bluuebunny/crossref_metadata_2025 huggingface dataset:
Tracking Classroom Activities in Mobile Technology-Mediated Lessons
Authors: KONG Siu Cheung , CHENG Gary , LIU Man Lee
Published: February 2025

In this paper, we report on the findings with regard to classroom activities and their time use in a number of mobile technology-mediated classrooms at Hong Kong. The data was collected from a mobile learning project specifically designed to promote students’ group and independent learning across a range of subject disciplines through using mobile devices within school environment. A total of 30 lessons in 10 primary and secondary schools were videotaped and analyzed. Results indicate that mobile devices can support establishing a well-balanced structure of classroom activities controlled by both teachers and students, where about 40% of the total class time was allocated to direct teaching and 40% was assigned to students’ learning in independent and/or collaborative ways.
Can one-to-one computing help children learn cooperatively?
Authors: BOTICKI Ivica , WONG Lung-Hsiang , LOOI Chee-Kit LOOIb
Published: February 2025

This paper proposes and examines a design of technological scaffolding for cooperative learning. An application for learning fractions with handheld devices was designed and tested in a primary three classroom. The outcomes were interpreted according to a two-dimensional framework consisting of the cooperative learning principles (maximum peer interaction, equal opportunity to participate, individual accountability and positive interdependence) and the observed interplay of social, technological and teacher scaffolding which emerged throughout the activity. The focus of our analysis is the technological scaffolding and the support it can give to cooperative learning activities based on the feedback received from two sources: primary school children using the software and a group of teachers trying out and reflecting on our design.
Basic Consideration to Improve Self-Regulatory Skills Using Mobile Devices
Authors: AOKI Yuki , SETA Kazuhisa , OKAMOTO Masahiko
Published: February 2025

Our research goal is to develop a system that can support learners in elementary education to acquire self-regulatory skills. Learners can enhance their learning motivation and build a foundation for life-long learning by developing self-regulatory skills as early as possible in elementary education. However, it is not easy for them to acquire such skills. In our research, we analyze factors of difficulties in displaying self-regulatory skills and clarify support functions to reduce these difficulties. Then we develop a support system to encourage learners’ continued self-regulated learning.
Supporting Awareness of Learning Partners for Mobile Language Learning
Authors: YIN Chengjiu , TABATA Yoshiyuki , OGATA Hiroaki , YANO Yoneo
Published: February 2025

This paper proposes a Social Networking Service site based mobile environment for learning foreign languages called SONLEM, which supports learners to find a partner who can solve the language learning problems at the online community, and an appropriate request chain of friends will be recommended upon their request. The learner can practice his second language with a native speaker who is learning his language.
A Feasibility Study of Applying MMS for Mobile Learning of Cardiopulmonary Resuscitation (CPR)
Authors: LIN Chiu-Pin , LEE Meei-Hwey , WONG Lung-Hsiang , SHAO Yinjuan
Published: February 2025

In this paper, we propose a MMS (Multimedia Message Service) -based Interactive Mobile Learning model for adult learners to update their CPR (Cardiopulmonary Resuscitation)-related knowledge and skills. Informed by N. A. Crowder’s (1960) branching version of B .F. Skinner’s (1958) Program Instruction approach, we designed an interactive learning process that requires the learners to make series of decisions and then be informed by the system of their consequences, thereby achieving “by making and reflecting on mistakes”. A feasibility study was conducted in three phases with volunteered adult learners being engaged in the MMS learning process. Through the process of learning content development and our analysis of the learner data, we gained better understanding in the feasible activity modes and the factors that may potentially affect the learning process and learner perceptions toward the learning model.
Prototyping Paper-Top Interface as Note-taking Support
Authors: MORIYAMA Toshiyuki , MITSUHARA Hiroyuki , YANO Yoneo
Published: February 2025

We developed a PTI prototype system for supporting note-taking. The prototype system is realized as a fusion of notebooks and digital learning materials by visual-marker-based AR (Augmented Reality). A student can take a note with pencils, viewing digital learning materials projected onto his/her notebook. It is expected that the prototype system decreases burdens in and increases learning effect by note-taking.
Exploration Study on Group Work with Interactive Whiteboard and Computer Feedback System for Primary Students
Authors: LIANG Tsung-Ho , TU Shu-Chuan , HUANG Ya-Kuei , SU Yen-Ning , HUANG Yueh-Min
Published: February 2025

This paper presents a case study of one teacher and 28 first-grade primary students utilizing the interactive whiteboard (IWB) and computer feedback system (CFS) to improve the group works in their language learning activities. The classroom observation and a content analysis method were conducted for investigating the teaching and learning interactions, and total 72 instructional events were considered to be the data in the coding procedure. The results indicated that 44.44% of instructional events embraced students’ learning interest, active participation, and peer cooperation behaviors, which reveal the students were very engaged in the cooperative group works. Consequently, the IWB plus CFS improved the teaching and learning interactions, especially on whole-class discussion and cooperative group work, in which student’s concept was constructed by those efficient dialogic interactions among teacher and students.
Evaluation of TERAKOYA Learning System Linking Multi-point Remote Users as Supplementary Lessons
Authors: NISHIUCHI Yusuke , MATSUUCHI Naohisa , SHIBA Haruya , FUJIWARA Kenichiro , YAMAGUCHI Takumi , MENDORI Takahiko
Published: February 2025

This paper discusses the effectiveness of the new TERAKOYA learning system in remedial education. This system provides both interactive lessons and a small private school environment similar to the 18th-century Japanese basic schools called TERAKOYA. It helps students study actively anywhere on a local area network linking multipoint remote users, and it provides an interactive evening lesson using tablet PCs and custom-built applications both in the dormitory and at home, so students and teachers can stay in their own living spaces. The proposed learning system was implemented in a girl’s dormitory with a teacher at home or in a teacher’s room on campus over one year. The implementation employed a handwritten electric whiteboard with verbal communication through a headset. After this test was conducted, the effectiveness of the system in helping students study actively and willingly as an example of “right time, right place” learning was verified.
Cultivating the Performance of Presentation through Monitoring Presenter’s Action
Authors: KUNIHIR Kiyotaka , MATSUURA Kenji , YANO Yoneo
Published: February 2025

This paper describes a supporting method of academic presentation and a developed system to improve the presentation performance. We focus on the motor skill, whose analysis is based on presenter’s gesture and gaze-direction. We design the framework to improve presentation skill and develop the prototype system that detects gestures and gaze-directions.
Pronunciation Instruction using CG Animation based on Articulatory Features
Authors: IRIBE Yurie , MORI Takuro , KATSURADA Kouichi , NITTA Tsuneo
Published: February 2025

We describe a pronunciation instruction system that dynamically generates CG animations to express the pronunciation from speech based on articulatory features. Specifically, the system displays the results of phoneme recognition and animation of the pronunciation movements of both the learner and teacher from their speech in order to show in what way the learner’s pronunciation is wrong. Learners can thus understand their wrong pronunciation and the correct pronunciation method through specific pronunciation animations. Experiments confirmed the effectiveness of the animations.
The Significance of Emotional Support to Students in Game-based Learning
Authors: JONG Morris S. Y. , SHANG Junjie , LEE Fong-Lok , LEE Jimmy
Published: February 2025

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a teacher-facilitated pedagogical approach to empower game-based learning. In combination with scaffolding, near real-life gaming participation, reflection, and debriefing, VISOLE aims at providing students with opportunities to acquire subject specific knowledge in a multi-disciplinary fashion and sharpen their higher-order thinking skills for problem solving. Farmtasia is the first online game developed based on this approach. We carried out a qualitative case study in Hong Kong for investigating students’ learning process in VISOLE. This paper discuses a part of the entire study, focusing on delineating (1) an impeding phenomenon, unsustainable gaming, which emerged in an “angry” student’s learning process, and (2) how the teacher’s emotional support mitigated this phenomenon. The findings shed light on the enhancement of the current design of VISOLE.
AR-Supported Sketch Learning Environment by Drawing from Learner-Selectable Viewpoint
Authors: SHIROUCHI Kazuya , SOGA Masato , TAKI Hirokazu
Published: February 2025

We constructed a sketch learning Environment. Instead of a real bowl and a real glass, virtual objects represented as 3D CG objects in a computer are used as motifs and are displayed in real space using augmented reality techniques. Consequently learners are able to compose freely. We conducted an evaluation experiment. The experimental results obtained from an experimental group and a control group were compared, revealing that the learning effect was more pronounced in the experimental group.
Using Handheld Gaming Device to Increase Multiple Intelligences with Digital Puzzle Game
Authors: CHUANG Tsung-Yen , SU Sheng-Hsiung , TSAO Yi-Ping
Published: February 2025

Today, video game has become an indispensable entertainment to children, and the theory of Multiple Intelligences is popular in Education, too. But so far, there are no researchers focused their studies on relation between video game and Multiple Intelligences in education. In this study, the researcher explored that students’ change after utilizing video game into the curriculum of Multiple Intelligences. According to the theory of authentic assessment, there were four fifth grade students participated in this study, the researcher tried to investigate the effect of Multiple Intelligences when students played video game. The researcher used hand-held device: Nintendo Dual Screen and puzzle game software: Big Brain Academy for this experiment, and adopted observation and interview for data collection to understand students’ change of Multiple Intelligences. The researcher discovered that he could assess students’ spatial intelligence and logical-mathematical intelligence during the game. At the same time, students also enhanced their spatial intelligence, logical mathematical intelligence, interpersonal intelligence and bodily-kinesthetic intelligence.
Creative Writing: A Study Investigating Factors Influencing Creativity in Writing and their Outcomes
Authors: CHONG Stefanie Xinyi , LEE Chien-Sing , ABDULLAH Junaidi
Published: February 2025

Storytelling is a time-honoured tradition that is essential in connecting mankind together and communicating essential lessons via the story medium. In this study, we identify two elements – identity and interactivity – that inspire good storytelling and attempt to integrate them within a creative writing assignment study conducted with a group of 10-year old students. This article details how using these two elements can potentially increase the quality of creativity and language proficiency in creative writing assignments as well as increase the fun in writing a story.
The Cognitive Effects of Different Feedback Modalities in Virtual Reality Learning
Authors: TAN Sze Cha , CHEN Chwen Jen
Published: February 2025

Feedback is an important feature of a virtual reality (VR) learning system as appropriate feedback increases learners’ motivation as well as interaction. This study aims to investigate the cognitive effects of using VR-based learning systems with different feedback modalities. It employs a pretest-posttest quasi-experimental design to measure the cognitive effects of VR learning systems that use on-screen text, narration, as well as both on-screen text and narration, respectively and an additional non-VR environment, which uses paper-based reference material, to serve as a control of the study. The study reveals that the differences in feedback modality, focusing on narration and on-screen text, do not significantly affect cognitive gain in a VR learning system. In addition, the significant positive effects of the VR-based learning system when compared with the non-VR method, provides another evidence of the potentials of VR technology for instructional use. This paper discusses the findings based on existing learning theories and principles, and concludes with a design implication of VR learning systems that incorporate feedback.
E-learning system design with humor and empathy interaction by virtual human to improve students’ learning
Authors: WANG Chin-Yeh , KE Shu-Yu , CHUANG Hui-Chun , TSENG He-Yun , CHEN Gwo-Dong
Published: February 2025

Students’ affections have a significant impact on motivation and learning performance. Many researches revealed that humor has a great effect on students’ learning motivation and emotion. And some researchers thought empathy can increase students’ interests and self-efficiency and ease off negative emotions. Therefore, we try to add several emoticons into e-learning system to capture learners’ emotions and design a humorous and empathic virtual human to respond to learners’ emotions at proper moments. In this paper, we had done a preliminary experiment which showed the virtual human with humor and empathy can enhance learners’ motivation, learning performance, and ease learners’ emotions.
Blended Learning in Higher Education: An Exploration of Teaching Approaches
Authors: YUEN Allan H.K.
Published: February 2025

The blended mode of learning has become increasingly popular in higher education. The purpose of this study is to explore the pedagogical use of ICT in a blended learning context. Focusing on teachers’ and students’ experiences in higher education, we examine the following questions: What are the teaching approaches on pedagogical use of ICT across faculties? What are the students’ experiences in engaging with different teaching approaches? The findings of four case studies suggest four teaching approaches, namely, online discussion, online resources for teaching and learning, enhancing course management and delivery, and supporting specific pedagogy. It is believed that these approaches are pedagogical practices in transition and provide empirical evidence to shed light on issues in the research of blended learning in higher education.
Enabling Students to Seek Computer-based Scaffolds for Solving Mathematical Word Problems
Authors: CHENG Hercy N. H. , HUANG Yana C.Y. , YANG Euphony F. Y. YANG , WU Jennifer M.S , Chan Tak-Wai
Published: February 2025

Scaffolding can develop a student’s ability to internalize new information on the basis of prior knowledge. However, it assumes that all students are novices and likely limits students’ way of thinking. Therefore, this paper incorporates the concept of help seeking in the usage of scaffolds, so that students can think as a whole before using scaffolds. The authors preliminarily designed an activity flow of seeking scaffolds. Furthermore, a trial study was conducted to investigate students’ behaviors of choosing and using scaffolds. The result showed that the activity flow encouraged students to make attempts first without the limitation of scaffolds. Yet, it was also found that students lacked the ability to use scaffolds appropriately, suggesting further improvement.
Researching Online Learning Activities: What counts?
Authors: AB JALIL Habibah , NOORDIN Nooreen
Published: February 2025

Researching online offers endless possibilities for educators regardless of how the environment need to be understood and analysed. The emergence of the internet creates accessibility and opportunities for asynchronous and synchronous communication. Despite its advantages, research on online teaching and learning do represent problems in terms of observing the activities as meaningful learning are concerned. The activities of teaching and learning often vary and sometimes misunderstood. Teachers should no longer be viewed as the main source of knowledge. Likewise, students should no longer be seen as individuals who only absorb what is taught. Through discussion, students mutually learn from each other (peer-learning). This study investigates ‘teaching’ behavior evidenced in activities involving a group of university students using the Learning Management System (LMS) as a tool for discussion. This paper aims to address part of the problems that are faced by researchers when exploring the online tasks in the teaching-learning process, namely in trying to find meaningful contributions from learning participations in non-experimental conditions. Taking a sociocultural perspective, an argument is offered for the theorisation of peer to peer learning as a variety of ‘assisted performance’. Using this theoretical lens, a case study is then offered which uses this model to frame an analysis of the nature and occurrences of online exchanges between students and the tutors. Assisted performance categories were used to analyse the message transactions and they are: Scaffolding, Feedback on Performance, Cognitive Structuring, Modelling, Contingency Management, Instructing and Questioning. The problems discussed in this paper focus on the difficulties when facing a unique form of qualitative data for indication of activities particularly the ‘assistances’ and the capacities of assistance in the learning tasks, which is analysed by quantitative means – Content Analysis. Analysis reveals the problems in researching online learning tasks in the aspects of methodology which is in trying to find what is most significant for evidence of meaningful postings. Instead of looking at the number of messages or number of assistances, researchers have found the solutions by taking ‘proportions’ of assisted performance in the learning performance. Teaching behaviour could be occurring in peer learning in students’ interactions that were evidenced in online learning tasks in this study.
Children Transmedia and Virtual Experiences Inside and Outside the Classrooms
Authors: LACASA Pilar
Published: February 2025

This presentation examines, from an ethnographic perspective, innovative education settings where children explore media as proactive participants in virtual and transmedia universes. The main goal of the project has been to identify innovative educational practices whenever commercial video games, combined with other new or traditional technologies, are present in the primary and secondary education classroom to develop new media literacies in students. Analyses have been carried out following an interpretative and discourse analysis approach. The results show how video games, combined with other technological tools, could be educational tools contributing not just to motivation in the learning processes but also to children develop new ways of being literate persons.
Form-Wise Error Detection in a FonF-Based Language Education System
Authors: KONDO Makoto , DAICHO Yoko , SANO Ryo , NOGUCHI Yasuhiro , KOGURE Satoru , KONISHI Tatsuhiro , ITOH Yukihiro
Published: February 2025

A language education system oriented for focus-on-form instruction should recognize which linguistic forms are focused in a particular lesson, and it should also evaluate how properly the focused forms are used in learners' utterances. This paper discusses how forms should be described in the system, how the form description helps the system recognize focused forms, and how the system evaluates learners' use of the focused forms. Preliminary evaluation of the system shows that the system correctly detects focused forms and that it successfully evaluates the use of the detected focused forms. Neither incorrect detection nor evaluation failure has been attested in its preliminary evaluation.
Interactive Question-Posing Environment for Beginners' English Learning
Authors: LIN Baowei , HIRASHIM Tsukasa , KUNICHIKA Hidenobu
Published: February 2025

Several investigations have already suggested that question-posing is a promising learning as well as a problem-solving activity. In order to realize this learning method, however, how to give feedback for the posed questions becomes a big issue. In this paper, we describe an interactive learning environment that promotes learning by question-posing in English learning for beginners. The learning environment supports learners to pose question and answer sentences. The most important characteristics of the learning environment are automatic assessment of the posed questions and feedback based on the assessment. We call this assessment as agent-assessment. To realize these functions, we have used automatic question generation techniques from English sentences proposed in our previous researches. Preliminary evaluations and related works are also described in this paper.
Ontological Modeling for Reflective Instructional Design: A Case Study on Modeling a Lesson Plan
Authors: HAYASHI Yusuke , KASAI Toshinobu , MIZOGUCHI Riichiro
Published: February 2025

This paper discusses computer-based support for self-reflection of teachers in a lesson design task. One of the keys to success in the design task is an alternating cycle of externalization of ideas and reflection resulting from those externalized ideas. However, it is difficult for teachers to externalize their ideas to generate effective reflection. This study aims at enhancing reflection by ontological modeling of the design rationale of a lesson plan. The result of a trial in which a teacher externalized the design rationale of her plan and investigated reflection generated in the trial is reported here.
Evaluating the Effectiveness of Adaptive Tutorial Dialogues in EER-Tutor
Authors: WEERASINGHE Amali , MITROVIC Antonija , VAN ZIJL Martin , MARTIN Brent
Published: February 2025

Researchers have long been interested in tutorial dialogues as they are considered to be one of the critical factors contributing to the effectiveness of human one-on-one tutoring. We discuss an evaluation study that investigates the effectiveness of adaptive tutorial dialogues in database design. EER-Tutor, a database design tutor was enhanced to facilitate adaptive tutorial dialogues. The control group participants received non-adaptive dialogues regardless of their knowledge level and explanation skills. The experimental group participants received adaptive dialogues that were customised based on their student models. The performance on pre- and post-tests indicated that the experimental group participants learned significantly more than their peers. The subjective responses indicated no difference in their impression towards the quality of the dialogues and the understandability of the questions. However there was clear evidence that the control group did not like having to go through the entire dialogue before resuming problem-solving.
Automatically Grading the Use of Language in Learner Summaries
Authors: ZIPITRIA Iraide , ARRUARTE Ana , ELORRIAGA Jon
Published: February 2025

A summary is a short clear description that gives the main facts or ideas about something. Summaries are widely used in traditional teaching as an educational diagnostic strategy to infer comprehension, or how much information from text is retained in memory. From its early beginning Computer Supported Learning Systems research has faced open-ended learners’ response evaluation. Global summary grading includes partial discourse assessment on relevant issues such as coherence, cohesion, comprehension, adequacy and use of language. This paper describes the procedure followed searching for the best available approach to model the use of language grading of learner summaries written in Basque language.
Building an Ontology-Based System Which Supports the Instructional Design Process
Authors: KASAI Toshinobu , NAGANO Kazuo , MIZOGUCHIc Riichiro
Published: February 2025

In this study, we have developed a system called FIMA (Flexible Instructional Design Support Multi-Agent System) which supports teachers dynamically in designing instruction by facilitating their thinking in ways characteristic of expert teachers’ thought processes: 1) multiple viewpoints thinking, 2) contextualized thinking and 3) the problem framing and reframing strategy. We especially focus on instructional design that integrates the use of information and communication technology (ICT). In this paper, we show examples of concrete supports which the FIMA prototype system we have built provides.
The Relationships Between Sequences of Affective States and Learner Achievement
Authors: RODRIGO Ma. Mercedes , BAKER Ryan , NABOS Julieta
Published: February 2025

We study the relationships between affective states and sequences and learner achievement using sequential pattern mining techniques. We found, in accordance with prior research, that boredom is an undesirable state that is both persistent and detrimental to learning. We also found that confusion punctuated with periods of engaged concentration contributes to learning. However, confusion alone has a negative impact on student achievement, possibly indicating that students are stuck. These results shed light on past results finding inconsistent relationships between confusion and learning.
Towards Generic Visualisation Tools and Techniques for Adaptive E-Learning
Authors: ALBERT Dietrich , NUSSBAUMER Alexander , STEINER Christina
Published: February 2025

In this paper, we describe the work on the visualisation tools and techniques currently developed in the GRAPPLE research project. Since the GRAPPLE project aims at developing a generic solution for adaptive e-learning, also the visualisation tools need to be as generic as the GRAPPLE approach and its data models are. This paper also discusses related work in this field and outlines differences and advantages of the newly developed visualisation tools and techniques. Especially comparisons are made with a tool which relies on visualizing competence-based knowledge structures.
Development of an Intelligent Practice Supporting System for High School Chemistry
Authors: KONISHI Tatsuhiro , OKADA Yoshiaki , IIZUKA Daisuke , ITOH Yukihiro
Published: February 2025

In this paper, we discuss on development of an Intelligent Practice Support System (IPSS) for high school chemistry. IPSS can solve problems and evaluate learner’s problem solving process using the result. IPSS has several functions for supporting learner’s problem solving and reflection: Helping function, Interruption function, History function and Searching function. We also report on experimental evaluation of IPSS.
Evaluating the Effectiveness of Multiple Open Student Models in EER-Tutor
Authors: DUAN Dandi , MITROVIC Antonija , CHURCHER Neville
Published: February 2025

Open Student Models (OSM) are beneficial for improving students' domain knowledge and meta-cognitive skills. The way in which the student model is displayed may be an important factor which has not been investigated adequately in the context of Intelligent Tutoring Systems (ITS). In our study, the control group had skill meters, while the experimental group additionally could access the OSM represented as a concept list, concept hierarchy or a concept map. The results show that OSM do have a positive effect on students' learning. However, the students showed clear preferences towards simpler representations than the more complex ones.
A Tutoring System Using an Emotion-Focused Strategy to Support Learners
Authors: YUSOFF Mohd Zaliman Mohd , DU BOULAY Benedict
Published: February 2025

Many tutoring systems have employed problem-focused strategies for helping students regulate their emotional states. This paper describes an affective tutoring system that added an emotion-focused strategy (a relaxation exercise) to a standard problemfocused strategy (programming advice and feedback) in order to help students better regulate their emotional states when learning about data structure manipulation. The evaluation indicated that this additional strategy improved learning outcomes and was helpful in emotionally supporting students with both good and poor performance.
Designing an Interactive and Visual Environment for Term Paper Grading Support System in Higher Education
Authors: TSUBAKIMOTO Mio
Published: February 2025

The author has already developed and evaluated a term paper grading assistance map. The map was designed to visualize scores graded for term papers assigned to a class at the university level or the equivalent. The map is a new visualization technique to show the amount of words and word use. This paper introduces prototype system of an assistance map using singular value decomposition technique for grading term papers and proposed five core ideas to improve that system’s use.
Interactive Learning Environment Designed Based on A Task Model of Problem-Posing
Authors: KURAYAMA Megumi , HIRASHIMA Tsukasa
Published: February 2025

Learning by problem-posing is a promising way to learn arithmetic and mathematics. In this paper, we report the design and development of an interactive learning environment for problem-posing as sentence-integration in arithmetic word problems. In this research, we have paid a special attention to “reverse thinking” problems. To find the characteristics of the reverse thinking problems, we built a task model of problem-posing and design the learning environment based on the model. This leaning environment has been already developed and experimentally used in a class of fourth grade at an elementary school.
Developing an Intelligent Tutoring System for Palm Oil with ASPIRE
Authors: AMALATHAS Sagaya , MITROVIC Antonija , SARAVANAN Ravan , EVISON David
Published: February 2025

Although Intelligent Tutoring Systems (ITSs) have well proven their effectiveness in many learning domains, building them have always required extensive effort and time. ASPIRE authoring system has been used in developing constraint based tutors (CBTs) before but this will be the first attempt to develop a CBT and embed it within an existing system. We present the research and development of DM-Tutor, the first CBT to be embedded within the Management Information System (MIS) for palm oil plantation management. We discuss the research and development of DM Tutor with the help of ASPIRE. We also include future work planned for DM-Tutor.
Mining Collective Knowledge for Reconstructing Learning Resource
Authors: OTA Koichi , KASHIHARA Akihiro
Published: February 2025

There currently exist a lot of Web resources, which are useful for learning. However, it is hard for learners to learn the Web resources since the hyperspace is not always well-structured. Our approach to this issue is to mine collective knowledge from a group of learners who learned the Web resources to reconstruct the hyperspace including useful pages and links to be learned. This paper proposes a collective knowledge mining method that can extract these pages and links from learning histories gathered from the group of learners.
Development of a Dictogloss System Oriented for Focus on Form
Authors: KONDO Makoto , SANO Ryo , TASHIRO Asanori , NOGUCHI Yasuhiro , KOGURE Satoru , KONISHI Tatsuhiro , ITOH Yukihiro
Published: February 2025

In this paper, we discuss how to develop a dictogloss system oriented for focus-on-form (FonF) instruction. Dictogloss is a multiple skills collaborative activity in which learners listen to a text and try to reconstruct the text in collaboration with their partners. Focus on form is a pedagogical approach aiming at improving learners’ ability to produce grammatically correct sentences. A dictogloss system incorporating FonF instruction would therefore be of great help for improving learners’ correct understanding and production of their target languages. We discuss what functions are necessary for a dictogloss system and how to implement the functions. Preliminary evaluation of our system shows that the system can act as a dictogloss partner for second/foreign language learners.
Face to Face Group Discussion Exercise Support System
Authors: SASAKI Shigeru , WATANABE Hiroyoshi , TAKAI Kumiko , FURUKAWA Fumihito
Published: February 2025

To help students solve exercise problems on information modeling systems, we introduced face-to-face group discussions during which each group member explains his or her own solution, and then all members explore a solution as a group. Improved motivation levels, and other beneficial effects, were observed in participants following their completion of discussion exercises. In this paper, we describe a system to support such face-to-face group discussion exercises. The results of the system’s in-class trial suggested that it had several benefits.
Educational Practice for Interpretation of Experimental Data Based on a Theory
Authors: SAITO Hitomi , MIWA Kazuhisa , KANZAKI Nana , TERAI Hitoshi , KOJIMA Kazuaki , NAKAIKE Ryuuichi , MORITA Jyunya
Published: February 2025

Interpreting experimental data based on a psychological theory requires understanding the mechanisms or factors underlying cognitive processes and acquiring an attitude for interpreting evidence from a theoretical perspective. In this study, we designed and practiced teaching and learning activities using cognitive models to foster both requirements in an introductory course of cognitive science. Fifty-three undergraduate students attended the course. During practice, students constructed a computational model on the process of semantic memory and conducted simulations using their model. We evaluated changes in learner interpretation of experimental data from pretest to posttest. The results of the practice showed that students’ interpretations of experimental results for semantic memory changed from pretest to posttest. However, their interpretations of the results of other experiments did not show much difference between pretest and posttest.
Computer-Supported Training of the Mental Number Line
Authors: MOELLER Korbinian , NUERK Hans-Christoph , CRESS Ulrike
Published: February 2025

The human representation of number magnitude is often described by the metaphor of a mental number line. Recent studies repeatedly found the accuracy of children’s mental number line representation to be associated with more general arithmetic and mathematic achievement. Therefore, specific number line trainings have been developed. A growing number of intervention studies indicates significantly positive training effect with improvements generalizing from number line accuracy to other numerical (e.g., magnitude comparison) and arithmetical tasks (e.g., mental addition). This holds for both paper-pencil as well as first computer-supported number line trainings. However, with computer technology progressing rapidly it provides increasingly sophisticated possibilities for training the mental number line. In this article we specifically elaborate on the issues of interactive learning environments as well as embodied interactions. With respect to interactivity we discuss its necessity for the adaptivity of the learning environment required to guarantee balanced success rates in multi-learner trainings. As regards embodied interaction we elaborate on new possibilities to develop trainings allowing for bodily experiences of numerical concepts such as the mental number line offered by new digital media. We conclude that the latest development in computer technology opens up new directions for the successful training of numerical competencies that should be pursued as they may be particularly beneficial for those with special needs in numerical / mathematical learning.
Comparing Self-learning Behavior Of Low And High Scorers With EDIV
Authors: MAVINKURVE Madhuri , MURTHY Sahana
Published: February 2025

Computer based interactive visualizations have been shown to be effective learning resources in science and engineering for improved conceptual understanding, reasoning and prediction abilities, and experimentation skills. In a prior study, we reported the development of Engineering Design Interactive Visualizations (EDIV), and showed their effectiveness as self-study material in improving students’ engineer ing design competencies. Here, we investigate students’ interaction with the EDIVs in order to gain insight into what makes the EDIVs effective. We conducted a qualitative study using screen capture logs to identify behavioural differences between high and low scoring learners as they interact with the EDIV. We found that the high scoring group spent more learning time on interactive activities such as variable manipulation and decision making tasks, while the low scoring group spent more time on reading and concept clarification tasks.
Impact of Group Norms in Eliciting Response in a Goal Driven Virtual Community
Authors: JAIN Sumeet , SINHA Tanmay , SHAH Achal , SHARMA Chandramouli , ROSE Carolyn
Published: February 2025

With the proliferation of social media into our daily lives, online communities have become an important platform for collaborative learning and education. To connect users with varying knowledge levels and increase the net learning throughput, these communities often follow a question-answer based approach. Understanding what drives attention to help-seeking questions can reduce the amount of questions that go unnoticed or remain unanswered by the community. In this paper we discuss an important feature that affects the activity of the community, namely the community norms. We present a machine learning based trigger-driven feedback model that functions by (i) differentiating between help-seeking questions and follow-up posts – i.e. posts that are part of an ongoing discussion, and (ii) a dynamic intervention scheme to help improve question formulation. Our findings show that adhering to the community norms significantly increases the chance of eliciting a response.
Evaluation of AR Learning Equipment for Astronomy Education
Authors: SETOZAKI Norio , IWASAKI Tsutomu , MORITA Yusuke
Published: February 2025

Various fields of education have focused on augmented reality (AR), which can synthetically present virtual objects in real environments. This study examines the effects of utilizing AR learning equipment for synchronized model operation in astronomy education. The findings show that AR enhances the learning experience of students by synthetically presenting a Computer Graphic (CG) shadow on a Moon model as well as creating a CG Sun and background.
Encouraging Each Other in the Community Site for Habit Development
Authors: MIYOSHI Yasuo , OKAMOTO Ryo
Published: February 2025

We have developed a prototype community site for building up a good habit. A user can join in the prototype site together with a family or a close friend as a partner, and thereby the user and the partner can encourage each other while they receive an alarm of the beginning of the plan to practice the objective activity. In this paper, we discuss the effect of encouragement for habit development from the results of an evaluation experiment. The results of the short-term experiment were not so good. However, it suggested that a user should send an encouragement message to the partner that has low motivation.
A Framework of Generating Explanation for Conceptual Understanding based on 'Semantics of Constraints'
Authors: HORIGUCHI Tomoya , TOUMOTO Takahito , HIRASHIMA Tsukasa
Published: February 2025

A framework for indexing problems is proposed, based on which explanation generation and problem sequencing for conceptual understanding in science can be automatized. It helps student learn how to make appropriate models to solve problems and prevents them from superficially read the solution of a worked example and apply it wrongly to others. The results of a preliminary experiment is also described in which the explanations generated based on the framework promoted subjects’ conceptual understanding in mechanics.
A Program Transformation Tool for Visualizing Control Structure in Graphical Representations
Authors: CHOU Chih-Yueh , LIAO Pin-Cheng , LAI K. Robert , CHEN Zhi-Hong
Published: February 2025

In this paper, we describe a work-in-progress research to develop a program control structure visualization tool for transforming student programs into graphical representations of control structure, including sequences, selections, and iterations. The tool can be used for assisting novice students in debugging their programs by checking whether the transformed control structure of their programs is consistent with their program plans. In addition, the graphical representation of student programs can be compared to that of a model program to detect errors in program plans.
A Students’ Mutual Evaluation Method for their Reports using PageRank Algorithm
Authors: WANG Yuanyuan , KAWAI Yukiko , MIYAMOTO Setsuko , SUMIYA Kazutoshi
Published: February 2025

Nowadays, mutual evaluation in education is an available method that students in the learning community use to evaluate each other. The method calculates scores of students’ reports by considering who evaluates those reports. In this paper, we propose a student's mutual evaluation method using the PageRank algorithm, an appropriate evaluation method that helps teachers to easily understand whose report is the best from the students’ viewpoints. In particular, we perform students’ mutual evaluation based on a groupware by utilizing a “Like” function in a course practice. As a result, it was able to not only provide an overall rating from the students’ sum of votes but also, by considering who voted, to promote the reliability of the students as evaluators for their mutual evaluation.
An Ontology to Model E-learning Tools, Events and Experts for their Use in Specific Contexts
Authors: SANTOS GAGO Juan , MÍGUEZ PÉREZ Rubén , FERNÁNDEZ IGLESIAS Manuel , CAÑAS Agustín , CAEIRO RODRIGUEZ Manuel , ANIDO RIFÓN Luis
Published: February 2025

With the popularization of online repositories and content management systems, digital resources available to organize educational activities proliferate. Digital resources include many different possibilities besides content, like events, people, or hardware devices and software applications. We propose a conceptualization of the educational domain by means of an ontology aimed to comprehensively classify educational resources. This ontology may serve as the foundation of complex knowledge-based systems to assist teachers in the categorization, selection and retrieval of the most suitable resources for any educational activity in any educational scenario they wish to design and implement.
Feature Extraction of the Nursing Techniques from Hand Motion Data
Authors: Matsuda Takeshi , Maeda Toshiyuki , Majima Yukie
Published: February 2025

It is not easy to acquire nursing techniques from lectures only, but research on transforming a tacit knowledge of nursing techniques into a formal knowledge has started recently. In this paper, we analyze the coordinate information of hand motion data in an intravenous injection, and discuss on the possibility of formulating information.
Towards an Evaluation Service for Adaptive Learning Systems
Authors: Nussbaumer Alexander , Steiner Christina , Hillemann Eva-Catherine , Albert Dietrich
Published: February 2025

This paper presents a service that supports the evaluation of adaptive learning systems. This evaluation service has been developed for and tested with an adaptive digital libraries system created in the CUTLURA project. Based on these experiences an approach is outlined, how it can be used in a similar way to evaluate the features and aspects of adaptive learning systems. Following the layered evaluation approach, qualities are defined that are evaluated individually. The evaluation service supports the whole evaluation process, which includes modelling the qualities to be evaluated, data collection, and automatic reports based on data analysis. Multi-modal data collection facilitates continuous and non-continuous, as well as invasive and non-invasive evaluation.
Improving 10-12 Year Olds’ Epistemic and Conceptual Understanding in a Computer-supported Knowledge-building Environment
Authors: LIN Feng , CHAN Carol K. K.
Published: February 2025

This study investigated the design of a computer supported knowledge-building environment in fostering 10-12 year olds’ epistemic and conceptual understanding. Two classes of 5th graders in Guangzhou China participated in this study while they were learning a unit about electricity. One class engaged in knowledge building, supported with a computer supported platform--Knowledge Forum®, and the other class was taught with traditional approach for comparison. The results showed significantly stronger effects on epistemic view of science and conceptual understanding for knowledge-building group compared with the traditional group. Regression analysis showed that knowledge-building environment and post epistemology of science contributed to students’ post scientific understanding, over and above their prior science knowledge. Qualitative analysis of students’ Knowledge Forum discourse and interviews showed how the design had helped improve students’ epistemic view on the social and progressive nature of scientific inquiry and conceptual understanding.
Providing Knowledge-Related Partner Information in Collaborative Multimedia Learning: Isolating the Core of Cognitive Group Awareness Tools
Authors: BODEMER Daniel , SCHOLVIEN Alexander
Published: February 2025

Cognitive group awareness tools support learners in dealing with specific challenges of computer-supported collaborative learning scenarios. This paper suggests three supporting functions underlying cognitive group awareness tools and proposes to disentangle them in three consecutive experimental studies with regard to multimedia learning. It focuses on one of those studies that systematically investigates whether providing knowledge-related partner information can improve collaborative learning with multiple external representations and with dynamic and interactive visualizations. Learning dyads (N = 120) were compared in four groups that differed with regard to the presentation of knowledge-related partner information during two subsequent collaboration phases: (1) learning with multiple static representations and (2) learning with dynamic and interactive visualizations. Results indicate that providing partner information during collaboration can facilitate meaningful learning discourses and improve learning outcomes.
‘Does it Make Sense’ or ‘What Does it Mean’?
Authors: MASON Jon
Published: February 2025

This conceptual paper problematizes a distinction between meaning-making and sense-making as activities that support learning. In framing this distinction, various theoretical perspectives on sense-making are introduced from a range of disciplines that have direct implication for the ongoing development of the digital environment designed specifically to support learning. The digital environment is replete with choices that enable communication, information-seeking, knowledge sharing, computation, and learning – all made possible by a diversity of technologies. Semantics have a significant computational role in this environment and making sense of it, amidst constantly emerging capabilities, represents opportunities for innovation as well as challenges for digital learning. While meaning-making has a pivotal role in knowledge construction in this environment it is argued that sense-making often precedes it, thereby indicating a specific role for sense-making technologies.