some form of embedded assessment. The instruction is arranged in levels that take only a few minutes to master, and students level up when the software indicates they have achieved mastery. This paper reports some methodological lessons learned from applying this procedure in studies of a tutoring system that taught high school students how to model dynamic systems.
Study on the Effects of Learning Examples through Production in Problem Posing
Authors: KOJIMA Kazuaki , MIWA Kazuhisa , MATSUAI Tatsunori
Published: January 2025

Problem posing is identified as an important activity in mathematics education. Although it is difficult for novice learners to pose diverse problems, they must do so. Such novices particularly have difficulty in appropriately composing mathematical structures of solutions when posing new problems. This paper discussed and experimentally studied an approach to support learning of problem posing as a production task. We designed support for learning by imitation of examples, in which learners reproduce problems presented as examples. That is expected to facilitate learners’ understanding ideas used in generation of the examples, and to stimulate new idea generation in learners’ own problem posing. We then verified the effects of learning an example through imitation, with the results indicating that learning by imitation can facilitate adaptation of ideas used in an example into learners' problem posing, whereas it cannot necessarily facilitate appropriate problem posing when they try to diversify.
Knowledge Augmentation for Experiential Learning in Fieldwork
Authors: KASHIHARA Akihiro , OGATA Ken
Published: January 2025

The main issue addressed in this paper is how to augment knowledge to be learned through experiences in fieldwork. Our approach to this issue is to provide learners with awareness (Unknown Awareness UA for short) of information after their learning, which has not been obtained during the fieldwork and which is unknown to them, and to help them augment their experiential knowledge with the UA information. This paper demonstrates a knowledge augmentation system, which automatically generates a Web album with the map showing the fieldwork route followed and locating the photos/memos taken during the fieldwork from the experience log made with GPS and digital camera. The system appropriately extracts UA information related to the experience log from the Web to present it on learners’ demand in the user interface. The results of the case study suggest that UA information tends to promote augmentation of experiential knowledge.
Instructional Design Support System Based on Both Theory and Practice and Its Evaluation
Authors: KASAI Toshinobu , NAGANO Kazuo , MIZOGUCHI Riichiro
Published: January 2025

In this study, we have been developing a system called FIMA (Flexible Instructional Design Support Multi-Agent System) that dynamically supports teachers in designing instruction by facilitating their thinking ways according to the characteristics of those of expert teachers. In the present study, we focused on a support to facilitate teachers’ deep reflection and awareness of room for improvement of their lesson plans based on instructional/learning theories and best practices. In order to provide such support, we make use of the OMNIBUS ontology, which describes knowledge extracted from instructional/learning theories and best practices. In this paper, we describe this support function in detail and report results of an experiment carried out for evaluation of its effectiveness.
Experimental Evaluation of Kit-Build Concept Map for Science Classes in an Elementary School
Authors: SUGIHARA Kouta , OSADA Takuya , HIRASHIMA Tsukasa , FUNAOI Hideo , NAKATA Shinsuke
Published: January 2025

We have already proposed Kit-Build Concept Map (we call it as “KB map”) that is a framework to realize automatic diagnosis of concept maps built by learners and to give feedback to their errors in the maps. In this paper, we report an experimental evaluation of KB map in science learning in an elementary school. Two classes of fourth grade students in an elementary school attended the experiment. “Waxing and Waning of the Moon” in science class was the topic of this experiment. The results suggested that the diagnosis and feedback with the KB map has positive effect to improve learner’s understanding of this topic.
A Case Study of Learning by Problem-Posing in Introductory Phase of Arithmetic Word Problems
Authors: YAMAMOTO Sho , KANBE Takehiro , YOSHIDA Yuta , MAEDA Kazushige , HIRASHIMA Tsukasa
Published: January 2025

We have developed an interactive environment for learning by problem-posing targeting arithmetic word problems that can be solved either by addition or subtraction. In our previous work, the environment was used by third or fourth grade students who have already acquired ability to solve the targeted problems. Therefore, problem-posing was an additional practice for the students and the purpose of the learning with the environment was sophistication of their ability. In this paper, practical use of the environment for the first grade students is reported. Just after the classes of problem solving of the arithmetic word problems, the way of problem-posing itself was taught in classes, and then, the environment was used as exercise of the problem-posing. Through this practice, we have confirmed that (1) the first grade students were able to pose problems in the environment, and (2) the practice to pose problems improved their ability not only in problem-posing but also in problem-solving.
Intelligent feedback polarity and timing selection in the Shufti Intelligent Tutoring System
Authors: JOHNSON Stuart , ZAIANE Osmar
Published: January 2025

It is well known that the training of medical students is a long and arduous process. Students master many areas of knowledge in a relatively short amount of time in order to become experts in their chosen field. The Socratic Method used in the latter stages of medical education, where a physician directly monitors a group of students, is inherently restrictive due to the limited number of cases and length of the students’ rotations. Innovative Intelligent Tutoring techniques offer a solution to this problem. This paper outlines the overall structure and design of Shufti, an Intelligent Tutoring System (ITS) focused on mammography and medical imaging. Shufti's aim is to provide medical students with an improved learning environment, exposing them to a broad range of examples supported by customized feedback and hints driven by an adaptive Reinforcement Learning system and Clustering Techniques.
Design for Scaffolding Collaborative Inquiry and Academic Literacy for Chinese Tertiary Business Students
Authors: ZHAO Ke , CHAN Carol C.K.K.
Published: January 2025

This study investigated how collaborative inquiry and social literacy acquisition took place in a computer-supported collaborative inquiry environment for Chinese tertiary business students. Participants were 102 Year 1 business students in four intact classes. Two classes experienced a principle-based computer-supported environment and two a conventional project-based approach. Data included survey, writing quality, portfolio, focus group interview and online interactions. Quantitative analyses indicated instructional groups outperformed comparison groups on conceptual understanding, inquiry processes and argumentative writing. Interview study characterized change dynamics under four contextual themes-- epistemology, pedagogy, technology, community, pointing to facilitative role of design principles. Micro-level online discourse analysis characterized nature of discourse moves and group patterns suggesting a significant role of socio-metacognitive and explanatory discourse mediated by technology.
Moving toward active reading: constructing a scaffolding tool for inquiry based reading on e-books
Authors: HSIAO Li-Hsiang , LEE Hsin , HUANG Shing-Tsaan , LI Liang-Yi , CHEN Gwo-Dong
Published: January 2025

Reading actively helps students become better readers. Unfortunately, students in modern education system have to acquire so plentiful knowledge in textbook that they absorb them all passively like sponge absorbing water [1] without active participation and thinking. Therefore, strategies have been proposed to teach students active reading. Questioning is a very important strategy for successful active reading. In this paper, we synthesized some reading strategies such as SQ3R, self questioning, and QARs into “inquiry based reading”. The main spirit of inquiry based reading is “asking questions” and “finding answers”. However, it is difficult for most students to implement while reading. The reason can be generalized as two major problems: (1) students have no capability to ask questions and (2) they have no motivation to ask questions while reading. As a result, we bring up a training process and a scaffolding tool on an e-book to solve these two problems. A validation of the instrument is processed containing 32 undergraduate students. The results show that students who used the scaffolding tool have learned inquire based reading better after training.
How to increase ubiquitous experiential learning
Authors: Li Mengmeng , Ogata Hiroaki , Hou Bin , Uosaki Noriko
Published: January 2025

This paper introduces a mechanism in a ubiquitous learning log system, which is designed to guide learners to participate in the learning activities recommended by the system. In order to provoke learners’ interests on the knowledge, the recommended knowledge is related to both what learners are studying and the learners’ current learning contexts. And to help learners grasp the knowledge, in the second step the mechanism provides learners with relevant learning activities to guide learners to use the recommended knowledge.
Evaluation of Mobile Learning: A Cognitive Style Approach
Authors: CHANG Li-Ping , HUANG Pei-Ren , CHEN Sherry Y.
Published: January 2025

Mobile devices bring a lot benefits to student learning, including flexibility, convenience and ubiquity. On the other hand, students have various characteristics, among which cognitive styles play an important role. This study aims to investigate how students react differently to mobile device from a cognitive style perspective. The results suggest that students in the mobile device scenario had more engagement and performed better than those in the desktop computer scenario. Furthermore, Holists who made more movements and Serialists who frequently used the Keyword Search could achieve good performance in the desktop computer scenario. On the other hand, the students performed similarly in the mobile device scenario though Serialists who made more repeated visits and browsed more pages could have better performance.
Integrating Collaborative and Mobile Technologies for Fostering Learning about Negotiation Styles
Authors: Kohen-Vacsa Dan , Ronen Miky , Bar-Ness Orna , Milrad Marcelo , Kurti Arianit
Published: January 2025

This paper presents and discusses our efforts aiming to expand the potential of an existing CSCL environment through the integration with additional software applications in order to support a cross context learning activity. We used a CSCL environment for supporting asynchronous types of interactions, mobile devices for face-to-face interaction and a dedicated web application for self-assessment. We present the design and implementation of a scripted learning activity that deals with negotiation styles and describe the integration of different software applications that supported the students’ interactions along the various activity phases. The results indicate the potential and benefits of the integrative approach using collaborative and mobile technologies in order to support and enhance a wide range of pedagogical activities.
Using Mobile Digital Storytelling to Support Learning about Cultural Heritage
Authors: NORDMARK Susanna , MILRAD Marcelo
Published: January 2025

This paper presents our on-going research related to the use of mobile digital storytelling (mDS) as means for promoting innovative ways of collaboratively learning about cultural heritage. In a joint effort we have worked closely together with our fellow stakeholders – a local museum and a primary school – on actively engaging a group of Swedish school children and their teachers in using mobile digital storytelling as facilitator for introducing the concept of seamless learning. The outcomes of these efforts provided us with valuable insights on how to proceed further in our work of designing versatile mDS applications supporting collaborative learning in authentic contexts.
An Audience Response System with iGoogle Gadgets Using Mobile Devices
Authors: CAEIRO-RODRÍGUEZ Manuel , GONZÁLEZ-TATO Juan , LLAMAS-NISTAL Martín
Published: January 2025

Currently, Audience Response Systems (ARS) are integrated widespread on face-to-face classes to improve the attendance and engagement of the students. In this paper, we present the current trend of using Web 2.0 to provide ARSs and our efforts to create a complete ARS over the iGoogle platform. We created a dedicated gadget to be used by the students as the traditional remote control system, which can be operated from any device with a Web browser (e.g. laptops, tablets or smartphones). With our approach, teachers can use gadgets to compose and make in-class polls or questionnaires and check the responses on-the-fly.
Using Activity Tree Structure to Edit Materials of the Multi-Touch eBook
Authors: Liao Yuan-Hsun , Li Hsiao-Hui , Cheng Po-Jen , Su Ming-Hsiang , Tsai Cheng-Yu , Yu Pao-Ta
Published: January 2025

A large number of learning systems have applied touch elements to fulfill their user experience. eBook, another well-known e-Learning material, has been developed quickly and plays an important role nowadays. Nevertheless, there are not any learning systems designed for editing an e-Book including multi-touch contents. This motivates us to find a novel approach to design hierarchical teaching materials of digital learning content and e-Book. Due to the multi-touch technology and activity tree structure applied in this paper, this proposed approach can significantly enhance the variety of teaching strategy and interactivity of students. The designed approach consists of two parts: editor and player. About the editor, instruction designers can load multimedia content on a haptic tree node, insert search pattern to the node, and then output it as a project. About the player, learners can load the project and then touch every node on the tree.
Rediscovering scientific laws in high school physics labs with mobile devices
Authors: Wong Wing-Kwong , Chao Tsung-Kai , Lien Yunn-Wen , Wu Chao-Jung
Published: January 2025

Traditional physics labs in high school ask students to follow step-by-step procedure to collect data in order to confirm given physical laws. This study proposes to let students take up the role of scientist in physics labs. Modern physics labs can make use of powerful mobile technologies of smartphones and Lego Mindstorms NXT. These devices can be used to act as moving objects as well as data acquisition devices. Moreover, students are asked to find the functional relation between physical variables, e.g., pendulum length and pendulum period, by detecting patterns in experimental data. An empirical study was done in a real high school setting and some interesting preliminary results were found.
The Effect of Gaming on Secondary Students’ Thinking, Beliefs, Creativity and Skills: A Preliminary Study in Social Studies Lessons
Authors: TEO Chua Tee , CHEE Yam San
Published: January 2025

Statecraft X, a fantasy multiplayer strategic game designed to assimilate principles of governance and related concepts on citizenship played on Apple i-phones, is developed based on performance pedagogy. Two secondary three classes of students were involved in this study. The study intends to examine any significant shifts in the students’ thinking and learning attitudes, beliefs, creativity and skills after playing with the i-phone game Statecraft X in their own time outside Social Studies lessons on governance. The experimental study was conducted at a secondary school in Singapore promoting the use of technology in learning. Pre- and post tests were used to check for experimental effects. Preliminary results of the study served to inform the researchers and teachers on the effects of the use of a game like Statecraft X in helping students to develop inquiry attitudes and process skills. During the intervention, teachers employed non-authoritarian, dialogical and non-indoctrinating pedagogical methods to facilitate independent thinking in students.
A Design Principle and Collaborative Learning Support Method in Game-based Learning Environment
Authors: TAKAOKA Ryo , SHIMOKAWA Masayuki , NITTA Takuya , OKAMOTO Toshio
Published: January 2025

The purpose of this study is to propose a design principle and framework of educational control (in particular, method for collaborative learning support) that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our game-based learning environment (GBLE) called "Who becomes the king in the country of mathematics?”. In addition, we describe the method of collaborative learning support control that incorporates a "learner support agent" to support each learner and a "game control agent" to control the game into the learning environment.
Full-body Interactive “Board”game for Learning Vegetation Succession Based on Identification of People and 3D Position Measurement
Authors: Goseki Masafumi , Adachi Takayuki , Takemura Hiroshi , Mizoguchi Hiroshi , Kusunoki Fusako , Sugimoto Masanori , Yamaguchi Etsuji , Inagaki Shigenori , Takeda Yoshiaki
Published: January 2025

We are developing a digital game, "Human SUGOROKU," in which enables game players as pieces to learn vegetation succession. In order to realize this game, it is necessary to robustly measure 3D position of people and identify them. In this paper, we proposed a method for 3D position measurement and identification of people by integrating ultrasonic sensors and Kinect sensors. The evaluation results show that proposed method is more robust than methods using ultrasonic sensor and Kinect sensor separately.
Group Scribbles-Enhanced Collaborative Learning Improves Reading Skills: An Experiment Study in Primary Classrooms
Authors: CHEN Wenli , LIN Chiupin , XIE Wenting , CHU Chingchun , TAN Yew Lee
Published: January 2025

To improve reading skills of students in primary schools, we introduced Group Scribbles-enhanced collaborative learning into a language classroom. The quasi-experiment study conducted confirmed the positive role of technology intervention in improving learning effectiveness and improved learning attitudes. Further analysis carried out revealed the collaboration patterns emerged in the learning environment designed.
Situated design of computer assisted language learning (CALL) to support an endangered language
Authors: WESTWOOD Virginia
Published: January 2025

This paper describes two unique partnerships between two Australian Aboriginal communities and a commercial computer assisted language learning (CALL) development- publishing company. The partnerships are conducting community–based projects of CALL development to support the continuation of the communities’ languages. The project aims to produce a new model of situated design of CALL which will be available as a template for other communities who are interested in language continuation. The researcher is working at the cultural interface between Western colonising academia and Indigenous knowledge systems and lifeways. The CALL shell and editing template will be sustainable only with the support of a linguist and training in each community.
Technology Enhanced Movie Presentation with Focus on Foreign Language Anxiety and PBL Skills
Authors: ONO Yuichi , ISHIHARA Manabu , YAMASHIRO Mitsuo
Published: January 2025

This paper presents a new pedagogical model of movie presentation as a foreign language course employing existing technologies to enhance motivation to communicate actively in a foreign language. The “Technology Enhanced Language Learning (TELL)” technologies adopted in our study are Computer Assisted Language Learning (CALL) system, presentation or editing software, learning management system (Moodle), and so on. After illustrating the outline of the system conducted in our study and description of the lesson plan, this paper argues that the proposed course was helpful as a new approach to academic presentation course in a foreign language teaching. A questionnaire research was conducted in our study concerning students’ awareness of their “Project-based Learning (PBL)” skills and foreign language anxiety. The results of our factor analyses of significant items showed that three factors were abstracted as underlying affecting structures; they are (i) Anxiety in the Classroom, (ii) Information and Computer Skills, and (iii) Class Engagement.
A Study on the Use of Prepositions mediated by an ICT Tool
Authors: ABAS Suriati
Published: January 2025

This paper describes how an English language teacher from a primary school in Singapore employed an ICT tool to understand the use of prepositions amongst nine-year-old children. Using the written composition of 28 primary three pupils in a Modular lesson that she has taught, the teacher created a learner corpus, named it CLAL (Corpus-based Learning about Language), and used Ant Conc, a corpus analysis technology, to identify patterns in her pupils’ usage of prepositions, ‘in’, ‘on’ and ‘at’. Drawing from the preliminary findings, the teacher then attempted to adopt the data-driven learning (DDL) approach in the teaching of grammar, harnessing on similar technology. She concludes by showing two angles in which Ant Conc could be used in classrooms.
Through the online platform with expert and peer review task to improve EFL student writing
Authors: Wu Wen-Chi Vivian , Fan Hsin-Yu , Liu Wan-Yu
Published: January 2025

Even though peer reviews and expert reviews are a commonly explored subject in the field of second/foreign language writing, few studies have investigated the function of follow-up discussion between feedback givers and receivers on the received feedback in the review process. In this study, both experts and English majors of EFL students in Taiwan served as reviewers to provide feedback and comments on the EFL students’ writing. In view of this, this study aimed to examine to what degree discussion forum could improve the students’ writing in terms of organization, logical development of ideas and style and quality of expression via an online platform designed by the researchers.
Preliminary Study on Factors Affecting Aptitude Level for Social Learning Focusing on EFL Online Discussion
Authors: GODA Yoshikko , YAMADA Masanori , MATSUKAWA Hideya , HATA Kojiro , YASUNAMI Seisuke
Published: January 2025

The purposes of this preliminary study are (1) to investigate possible factors for English as a foreign language (EFL) learners’ behavior and attitudes towards computer-supported collaborative learning focusing on online discussion. Comment numbers, satisfaction and perceived group contributions on two online discussions of 58 EFL students were analyzed with multiple regression correlation, in relation with items of six inventories; (a) social skill (Kikuchi, 2007), (b) Self-efficacy for English learning with CSCL based on Matsunuma (2006), (c) English learning strategy (Kubo, 1999), (d) Social presence and cognitive presence with text-chat developed based on Gunawardena & Zittle (1997), (e) Felder-Soloman Index of Learning Style (ILS) (Felder & Silverman, 1988), and (f) researcher-developed questionnaire for a discussion task. The results show that 11 items collectively account for 76.2% of the comment number variance (F(11,46)=13.39, p<.01), 15 items and “sequencel” type score of learning style significantly explain 89.2% of the learners’ satisfaction (F(16, 41)=21.12, p<.01), and 2 items and “sequential” type score of learning style describe 32.8% of the learners’ perceived contribution (F(3, 54)=8.80, p<.01). There are three overlapped items and one learning style type for all prediction equations. It indicates that 25 items and 11 items for sequential/global type in the learning style types may be utilized to predict EFL learners’ behavior and attitudes towards online discussion.
Using Peer Review to Enhance EFL Writing via a Web-based System under Cross-Institutional Setting
Authors: Wu Wen-Chi Vivian , Chen Ching-Huei , Chao Yu-Chuan Joni
Published: January 2025

The researchers of this study self-designed an online writing system, entitled “Collaborative Online Peer Editing and Reviewing (COPER)” in order to investigate EFL student satisfaction and self-efficacy regarding their writing class employing anonymous cross-institutional peer review. The use of COPER allowed the researchers to create a more active environment in which the students received constructive feedback from sources from their cross-school peers. In a cross-campus mode via COPER, a semester long writing project was carried out by 66 English-majored students at the two schools in which two rounds of anonymous peer review tasks (one movie reflection and one news reflection) were accomplished including reviewing and commenting on the reflective writing of cross-school peers. The researchers employed a mixed research methodology, including a questionnaire and open-ended questions to investigate the students’ perceptions regarding their satisfaction , self-efficacy, and critical thinking skills resulting from this on-line task.
Teacher Agency and Student Autonomy in Inquiry-based Mobile Learning Trail
Authors: TAN Esther , SO Hyo-Jeong , ZHANG Xujuan
Published: January 2025

This research study investigates students’ capacity at greater autonomy in an inquiry-based mobile learning trail in relation to the agent of the teacher (e.g., instructional design, facilitation and scaffold support). To afford a more coherent study, narrative interviews and web-based data capturing student-student and teacher-student interaction were obtained for analysis. Data were analysed based on three key areas: (a) the design of the mobile learning trail in facilitating autonomous learning, (b) the interaction with the teachers and (c) the collaboration with peers. Overall findings showed that students’ capacity to engage in autonomous learning rests on learning trail design, collaborative efforts and an awareness of teachers’ “presence”. The teachers cited students’ profile, the motivational factor and instructional design as important determinants for autonomous learning. In conclusion, we argue that students’ capacity for more autonomy in mobile learning does not necessarily lie in a decrease in teacher’s control, but rather, it is contingent on student readiness, learning design, technological mediation, as well as, the community of learners.