bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of teaching material in tablet PC based on computer graphics by quantum chemistry calculation - Walden’s inversion
Authors: IKUO Akira , NISHITANI Nozomi , YOSHINAGA Yusuke , OGAWA Haruo
Published: January 2025

We developed computer graphics (CG) teaching material (TM) for university student, concerned about reaction with drastic change of the structure of reactants in following reaction as a model of Walden’s inversion; OH- + CH3Cl → CH3OH + Cl-. The CG-TM could demonstrate the nature of the reaction by space filling model, ball-and-stick model, and the reaction profile that can provide image of energy change during the reaction. The CG-TM enabled to load with note PC, tablet PC, and smart phone. Practice to the first year or the second year student of Tokyo Gakugei University was conducted. Surveys revealed that the CG-TM in tablet PC was sufficiently effective to provide information about the nature of the Walden’s inversion.
Examination of Effective Information Presentation Using an AR Textbook
Authors: SETOZAKI Norio , IWASAKI Tsutomu , MORITA Yusuke
Published: January 2025

In this study, an AR textbook for astronomy education using a tablet device was developed and three of its content elements were evaluated. The results of all the subjective evaluation questions of the AR CG Model Content were assessed as positive. The free description results clarified the content’s improvement needs.
Training of Differential Diagnosis of Dissociative Disorders with Virtual Reality Simulations. Effectiveness and Usability.
Authors: GUTIERREZ-MALDONADO Jose , AGUILAR-ALONSO Ángel , FERRER-GARCIA Marta
Published: January 2025

A training program of differential diagnosis skills was developed to enhance the learning of the psychopathological exploration of Dissociative Disorders using Virtual Reality (VR) based simulations. The sample of the study consisted of 60 psychology students (University of Barcelona). Comparisons between the experimental (VR training) and the control group (traditional role-playing training) showed that students trained with the VR system obtained better scores than students trained with the traditional method. The usability was assessed with the Software Usability Measurement Inventory (SUMI). Results suggested that simulated interviews are a friendly and motivating tool to train diagnostic abilities in psychology students.
Teachers’ appropriation of game-based pedagogy: A comparative narrative analysis
Authors: MEHROTRA Swati , CHEE Yam San , ONG Jing Chuan
Published: January 2025

This article examines the process of change through the narratives that two teachers tell to describe their journey over time while participating in the Statecraft X game-based learning program. Data from post dialogic session interviews is used to elicit the challenges and areas of improvement that teachers identify. The two teachers, whose case-study is being used in this paper, had contrasting experiences to share with respect to their professional goals and motivations. One of the teachers did not experience many perturbations, while the journey for the other teacher was loaded with personal and professional struggles. Insights from teachers’ narratives indicate some patterns of change that made appropriation successful for one and much less so for the other. These include (a) moving from not adhering to lesson plan to real time ‘thinking on the feet’ (b) shifting from teacher centric to student centric classrooms, and (c) ‘letting go of control’ to facilitate more active student learning. These changes have implications for teacher professional development with respect to game-based learning and teachers’ readiness for 21st century classrooms.
Learners’ Perceptions of a Commercial Adventure Video Game for Learning English as a Second/Foreign Language
Authors: YANG Christine Ting-Yu , CHEN Howard Hao-Jan
Published: January 2025

This paper presents a study of a group of 60 Taiwanese EFL learners’ perceptions of a commercial adventure video game for second/foreign language learning. The study results reveal that learners held a positive attitude toward the use of the adventure game for English learning and considered the game particularly beneficial to their listening ability, reading ability, and vocabulary knowledge. Learners also reported their enjoyment of using the game for language learning and stated enhanced motivation in English learning. Nevertheless, learners reported several language barriers encountered while gaming (e.g., fast dialogue, fleeting subtitles) and identified some weaknesses regarding the game designs. The research results of this paper identified both strengths and weaknesses of adventure games for EFL/ESL based on learners’ perceptions, and should encourage more studies on the investigation of using adventure games in language learning.
An Authoring Process for Educational Role Playing Games: From the Paper to the Web
Authors: MAIKE Vanessa , BARANAUSKAS Maria Cecília
Published: January 2025

Table-top Role Playing Games (RPGs) can be a powerful educational tool, but many teachers either aren’t aware of that, or don’t know how the game works. This problem could be alleviated with an authoring tool that facilitates the process of creating educational table-top RPG adventures and, at the same time, provide an introduction and computer-based support to this game genre. Literature on available authoring tools oriented to the creation of games in educational contexts is still scarce. Therefore, this article presents our efforts towards the design of a web authoring tool that aims at helping both teachers and students in the creation of educational table-top RPG adventures and also in the posterior use of these adventures in the classroom. The goal behind this work is to promote this genre of games and computers in education.
Automated test assembly tool for Chinese word-segmentation test
Authors: LIAO Chen-Huei , KUO Bor-Chen , PAI Kai-Chih , WU Chih-Ning
Published: January 2025

The purpose of present study is to develop an automated test assembly tool for Chinese word-segmentation test. Word familiarity and word similarity were both controlled in the experiments. The study examined the effectiveness of automated test by comparing its performance with the traditional test, which was developed by linguistic experts. The results of the present study indicated that the children’s performances on traditional Chinese word-segmentation tests and automated Chinese word-segmentation tests were consistent and comparable. Data collected in different age groups and with larger sample size should be investigated for future research.
Using Concept Maps to Enhance EFL Students’ Collaborative Writing: Paper-based and computer-mediated approaches
Authors: Liu Wan-Yu , CHAO Yu-Chuan , WU Wen-Chi
Published: January 2025

This study investigates the effectiveness of concept mapping (CM) at the pre-writing stage by using it in collaborative writing, and by comparing paper-based and computer-mediated modalities. The research questions address (1) students’ perceptions of concept maps in both paper-based and computer-mediated modalities, and (2) the extent to which CM facilitate s students’ writing in a collaborative writing setting ACCORDING TO WHAT STANDARDS? . The participants were eighteen non-English majors enrolled in a writing class in a university in central Taiwan, and were divided into six collaborative writing groups. The individual interview method was used to elucidate students’ perceptions of paper-based and computer-mediated based CM in collaborative writing. Student writing samples from before and after the experimental treatment were collected compared to ascertain impact. Students satisfaction with and perceptions of the two modalities of CM writing were mixed. The paper-based modality was deemed more convenient from drawing maps, and seemed to be more conducive to generating more ideas. The computer-mediated modality was more convenient in that it could be used at any time and any place, and through the Internet, students could invite more people to help with generate ideas. It was implied that the primary benefit of the computer-mediated modality was its accessibility to the internet. The implications of this study are (1) CM is an effective tool for collaborative writing, and (2) writing teachers can adapt either the paper-based or the computer-based modality of CM to best meet their students’ convenience.
Development of a Japanese Pronunciation Learning Support System with Pronunciation Automatic Evaluation Function by Speech Recognition
Authors: MATSUNAGA Satoru , TANAKA Hisaharu , WATANABEb Kenzi , OKAZAKI Yasuhisa
Published: January 2025

In this research, we have developed a system which supports Japanese pronunciation learning for foreign students by using speech recognition software named Julius. We have realized automatic evaluation of learner’s pronunciation by using speech recognition software. In our system, beginners can check their pronunciation without depending on a teacher. We have also implemented learning courses which meet the needs of learners. The learner can learn according to the level of own Japanese by the pronunciation learning course that corresponds to the level of the Japanese-Language Proficiency Test. In addition, the learner can learn one’s weak pronunciation selectively by learning course according to the country in consideration of the native language interference.
Investigating EFL Learners’ Reading Processes of Cognitive Activities in an English Reading Remedial Program
Authors: YEH Hui-Chin , YANG Yu-Fen , CHANG Kuang-Che
Published: January 2025

Reading comprehension is fundamental for EFL (English as a Foreign Language) college students; nevertheless, many EFL students struggle with reading. This study aims to (1) equip students with reading strategies through completing a series of reading tasks in a learning system, and to (2) explore students’ reading processes. Students’ reading processes have been put into six categories: remembering, understanding, applying, analyzing, evaluating, and creating. After completion of the remedial English reading program, the EFL college students were able to apply reading strategies and competently engage in reading activity.
Aligning Teaching and Learning of Foreign Languages through an Integrated Learning Environment of Feature Film Clips
Authors: CHAO Yu-Chuan , KAISER Mark , WU Wen-Chi
Published: January 2025

In this paper, we report on a database of feature film clips for foreign language learning and describe constructive alignment of teaching with the learning of English as a foreign language (EFL). The constructive alignment is threefold: (1) Film clips provide intrinsic motivation and learning contents for reflective-active knowledge construction of language and culture; (2) Output tasks through collaborative learning t o involve EFL learners’ active engagement; and (3) Task directions to serve as the structure of observable learning outcomes for performance-based assessment and a formative goal of enhancing students’ learning of language and culture. A total of 60 Englis h majors in the required writing course of Freshman Composition in a university in Taiwan carried out four assignments, each of which involved the writing of a synopsis of the clip content, a description of observed cultural differences, and a list of new vocabulary and expressions. The preliminary results from students’ writing samples and post-test of vocabulary knowledge suggest that students can benefit from the constructive alignment of the feature film clips. In conclusion, the proposed approach of performance-based learning and assessment constitutes a role change for instructors and learners. The constructive alignment of the study demonstrates a n EFL case that potentially transforms teaching and learning via the integrated learning environment of feature film clips.
An e-Learning Tool for Blended Reciprocal Teaching on English Textbook for EFL Technology-majored Students
Authors: HSU Chihcheng , OU YANG Fang-Chuan , WU Vivian
Published: January 2025

An e-learning tool (called myERT, “my English Reciprocal Teacher” ) was developed to provide a blended learning environment where reciprocal teaching of an English textbook, targeted at EFL technology-majored students, was employed as the main purpose. A pilot study was conducted to test myERT and the result showed positive feedback. The basic functions and the observed benefits in the pilot study run are reported in this paper.
Online Cartoon in Mandarin Chinese Teaching: A Case Study of a School in Indonesia
Authors: LAN Yu ju , WILUJENG Nuning
Published: January 2025

This research aims to 1) describe the use of technology in Budi Utama Multi-lingual School in Yogyakarta, Indonesia, 2) investigate the development of students’ Chinese vocabulary used in creating a story on online cartoon, and 3) identify students’ attitude towards the application of collaborative learning in Mandarin language learning. The research design is based on a quasi-experiment using both qualitative and quantitative approaches to collect and analyze data. Three classes participated in this study: one class acting as the control group using text-based instruction where students work individually on a cartoon without online resources; the other two classes being the experimental groups 1 and 2. In experimental group 1, students worked individually on an online cartoon whereas in experimental group 2, students worked collaboratively to an online cartoon. All participants are Grade 5 students of Budi Utama Multi-lingual School in Yogyakarta, Indonesia. The collected and analyzed data include performances on Chinese vocabulary, notes, and video recordings of lessons. It is anticipated that experimental group 2 outperforms the other two groups and that experimental group 1 performs better than the control group.
Single-Correct Answer (SCA) and Multiple-Correct Answer (MCA) in Multiple-Choice Computer Assisted Language Testing (CALT) Program
Authors: MULYONO Herri , SURYOPUTRO Gunawan , APOKO Tri
Published: January 2025

This paper describes the use of single-correct answer (SCA) and multiple-correct answer (MCA) in assessing secondary school students’ grammar proficiency in Indonesia. There were 154 students from year 11 aged 15 year old that participated in the study. From the total 154 students; 98 students participated in the SCA test session, 103 students complete the MCA test, and 84 students filled in the survey. In addition, 52 students were recorded to attend the three sessions from the study: SCA, MCA and survey. Result of the study has shown that the design of SCA and MCA in multiple-choice the computer assisted language testing (CALT) program corresponds the main principle of language testing similar to the paper-based testing format. Although the design of both SCA and MCA tests fulfilled the requirement of CALL environment such as interactivity, flexibility, content appropriateness as well as performance; as the nature of test the application of SCA and MCA test in delivering the grammar test was believed to suggest stressful environment. The authenticity setting of both S CA and MCA test which was proposed to promote the originality of students’ work was identified to drive uncomfortable testing situation. Within comparison between the SCA and MCA tests, result of the study has shown that students preferred to SCA test than the MCA test. The SCA test was believed to serve practicality for the students to complete the grammar task for the sake of number of correct answer available. Although students were challenged to complete the grammar test carried within the MCA test form at, students preferred not to have such testing as it created more uncomfortable testing environment for them.
Skilling Students in ICT using Long-Distance Controlled Robots over the Internet in a Blended Learning Setting
Authors: HASTIE Megan , MINAMIDE Akiyuki , TAKEMATA Kazuya , CHEN Nian-Shing , SMITH Richard
Published: January 2025

This paper is about the use of a long- distance controlled robot system (LDCR) by learners working in a blended learning setting. We describe an interactive robotic project that was the result of an international collaboration between an Australian school of distance education and a Japanese technical college. After citing research findings about the use of the system across multiple curriculum areas we identify the technological and pedagogical challenges encountered during the project and quantify significant gains for students, teachers and the wider school community. The paper concludes that long-distance controlled robot systems can be successfully integrated into blended teaching and learning paradigms and that this is a potential educational imperative for 21st Century students and teachers.
The Relationships among College Students’ Use of and Attitudes toward CMS ’s Interactive Functions and Their Online Learning Performance
Authors: WEI Huei-Chuan , CHOU Chien
Published: January 2025

For over a decade, online courses have grown in higher education on both a percentage and numeric basis. With the increase of online learning in higher education, there are increasing numbers of discussions about factors concerning successful online learning or students’ achievement. This study examines the relationships among learners’ use of course management system (CMS) interactive functions, attitudes toward CMS, and online learning performance. Data was drawn from 407 undergraduate students who enrolled in a general education online course from three universities in Taiwan. The results suggest that a relationship between learners’ attitudes toward CMS and use of CMS interactive functions, but not with online learning performance. In addition, the results indicated that learners’ use of learner-self and learner-instructor/learner interactive functions are related to online discussion participation scores, and learners’ use of learner-content interactive functions is related to exam scores. Implications and future research directions are provided and discussed in an integral manner.
Complex Interaction Between Technology, Pedagogy and Content Knowledge: A Case Study in Chinese Language Classroom
Authors: TOH Yancy , WONG Lung-Hsiang , CHAI Ching-Sing
Published: January 2025

Technological Pedagogical Content Knowledge (TPACK) has been used as a conceptual framework for understanding how teachers harness various domains of knowledge for technology integration. Guided by the research goal of discerning how a teacher’s ICT integration effort can co-evolve with interactions between technology, pedagogy and content knowledge, we examine, in this paper, a Chinese language teacher’s evolving TPACK on seamless learning (continuity of learning moments across locations, time, technologies and social settings) via the complexity constructs of distribution, enaction and emergence. Complexity theory is employed as it foregrounds the interconnectedness of constituents in a learning ecology, paralleling the philosophy that the three TPACK knowledge bases should be studied in totality. The research questions are: (a) How was the knowledge of seamless language learning distributed in the process of knowledge creation? (b) How was the integration of technological, pedagogical and content knowledge enacted during the seamless language lessons? (c) What emerged as a result of the complex interactions between technological, pedagogical and content knowledge? Data is drawn from interview transcripts, student artefacts, meeting minutes, lesson plans as well as fieldnotes collected over two years’ of lesson observations and professional development sessions. Our analysis attenuates two findings that are underplayed in the TPACK literature on language learning: 1) the integration of formal and informal learning activities, which can be enhanced by affordances of technological platforms, is pivotal for encouraging output (artefacts); 2) building a participatory culture offers students more opportunities for sustained and self-organised peer learning. The paper concludes with the discussion on the pedagogical implications of findings and future directions for research.
The Comparison of Paper Textbook Class and Electronic Textbook Class in Technology Rich Classroom
Authors: HUANG RongHuai , CHEN Guang , YANG JunFeng , LI YanYan
Published: January 2025

Electronic textbook has significantly potential to change the traditional ways of teaching and learning. In this paper, we conducted a research to examine the change from paper textbook class in Technology Rich Classroom (pTRC) to electronic textbook class in Technology Rich Classroom (eTRC) from the perspective of effective learning, by using a mix-method design of interview, questionnaire and on-site observation. There were 209 students and 12 teachers from six classes equipped with iPads from two primary schools were taken part in the study, and each class conducted 4 eTextbook sessions and 4 paper textbook sessions. We compared the 24 eTextbook sessions and 24 paper textbook sessions by analyzing class activity capacity, classroom behaviors and technology roles. The comparison shows: (1) There are significant differences in class activity capacity between eTRC and pTRC. The ratio of class es which effectively completed the learning activities as planed in eTRC is higher than in pTRC, and Learner Engagement Indicator (LEI) in eTRC is significantly higher than in pTRC . (2)There are significant changes in classroom behaviors between eTRC and pTRC. The allocated time for teachers in eTRC is significantly lower than in pTRC and engaged time for students in eTRC is significantly higher than in pTRC. Students participate in classroom learning activities significantly initiatively and positively in eTRC compared to in pTRC. (3) Students attitudes to technology and satisfaction in eTRC are significantly higher than in pTRC.
Online Learning Community for Teacher Professional Development in Indonesia
Authors: TEDJASAPUTRA Adi , SARI Eunice
Published: January 2025

In this paper, we describe the innovation to enhance the way Indonesian teachers conduct their professional learning and development. Using an ICT-based community named OLC4TPD (Online Learning Community for Teacher Professional Development), a group of educators across Indonesian archipelago participated in this grassroots initiative to develop their professional competencies on ongoing basis. This paper presents three learning journeys of three educators, i.e. a teacher, a teacher educator and a school leader, with different education, socio-cultural backgrounds and ICT literacy from this community. The emphasis on learning experience, challenges and impacts in their professional learning development is the focus of this paper.
Practical Use of Kit-Build Concept Map System for Formative Assessment of Learners ’ Comprehension in a Lecture
Authors: YOSHIDA Kan , SUGIHARA Kouta , NINO Yoshiaki , SHIDA Masakuni
Published: January 2025

This paper described a practical use of kit-build concept map (KBCM) in science learning class in an elementary school in order to evaluate learners' understanding ongoing the teaching. The responsible teacher of the class reported that the information provided from KBCM is useful to decide complementary teaching ongoing class and improve his lesson plan of the next class. We have confirmed that the map scores in KBCM have significant correlation with the scores of standard test of science learning. This case study suggests that KBCM is a promising tool to estimate learners' understanding in classroom.
Visualization of Slide Relations for Supporting Presentation Speech Preparation
Authors: KOJIRI Tomoko , IWASHITA Naoya
Published: January 2025

The objective of our research is to develop a support system for creating presentation speech, especially speech that explains relations between two slides (complementary speech). Complementary speech is required between slides whose relations are difficult to understand from their contents, such as texts, figures, and tables. If authors could notice relations between created slides that are recognized by audiences, they would prepare appropriate complementary speech at the right places. To make authors notice slides where compl ementary speech is needed, our system analyzes relations between slides based on their texts and visualizes them. Four slide relations are defined and the method for detecting these relations from the slide texts is proposed. Then, analyzed relations are arranged in two-dimensional spaces that represent sequential relation and inclusive relation of their topics. The experimental results showed that most detected slide relations were the same as what examinees understood, and visualization of slide relations was useful in creating complementary speech.
Interactive Environment for Learning by Problem-Posing of Arithmetic Word Problems Solved by One-step Multiplication
Authors: YAMAMOTO Sho , HASHIMOTO Takuya , KANBE Takehiro , YOSHIDA Yuta , MAEDA Kazushige , HIRASHIMA Tsukasa
Published: January 2025

In this paper, an interactive environment for learning by problem-posing targeting arithmetic word problems that are solved by one-step multiplication is described. Its practical use in an elementary school is also reported. We had already developed an interactive environment for learning by posing arithmetic word problems that can be solved by one-step addition or subtraction. Then, a practical use by the first grade students of an elementary school had been performed. The results suggested that the learning by using the environment was effective to improve the student's problem solving performance. As the next step of this previous research, we have developed another learning environment where a learner poses the multiplication word problems. In order to design the environment, we categorize word problems that can be solved by one-step multiplication based on the sorts of quantities consisting of the multiplication. Then, based on the categorization, we have built a task model of the problem-posing. The learning environment is used by a class of the second grade students for 9 class times, and we have confirmed that the scores of problem-posing and problem-solving were improved in the group of students who obtained low scores in the pre-test.
Investigating Possibilities to Provide Collaborative Learning Spaces in Libraries for Children with Special Needs
Authors: MEENATCHISUNDARAM Jaya Laxshmi , ABANG MOHTAR Dayang Norsheila , MOHAMAD Fitri Suraya
Published: January 2025

While opportunities for technology-based collaborative learning have reached out to a large majority of the community, not everyone has been able to benefit from the growth of collaborative learning. Computer supported collaborative learning (CSCL), in particular, has great potential for children with special needs in terms of building social interaction and collaborative skills through the use of various information and communication technology (ICT) tools. This paper presents a preliminary investigation on how library spaces could be utilised to encourage collaborative learning skills for children with special needs. Gaps in literature with regards to the usage of library spaces for this purpose as well as the limitations of current tools in terms of language diversity are also explored. Future research directions are also presented to position plausible strategies to use libraries as spaces for collaborative learning for children with special needs, using appropriate tools to support their learning process and experience.
Intercultural competence in web-based student exchange environments
Authors: BRADLEY Linda
Published: January 2025

In this paper, three case studies of web-based peer interaction with different agendas are investigated. The pedagogical design concerns language learners engaged in intercultural exchanges over blogs and wikis. The data consist of posted online interaction and interviews where the student activities are mapped out in relation to steps in Intercultura l Communicative Competence online. The results show that the planning and implementation are specifically important phases in intercultural exchanges.
enPoly: Workbench for Understanding Polymorphism in Strong Typed Object-Oriented Language
Authors: MATSUZAWA Yoshiaki , ISHIKAWA Yukiko , SAKAI Sanshiro
Published: January 2025

Polymorphism is a crucial concept in creating programs using object-oriented languages. Although understanding polymorphism requires learners to capture dynamic (behavioral) aspects of objects, current tools provide only static (structural) aspects. To address this limitation, we developed a workbench tool called “enPoly” that is a redesign of the “Anchor Garden” proposed by Miura et al. (2009). Our tool has the following two key features: (1) it shows learner s behavioral aspects of objects in an animated fashion and (2) it shows the distinction between the definition and implementation of methods through visualization, thereby promoting the understanding of the Interface concept in Java. An experimental study was conducted in which 12 students were divided into two six- student groups, one of which was the control group. All six students in the experimental group succeeded in solving the given programming task using polymorphism even though they did not succeed in their initial state. In contrast, the six students in the control group made no improvements.
Supporting the Formation of Informal Learning Groups in a Heterogeneous Information Environment
Authors: GIEMZA Adam , MANSKE Sven , HOPPE H. Ulrich
Published: January 2025

University freshmen have to cope with complex and heterogeneous information infrastructures typically found in nowadays universities. Usually learning management systems like Moodle or Blackboard are applied for lectures. Additionally, Cloud Services like Google Drive, Brainstormer, and Doodle are meanwhile frequently used as tools for learning in various contexts. They support storage, content production and particularly also coordination. The management of these heterogeneous tools is a challenge for the individual users as well as for the usage in groups. This paper presents a mobile application to support the learners in the formation of informal learning groups and integrates heterogeneous cloud services to support group formation and further group work in a campus environment.
Text Organization through Concept Mapping: A Different Aspect on Reading Comprehension
Authors: HSU Bo-Sheng , CHEN Yung-Che , FAN Chen-Yu , LI Liang-Yi , CHEN Gwo-Dong
Published: January 2025

Reading is an important learning skill. But in Taiwan, the traditional education lead student to study passively when reading. Recently, the organization of text structure is thought to be an effective way on reading. On organizing, learners can comprehend and memorize their ideas by building their own text structure. Concept mapping is an organizing method which is widely used in education. This study designed an E-Book system with concept mapping function. We defined three concept mapping activities with different concept maps supported, Full Map, Partial Map and No Map. This study is to investigate the user behavior of reading through different supported map and see which is better helped on reading.
An SNS-based Literature Review System for conducting a Research Survey
Authors: YIN Chengjiu , YAU Jane Yin-Kim , HIROKAWA Sachio , TABATA Yoshiyuki
Published: January 2025

It is necessary to perform a literature review before starting a new research project. However, many students do not know the procedures of performing a literature review. In this paper, based on the professional experiences and opinions of expert researchers, we describe an SNS-based literature review system to help students conduct research surveys. This system includes two search engines, one is an article search engine, which can help students conduct research surveys, and the other is a logging search engine, which allows students to learn from each other via their logs and share experience with other students. User models of the system as well as its functions are presented.
Inorganic Chemistry Learning Support System using AR-based V irtual Environment and Question Recommendation Method
Authors: OKAMOTO Masaru , SUMIDA Ryoya , MATSUBARA Yukihiro
Published: January 2025

In this paper, we proposed AR-based learning support system for inorganic chemistry that uses the historical information of each participant. To perform experiments in a virtual environment, markers and a USB camera are utilized as the input interface. By using this interface, a learner can perform chemical experiments in the virtual environment. Our proposed system presents the learner with a number of questions, which are selected on the basis of the leaner’s historical information within the system. This selection algorithm helps a learner perform experiments that corres pond to questions suitable for his/her level of understanding. Each learner’s historical information is obtained from his/her examination results by paper tests. By this selection method, a learner can repeatedly learn about inorganic chemistry in the virtual environment.
Paradoxes in LET standardisation – towards an improved process
Authors: HOEL Tore
Published: January 2025

This paper is motivated by paradoxes and frustrations in the practice of learning technology standardisation. Case studies and participatory observations suggest that stakeholder engagement is key to an improved process. As industry involvement is hard to achieve in a fragmented market, the author suggests that government interests should step up their engagement to speed up the development cycle of idea formation, specification and implementation.
How gesture-based technology is used in education to support teaching and learning: A content analysis
Authors: SHEU Feng-Ru , FANG Wei-Chieh , CHEN Nian-Shing
Published: January 2025

This article reviews the 43 research articles of the past decade on gesture-based computing in education. The focus is on the primary question: how is GBC used pedagogically in education? Content analysis is used as primary method. A comparison of instructional intervention (of GBC) in different sub-education domains is reported.
A Web-based Intelligent Handwriting Education System for Autonomous Learning of Bengali Characters
Authors: NAZMA Khatun , MIWA Jouji
Published: January 2025

In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability.
An intelligent tool to assist architecture students in the early stages of design
Authors: MILLÁN Eva , BELMONTE María-Victoria , RUIZ-MONTIEL Manuela , GAVILANES Juan , PÉREZ DE-LA-CRUZ José-Luis
Published: January 2025

In this paper we present BH-ShaDe, an educational software tool that assists architecture students in the process of learning to design single-family dwellings. To this end, BH-ShaDe generates and proposes housing units schemes, which can serve as starting points in student´s exercises and projects. The tool has been designed and implemented based on the ideas of reinforcement learning and shape grammars. The students can select the more promising schemes (among those generated by the tool), and then transform them in complete architectural plans, and finally use them to develop a complete residential project. To evaluate the validity of this approach, BH-ShaDe has been tested with 78 architecture students of the University of Málaga. The results have shown that the starting points were suitable, diverse and useful, and that they have helped students to learn how to design residential projects.
An Examination of Affect and its Relationship with Learning among Students using SimStudent
Authors: BANAWAN Michelle , VILLAMOR Maureen , PAREDES Yancy Vance , TECSON Cesar , BADOY Wilfredo , GERALDE John Roy , RODRIGO Ma. Mercedes
Published: January 2025

The goal of this paper was to examine affect-related factors and its relationship with student learning while tutoring an agent called SimStudent. These affect-related factors are the negativity of student self-explanations, the incidence and persistence of student affective states. Secondary school students who were part of this study were asked to teach their SimStudents solve algebra equations and make them pass all the quizzes. Results revealed that students failed to learn which led us to investigate other factors that could have attributed to this failure. Although the non-negatively valenced self-explanations did not have significant relationships with the students’ learning gains, the self-explanations were helpful in terms of mathematical content and they generally exhibited positive attitudes when giving the self-explanations. Students also tended to perform better with higher levels of good confusion. Higher levels of boredom were associated with poorer learning. Boredom and confusion were the most persistent but both did not have significant relationships with student learning. Though the negative correlations of the negative self-explanations, incidence and persistence of boredom vis-à-vis learning were not significant, the findings imply that negativity is linked to students’ poor performance.
Evaluation of Difficulty Estimation for Learning Materials Recommendation
Authors: MIYOSHI Yasuo , SUZUKI Kazuhiro , SHIOTA Ken-ichi , OKAMOTO Ryo
Published: January 2025

The popular technology for the information recommendation of books or web pages is based on taste information from many users, but it is important to be based on difficulty and proficiency for the recommendation of learning materials. We have developed an algorithm to estimate difficulty of learning materials and proficiency of learners, for recommendation considering difficulty of learning materials. The algorithm uses only a bipartite learner-material graph that consists of the reader relations with materials and learners. In this paper, we describe how to make an accurate data to evaluate the estimated difficulty, and report about the result that evaluated the precision of our proposed algorithm.
Gaze Analysis and Subjective Assessment of Learners Observing the Writing Process
Authors: OKAZAKI Yasuhisa , NOGUCHI Senju , YOSHIKAWA Atsushi
Published: January 2025

We used subjective assessments from learners as well as eye trackers for gaze analysis to investigate and analyze differences between two cases: when learners were presented with a writing process, such as on a chalkboard, and when only the final results of writing were presented. The results indicate a relation between subjective learner assessment and gaze. More specifically, there were differences in gaze between learners who reported that watching the writing process was beneficial to learning and those who reported otherwise. We discuss the influences on understanding that result from showing the writing process and propose new ideas for presentation named “information push” and “information pull”.
Development of Predict-Test-Revise Modeling Abilities via a self-study Learning Environment
Authors: KENKRE ANURA , MURTHY SAHANA , MAVINKURVE MADHURI
Published: January 2025

In addition to developing students’ content knowledge, an important goal of science instruction is to improve students’ ability of modeling, such as, the ability to create and use simplified representations to describe and explain phenomena, and predict outcomes of new phenomena. It has been shown that students face difficulty in developing these abilities unless they are explicitly addressed in the curriculum. ICT-based solutions to this problem have been developed, such as the WISE and MARS, have mostly been implemented at the middle and high school levels and the teacher facilitates the process. In this paper we describe the design of LEMA, which addresses modeling abilities in college level science topics. LEMA is a self-regulated learning environment in which students are given various activities and customized formative assessment to achieve the above goals. We tested the effectiveness of LEMA through a two-group post-test controlled experiment. Students who learnt with LEMA performed significantly better on abilities of prediction, testing and revision of models. We also identified student perceptions of which features of LEMA helped them develop these abilities.
A Mathematical Model of Collaborative Learning using Differential Equations
Authors: NISHI Shinnosuke , NAKAMURA Yasuyuki , YASUTAKE Koichi , YAMAKAWA Osamu
Published: January 2025

This study presents a mathematical learning model for collaborative learning using differential equations. We first specify initial knowledge about a subject and each student’s ability to understand the subject. Then, we analyze the evolution of students’ knowledge over time. Our findings show that the effect of collaborative learning depends on how students are grouped together. These results can suggest ways of designing a class for effective collaborative learning.
Remote Laboratory System for Technology-Enhanced Science Learning: The Design and Pilot Implementation in Undergraduate Courses
Authors: THO Siew Wei , YEUNG Yau Yuen
Published: January 2025

In this study, a new remote laboratory (RL) system is developed through some innovative ideas and methods for practicing technology-enhanced learning of science in schools. The Internet-based RL system will enable students to control the server-side laboratory equipment and to carry out real-time scientific investigation activities at distance places. As a pilot study, a set of newly developed remote-controlled experiments were first tried out by a total of 64 undergraduate students who studied some science education and teacher training courses. The evaluation used mixed research method which included questionnaire survey and interviews as specifically developed by us to collect data on students’ perceptions, views and implementation issues related to the use of the RL system. The survey findings showed that the participants agreed with the appropriateness of various educational merits of the RL system but negative comments and suggestions for improvement were also received. Through iteration of Design-Based Research (DBR), we have refined our RL system.
The Model Construction and Platform Development of Students' Originality Incubator System
Authors: Xie Yunjia , Chen Jingya , Kuang Weipeng
Published: January 2025

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Structural and trend analysis of tagging as a mechanism for organizing learning resources
Authors: HSIEH Ji-Lung , CHIU Li-Chiao
Published: January 2025

The tagging mechanism has enabled students to organize plenty of online posts, pictures, and academic articles. Previous research has reported that the design of user interfaces for information organization may affect the way of future problem-solving and recall. Over the years, there have been considerable studies on the design of user interfaces for tagging. However, these studies put more emphasis on efficiency of tagging and future recall, but seldom on the structure of tagging outcomes and the tagging process. Therefore, the study designed and compared three types of user interfaces, that is, tag list, tag cloud, and tag network, and then employed network analysis and trend analysis to discover the structural and temporal patterns of tagging. Results of the study showed that, based on the proposed structural indicators and the trend analysis method, the three user interfaces designed for tagging have different degree of effects on tag reusing behaviors. Compared with tag list and tag network, tag cloud can lead more participants to make use of pre-used tags. By visualizing the tagging results as networks for representing the structure of information organization, we further categorized the tagging results into centralized, clustered and separated networks, which can be predicted by the weighted reused times of tags proposed in the study. Besides, participants using tag cloud interface created more clustered networks than those using the other two interfaces. The clustered network structure is corresponding to the selection strategy of the learning resources in the study.
Study on Pass-Fail Prediction for the National Radiological Technologist Examination by Discriminant Analysis Using Mock Examinations
Authors: WATANABE Hiroyoshi , SASAKI Shigeru , AIKO Shinsuke , SAKAMOTO Shigemi
Published: January 2025

The objective of this study was to establish a technique for pass-fail prediction for a national examination from the results of intramural mock examinations, for practical use within a school. At the initial stage, we performed pass-fail prediction by discriminant analysis using intramural mock examination and national examination results for the national radiological technologist examination over a period of one year at a certain school. Specifically, we carried out experiments to investigate the optimal attributes and techniques for prediction by discriminant analysis using the Mahalanobis distance. It was found that the correct identification rate was higher when using the scores obtained in 14 subjects than when using the total of the scores of a mock examination as an attribute. Moreover, the method of dividing the national examination results into two or more groups, conducting discriminant analysis, and performing pass-fail prediction based on those results was determined to be effective. The predictive accuracy of discriminant analysis performed directly on two pass-or-fail groups was 84.3%. On the other hand, the accuracy of pass-fail prediction based on the results of discriminant analysis of five groups was 89.3%, providing a higher predictive accuracy than the former method.
Analyzing Course Competencies: What can Competencies Reveal about the Curriculum?
Authors: GOTTIPATI Swapna , SHANKARARAMAN Venky
Published: January 2025

The application of learning outcomes and competency frameworks have brought better clarity to engineering programs. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the curriculum is unknown. Such impact analysis is important for analyzing and improving the curriculum design. Unfortunately, manual analysis is a painstaking process due to large amounts of competencies across the curriculum. In this paper, we propose an automated method to discover their impact on the overall curriculum design. We provide a principled methodology for discovering the impact of courses’ competencies using Bloom’s Taxonomy and the learning outcomes framework.