bluuebunny/crossref_metadata_2025 huggingface dataset:
Trade-offs between pedagogical and technological design requirements affecting the robustness of a mobile learning activity
Authors: SOLLERVALL Håkan , GIL DE LA IGLESIA Didac , MILRAD Marcelo , PENG Aihui , PETTERSSON Oskar , SALAVATI Sadaf , YAU Jane
Published: January 2025

We develop an innovative mathematical mobile learning activity for 12 year old students, who are asked to coordinate themselves physically in terms of given distances with respect to two given points in an outdoor setting. The development of the outdoor activity poses pedagogical as well as technological design challenges. In this paper, we elaborate on two critical incidents that occurred during the implementation of the activity. Such incidents call for increasing attention to the negotiation of pedagogical and technological requirements during the design process. We argue that the efficient development of innovative mobile learning activities aiming at supporting learning in outdoors and indoors settings requires effective negotiation and coordination of pedagogical and technological strategies and requirements during the entire design process.
The Effect of Shared Display Collaborative Mind Tools on One-to-one Collaborative Learning
Authors: CHUNG Chen-Wei , LEE Chih-Chung , LIU Chen-Chung
Published: January 2025

Most collaborative mind tools are applied in asynchronous learning contexts. In other words, these tools can support students in joint construction of knowledge through the Internet. However, face-to-face collaborative learning may pose new challenges for the design of collaborative mind tools. For example, without a proper arrangement of learning devices, the control of a mind tool may be limited to a single member and this may reduce willingness on the part of other students to share their personal opinions and this may in turn impede the group learning process. This study has adopted a shared display mind tool combining shared display with a one-to-one learning environment to help students engage in collaborative mind activities. The participants were nine graduate students who enrolled in the course “Learning, Collaboration and Creativity" in a middle-sized university in Taiwan. By analyzing activity logs and video, it was found that the shared display mind tool could facilitate information exchange and sharing. This tool can also help students establish shared visual focus and attract the attention of group members. In addition, it elicits ideas from each individual and inspires new search directions, thus enhancing the elaboration of knowledge for new understanding.
Identifying the potential needs to provide mobile context-aware hints to support students’ learning
Authors: YAU Jane , GIL DE LA IGLESIA Didac , PETTERSSON Oskar , SOLLERVALL Håkan , MILRAD Marcelo , SALAVATI Sadaf
Published: January 2025

In recent years, mobile and context-aware technologies have been used in an attempt to enhance students‟ formal and informal learning experiences both in the classroom and outdoor settings. Such technologies have supported teaching and learning in a variety of subjects. In this paper, we present the ongoing research efforts in our Geometry Mobile (GeM) project, where we conducted a number of trials in the last two years with primary and secondary school students in Sweden. The current trial of our GeM project (April 2011) is discussed together with the data collection method we have used for exploring how Context-Aware learning hints (CA hints) can be utilized to support the different stages of the learning activity. Insights and preliminary results from this trial are described. We also present the motivation of our proposed CA hints, the definition of the requirements of those, and the formulation of a classification thereof.
A novel approach for enhancing student reading comprehension by activating prior knowledge
Authors: CHENA Jun Ming , CHEN Meng Chang , SUNA Yeali S. , CHENA Ying Ying
Published: January 2025

Reading is an important skill for gaining knowledge and discovering new information in a global society. Reading competence also strongly influences a person’s learning ability. However, in building better reading skills, one of the major difficulties is an absence of background knowledge to help learners read and understand material. Background knowledge helps learners make connections to construct clues within the text and determine the meaning of new vocabulary or sentences. Often, learners lack a mechanism to help them construct prior knowledge, preventing them from fully understanding their reading. To cope with these problems, this study adopts one of the most popular Web 2.0 techniques—social tagging—to help learners both read and understand English articles. We test our approach using a tag-based collaborative reading learning system. Our conclusions demonstrate the approach’s effectiveness, and reveal areas for future research.
Development and Improvement of a Corpus-based Web Application to Support Writing Technical Documents in English
Authors: MIYAZAKI Yoshinori , TANAKA Shosaku , KOYAMA Yukie
Published: January 2025

This paper discusses the development of a Web application that supports non-native speakers of English in writing technical academic documents in English. The application presents authentic English sentences from technical corpora on the basis of calculated similarities to the English input. The updates of this study are 1) highlighting relevant words/phrases of the output sentences and 2) generalizing structures of long output sentences to show the structure more explicitly. Results of experiments are also given to show possible usages and some shortcomings of the application.
Influence of Prior Knowledge and Cognitive Styles in Adaptive Hypermedia Learning Systems
Authors: MAMPADI Freddy , GHINEA Gheorghita , HUANG Pei-Ren , CHEN Sherry Y.
Published: January 2025

Most Adaptive Hypermedia Learning Systems (AHLSs) tailor presentation content and navigational support based on prior knowledge or cognitive styles of students separately. There is, however, a need to explore how the two individual difference characteristics could be combined in adaptive hypermedia learning systems in order to maximize learning and comprehension of educational materials. To this end, the study presented in this paper developed two adaptive hypermedia learning systems, one tailored to students’ prior knowledge, with the other tailored to their cognitive styles, with emphasis on Pask’s Holist-Serialist dimension. Findings indicate that, in general, adapting to either prior knowledge or cognitive styles improves learning performance.
Innovating Collaboratively and Collectively
Authors: CHI Michelene T. H.
Published: January 2025

This paper explores how innovative ideas may be produced in dialogic interactions. Several dialog processes that may be considered innovating are proposed, along with how they may be coded. Some preliminary evidence will also be presented.
An Article Revising Support System for Facilitating Research Activities
Authors: HASEGAWA Shinobu , YAMANE Kazuya
Published: January 2025

Graduate and undergraduate students in the laboratory usually deal with not only formal information such as research articles and presentation documents but also informal information which represents a process of research activities. However, it is difficult for new students belonging to the laboratory to acquire such informal information from researchers and other students through the laboratory life. In order to resolve this issue, we have developed an article revising support system called CommentManager that facilitates the process of article revising and extracts the knowledge for revising from the informal information accumulated from the article revising processes of the laboratory members.
Evocation and Enactment: Understanding Trajectories of Conceptual Development in Artifact-Mediated Situations
Authors: CHAROENYING Timothy , TRNINIC Dragan
Published: January 2025

When instructional designers develop content-targeted pedagogical situations, their practice can be theorized as engineering students‘ development of conceptual schemes. To account for the contributions of students‘ prior schemes and situated experiences towards the development of conceptual schemes, we suggest a distinction between the evocation of schemes and enactment of situations. The former suggests that the design of an instructional situation can activate students‘ prior schemes. The latter suggests that the structure of students‘ activity in an instructional situation determines the nature of newly constructed schemes. We contextualize our views using empirical data from case studies involving students‘ interactions with educational technology designed for embodying and grounding the concept of proportionality.
An Experimental Analysis of the Behaviour of a Personalized Case-based Recommendation Strategy for the Learning Domain
Authors: RUIZ-INIESTA Almudena , Jiménez-Díaz Guillermo , Gómez-Albarrán Mercedes
Published: January 2025

This paper describes an approach that fosters a strong personalized case-based recommendation strategy of learning objects and analyses its behaviour on two dimensions: the pedagogical utility of the learning objects and the similarity with the student query.
The Affective Meta-Tutoring Project: How to motivate students to use effective meta-cognitive strategies
Authors: VANLEHN Kurt , BURLESON Winslow , CHAVEZ ECHEAGARAY Maria-Elena , CHRISTOPHERSON Robert , GONZALEZ SANCHEZ Javier , HASTINGS Jenny , HIDALGO PONTET Yoalli , ZHANG Lishan
Published: January 2025

Meta-tutoring applies the basic policies of interactive tutoring to get students to adopt effective meta-cognitive strategies. Unfortunately, when the meta-tutor is removed, students often revert to using ineffective strategies. This paper is an early report on the progress of the Affective Meta-Tutoring (AMT) project, which will use an affective learning companion to motivate students to more permanently adopt effective meta-cognitive strategies.
The Artificial Mentor: An assessment based approach to adaptively enhance learning processes in virtual learning environments
Authors: KOPEINIK Simone , BEDEK Michael A. , SEITLINGER Paul , ALBERT Dietrich
Published: January 2025

Emerging e-learning systems cover a wide range of application fields satisfying user expectations such as rapid information access or flexibility in time and location. Still a challenge is to automatically respond to individual learner’s perceptions. This paper presents a glimpse on concepts, evolution and practical implementation of the Artificial Mentor, a highly flexible, adaptive software component. The Artificial Mentor selects and triggers micro adaptations within a learning environment, intended to enhance the learning process. It was initially developed in the setting of a 3D virtual learning environment to address modern learner’s individual learning needs.
Error-based Simulation in Dynamics and Its Evaluation in Junior High School
Authors: TOMOTO Takahito , IMAI Isao , HORIGUCHI Tomoya , HIRASHIMA Tsukasa
Published: January 2025

This paper reports on the practical use of Error-based Simulation (EBS) for learning dynamics in a junior high school. EBS is simulation generated from learners’ erroneous answers. Differences between simulations showing correct phenomena and EBS showing unusual phenomena promote learner awareness of errors. Previously, we implemented EBS for learning about normal reaction forces in statics problems, and confirmed that EBS was effective for learners’ self-correction of errors. In that problem, however, visualization of errors is easy because a correct simulation is always motionless. In this research, we implemented EBS for a dynamics problem, and put it into practical use in a junior high school. Because errors can be visualized as unexpected motion, this is an important generalization of EBS. The learning effect of EBS in dynamics problems was evaluated by comparing the results of pre-tests, post-tests, and delayed post-tests between two classes, a experimental class where students learned with the EBS and a control class where students learned as usual. The results suggest that EBS is also useful in dynamics problems.
The Validation of an Annotations Approach to Peer Tutoring Through Simulation Incorporating the Modeling of Reputation
Authors: CHAMPAIGN John , COHEN Robin , ZHANG Jie
Published: January 2025

In this paper, we promote a model for peer-based intelligent tutoring that leverages the past learning experiences of students with a repository of learning objects. Consistent with McCalla’s ecological approach, we determine appropriate peers and appropriate learning objects to direct a new student's learning. In particular, we focus on allowing peers to provide annotations of learning objects. We revisit a procedure developed to select which annotations to present to students in order to improve their learning: one that combines a modeling of the reputation of the annotation (based on its approval or disapproval by previous students), the reputability of the annotator (based on the reputation of all annotations left by the student) and the similarity of the raters with the new student. Our focus is on developing effective validation of the procedure’s benefit, using an approach of simulated student learning. This is achieved by developing algorithms in greater detail and then making particular design decisions for the simulation in order to manage the reputability of the annotators and annotations in a way that enables the best learning objects to be employed for the tutoring. We are able to demonstrate the value of our proposed approach using distinct measures of rater similarity. We conclude with a comparison to related work and a view to future directions for the research. As a result, we present an approach for interpreting data from interactions with previous students in order to influence how to interact with current and future students, to enable effective learning.
Empirical Investigation of Assistance Dilemma with a Tutoring System that Can Control Levels of Support
Authors: MIWA Kazuhisa , TERAI Hitoshi , UNO Tomoo , NAKAIKE Ryuichi
Published: January 2025

We experimentally investigated the assistance dilemma with a learning system that can control levels of support (LOS). Our system supports learning of natural deduction (ND) and was established based on the client-server framework. An experiment was performed. In the first, half of the participants learned ND in the high LOS condition, and the other half learned in the low LOS. In the learning phase, the solution time was shorter and the trial and error steps until solution were greater in the high LOS group than in the low LOS group. However, in the posttest, more participants successfully reached the solution in the low LOS group.
Similar Movie Search System by Co-occurrenceWordson VOD Lecture with Japanese Subtitle
Authors: KOBAYASHI Nobuyuki , KOYAMA Noboru , SHIINA Hiromitsu , KITAGAWA Fumio
Published: January 2025

Abstract:Asearch system for VOD lectures is useful if it beyond the search of only text. To facilitate better searching for movie segments of VOD lectures with Japanese subtitles, we propose a method of using subtitles and a solving maximum likelihood detection from a max mixture of Gaussian distributions. The detection was performed by a statistical method by using the EM algorithm. In addition, we propose similar movie search system which provides a movie segment by co-occurrence word as the detectedsegment in case a word frequency is notenough in subtitle.
Predicting Academic Emotion based on Brainwaves Signals and Mouse Click Behavior
Authors: AZCARRAGA Judith , IBAÑEZ John Francis , LIM Ianne Robert , LUMANAS Jr Nestor , TROGO Rhia , SUAREZ Merlin Teodosia
Published: January 2025

Academic emotions such as confidence, excitement, frustration and interest may be predicted based on brainwaves signals. It is shown that the prediction rate can be improved further when the data from brainwaves signals are complemented by data based on mouse click behavior. Twenty -five (25) undergraduate students were asked to use a math tutoring software while an EEG se nsor was attached to their head to capture their brainwaves sign als throughout the learning session. At the same time, mouse -click features such as the number of clicks, the duration of each click and the distance traveled by the mouse were automatically captured. Using a Multi -Layered Perceptron classifier, classifica tion using brainwaves data alone had accuracy rates of 54 to 88%. Prediction rates based purely on mouse features had accuracy rates of only 32 to 48%. When the two input modalities are combined, accuracy rates increased to up to 92%. Furthermore, the expe riments confirmed that the predication accuracy rate increases as the number of feature values that deviate significantly from the mean increases. In particular, the prediction rates exceed 80% when at least 33% of the features have values that deviate from the mean by more than 1 standard deviation.
Ontological Approach to Support Authoring for Game -Based Learning Environment s
Authors: UMETSU Takanobu , AZUMA Takuya , HIRASHIMA Tsukasa , TAKEUCHI Akira
Published: January 2025

We previously implemented an authoring system to generate a learning environment based on a card game expressed in a flowchart . We improved the authoring system to automaticall y generate a learning environment by using words or sentences drawn from the rules of card games . The improvement is based on a card game model that is a structured representation of words and sentences from the rules of card games . In this paper, the card game model and the improved authoring system are introduced. The experimental evaluation of the improved system is also reported.
Analyzing lecturer’s speech and slide by estimated word difficulty
Authors: Kito Yoshinobu , NAKANISHI Kiyoaki , KOBAYASHI Nobuyuki KOBAYASHI , SHIINA Hiromitsu , KITAGAWA Fumio
Published: January 2025

As research goal of providing the difficulty level of the Japanese used in lectures from the viewpoint of foreign exchange students and lecturers who are not native speakers of Japanese, we propose a system for providing Japanese word difficulty used in speech and slides of lecturers in lectures. The grades of the old version of Japanese Language Proficiency Test are used to determine the Japanese word difficulty. In the case that the Japanese word difficulty is already determined by materials, that Japanese word difficulty is used, and in the case of words with an unknown word difficulty, estimates reached by use of a support vector machine are used to arrive at a word difficulty. This system provides three kind of information of lecture by word difficulty.
Developing Program Grading Suggestion Mechanism by Reusing Teacher Grading Records
Authors: Chou Chih-Yueh , Cheng You-Chia
Published: January 2025

In this paper, we describe a work-in-progress research to develop a virtual grading assistant system for assisting teachers in grading programming assignments based on the output of student programs. The system provides teachers with an interface to grade student programs through marking token patterns of the program output and offering grades. The system records the teacher marking output token patterns and grades as teacher grading cases. The system will match the outputs of other student programs with the previous record of teacher grading cases to suggest grading to reduce the grading load. The paper presents the system prototype and proposes two research issues, which we will investigate.
A Method for Determining Classroom Seating Arrangements by Using a Genetic Algorithm
Authors: Shin-ike Kazuhiro , Iima Hitoshi
Published: January 2025

This study exploits a method for determining the classroom seating arrangements by using a genetic algorithm. In the genetic algorithm, we propose a procedure named a matrix crossover. Experiments are carried out based on the computational result. It is found from the experiments that satisfaction of each student for our proposed method is higher than the traditional classroom seating arrangement and each student is actually comfortable in the classroom because of the relations between other students.
Interface Design of Three Modules for Child-Computer Interaction
Authors: LEE Lai-Chung , WEI Whei-Jane
Published: January 2025

The paper presents three educational module designs entitled tactile, haptic and multi-mode interaction different in open-ended solutions to the problems. For creative problem solving (CPS), module II is fully open-ended designed. The underlying theory is based on scaffolding inquiry and discovery learning. Module III is most helpful for CPS.
Analysis on the feasibility of introducing digital board game into classroom teaching – from teachers’ perspective
Authors: CHEN Chin-Feng , HUANG Po-Hsiang , HUANG De-Yuan , WU Chia-Jung , CHEN Gwo-Dong
Published: January 2025

An educational board game module integrating with textbook materials was introduced to current teachers. This module served as a teaching aid that was equipped with as set of educational equipment-Digital Learning Playground. The aim of the study was to investigate the feasibility of adding situated interaction with a board game structure into ordinary school settings.
The metacognitive development of adult language learners in self-directed settings: A look at a distance learning course
Authors: Guidi Claudia
Published: January 2025

This paper presents a research design for an empirical study on the metacognitive development of adult language learners in a distance learning context. The paper describes a mixed methods design that will be used during the implementation phase of the project to elicit the experiences, thoughts, and feelings of learners during the process of learning, and to examine how the verbalization of experience, thought, and feeling drives metacognitive development.
Towards a system architecture for ICALL
Authors: VOLODINA Elena , LOFTSSON Hrafn , ARNBJÖRNSDÓTTIR Birna , BORIN Lars , ÖRN LEIFSSON Guðmundur
Published: January 2025

In this paper, we present an on-going project whose overall aim is to develop open-source system architecture for supporting ICALL systems that will facilitate re-use of existing NLP tools and resources on a plug-and-play basis. We introduce the project, describe the approaches adopted by the two language teams, and present two applications being developed using the proposed architecture.
English for Academic Purposes in an Online Writing System
Authors: YEH Hui-Chin , CHANG Yi-Fang
Published: January 2025

Novice and non-native postgraduate students always face a number of difficulties in the complexity in academic English writing. However, they are seldom taught the effective strategies to regulate their writing processes. This research intends to develop an academic writing course incorporating an online writing system for postgraduate students to develop their metacognitive genre awareness. In the four metacognitive stages, the postgraduate students are assigned different kinds of writing tasks. All of their writing products, such as drafts of thesis proposal, final version of thesis proposal, self-reflections, are recorded and observed in the online writing system.
Do students and lecturers actively use collaboration tools in learning management systems?
Authors: ZANJANI Nastaran , NYKVIST Shaun , GEVA Shlomo
Published: January 2025

In recent years there has been a large emphasis placed on the need to use Learning Management Systems (LMS) in the field of higher education, with many universities mandating their use. An important aspect of these systems is their ability to offer collaboration tools to build a community of learners. This paper reports on a study of the effectiveness of an LMS (Blackboard©) in a higher education setting and whether both lecturers and students voluntarily use collaborative tools for teaching and learning. Interviews were conducted with participants (N=67) from the faculties of Science and Technology, Business, Health and Law. Results from this study indicated that participants often use Blackboard© as an online repository of learning materials and that the collaboration tools of Blackboard© are often not utilised. The study also found that several factors have inhibited the use and uptake of the collaboration tools within Blackboard©. These have included structure and user experience, pedagogical practice, response time and a preference for other tools.
Supporting Creativity Learning in Digital Storytelling with Tablet Computers: A Peer Assessment Approach
Authors: Liu Chen-Chung , Wu Yu-Feng , Lu Kuan-Hsien , Lin Chia-Ching
Published: January 2025

Peer assessment (PA) has been widely adopted in an educational context with ample evidence suggesting the potential to promote learning. We argue that although the process of asking learners to involve in assessing achievement of the others might be a beneficial manipulation for learning, the effectiveness is still unclear for young pupils when creative learning tasks such as storytelling are involved. Creativity self-efficacy might be interfered with peers’ feedbacks. Thus, the presented study proposes an approach to support creativity learning through peer assessment aided by Tablet computers. This study sought a deeper understanding of the relationship between creative self-efficacy (CSE) and creativity product among 54 sixth graders on completing a digital storytelling project. Findings and discussions are included.
An Online Platform for Problem-Based Learning with Operational Concepts Map
Authors: TSENG Chung-Cheng , CHAO Po-Yao , CHOU Chih-Yuen , LAI K. Robert
Published: January 2025

Problem-based learning (PBL) encourages learners to acquire new knowledge through cognitive model development and hypotheses-deduction process. Graphical modeling tools, such as concept map, can help learners to exteriorize the process of knowledge construction and visualize learner's cognitive model to support meaningful learning. But few of those tools integrate hypothesis-reasoning mechanism into the process to support the discovery of knowledge deficiencies and foster in-depth reflection. To that end, this paper proposes a novel graphical tool, operational concept map (OCM), for supporting the PBL. In OCM, it combines the merits of conceptual modeling tool and computer-based simulation. The OCM not only inherits all basic functions of concept map, also facilitates the learning-by-doing approach for problem solving. Application of the proposed idea is illustrated in learning a well-known sort algorithm, bubble sort, in the sort problem.
Aiding Digital Natives Learn Positive Learning Behaviors through Reflection
Authors: LEGASPI Roberto , INVENTADO Paul Salvador , CABREDO Rafael , NUMAO Masayuki
Published: January 2025

Commonly attributed to digital natives is the ability to quickly, yet effectively, shift from one task to another. However, several works have debunked this assumption by showing that multitasking even among digital natives led to poor learning performance and productivity. Our aim is to provide a tool to help digital natives be self-aware of desirable, while curbing undesirable, learning behaviors. Our tool is infused with self-annotation and feedback mechanisms that allow students to reflect upon their entire learning history. Our results indicate that the annotation process with the tool helped students understand their learning behaviors better and identify ways in which their behaviors can be improved.
Variation Based Discovery Learning Design in 1 to 1 Mathematics Classroom
Authors: YANG Euphony F. Y. , CHENG Hercy N. H. , CHING Emily , CHAN Tak-Wai
Published: January 2025

Learning retention is an important issue for instruction. However, traditional mathematics teachers tend to use direct instruction to tell students a formula, and ask them to keep in mind. But students may forget it very soon. This study adopts a variation based discovery learning strategy, which controls the similarity and difference among examples and problems to guide students to discover the critical features of mathematical concepts through personal observation and inference. A one-to-one technology-enhanced learning system is therefore designed to provide cognitive tools and scaffolding mechanisms for the guidance of discovery. To investigate the learning effect, a pre-test and a post test were conducted. The result of post test showed that the average score of the experiment group were significantly higher than that of the control group. The interview data revealed that the perspectives of some students showed higher self-confidence and learning motivation.
Three Methods of Applying Digital Technologies to Enhance Teaching and Learning Traditional Chinese Paintings
Authors: CHEN Shih-Lun , CHUANG Yuan-Hsun
Published: January 2025

Digital technologies have enormous impacts on all aspects of art education. By applying powerful computer technologies in the classroom, various activities become possible for introducing traditional Chinese painting, which is generally considered dreary, pedantic and too far removed from modern life by young students today. In this research, three methods that were applied in a fine art class, especially in primary school and secondary school, are presented, to describe how digital technologies can be adopted for relevant pedagogic practices. The three methods include three-dimensional animation, digital storytelling and interactive modes. It is concluded that these three methods are powerful and meaningful ways to enhance teaching and learning traditional Chinese paintings for students of the digital generation.
Mobile Learning Numeracy in Ontario
Authors: HE Serene Jin Yan , CHANG Maiga , KINSHUK
Published: January 2025

The growth of mobile technologies and devices has penetrated the world substantially over the last 5 years, and a large percentage of these users are young users. This introduces profound changes to traditional teaching practices which may initially be seen as low-key, but it will eventually create visible side effects in the education domain that cannot be ignored. As we push for effective instruction to be differentiated, we can use mobile technologies to enhance learning. This research will present the mobile device functions suitable for mobile learning and map it to learning topics of Ontario's K-6 Numeracy Curriculum.
Intimacy to Others: Scale Based Internet
Authors: PRATANDANI Resty Wales , HAFIZ Subhan El
Published: January 2025

Human interactions often lead to feelings of deep interest called intimacy [1]. The ability of this intimacy which was researched by creating scale of intimacy for the community so that they can evaluate themselves using self-learning media. Scale tested using a survey administered to 35 participants. Data were analyzed using Alpha Cronbach Reliability test. The result, the remaining 25 of 36 items had good reliability with an alpha score of 0.873. Scales that have been tested disseminated through the internet social media technology that can be connected to many people. Alpha Cronbach score indicate that the scale is sufficiently reliable to measure intimacy.
Meta-Documentation: The Dissemination of the Tacit Knowledge Inherently Attached to Organisational Documents
Authors: COOK Steven , OGATA Hiroaki , ELWELL Mark
Published: January 2025

In this paper, we discuss the addition of technologically supported informal social networks for the exchange of previously implicit information attached to documentation within formal organisational frameworks. Focusing on the implementation of technologies to support this social interaction, we first look at why social networks are a topic discussed in recent times, then we put forward plans for a new system developed for this purpose.
Learning System for Computational Thinking using Appealing User Interface with Icon-Based Programming Language on Smartphones
Authors: SAKAMOTO Kazunori , TAKANO Koichi , WASHIZAKIc Hironori , FUKAZAWA Yoshiaki
Published: January 2025

Computational thinking is one of the most important skills for using computers. Most existing learning systems for computational thinking work only on desktop or laptop computers, although the popularity of smartphones has rapidly been growing. Moreover, most existing programming languages to teach are based on English and most learning systems employ poor user interfaces. Thus, such programming languages and learning systems are not suitable for users who are not familiar with English or who are enchanted to such user interfaces. We propose a gamified learning system using an appealing user interface with a novel icon-based non-verbal programming language. Our system works on smartphones with which many Japanese teenager students are more familiar than PCs. Our system employs an appealing interface that a female student designs for other female students and icons to motivate university students to learn programming through playing. We conducted an experiment with 16 female students from Waseda University to evaluate our system. We confirmed our system motivated the students to learn programming and helped learn computational thinking concepts.
Towards a Descriptive View of Context Usage in Context-Aware U-Learning System
Authors: SOUABNI Raoudha , BAYOUDH SAADI Ines , Kinshuk  , BEN GHEZALA Henda
Published: January 2025

Research in ubiquitous learning (U-learning) has gained attention of a large number of researchers and a number of ubiquitous learning systems are now available in the literature. Majority of these systems have been developed to resolve a specific problem in a given context; their development approaches do not dictate ubiquitous context usage requirements to fill in. U-learning systems developers need to have a clear and a general view of how their intended systems make use of the ubiquitous context. This paper introduces a comprehensive view of context usage through three different view-points inspired from Dowson’s work (Dowson, 1993) each one capturing a particular aspect of context handling. Then a set of facets is associated to each given aspect in order to study, understand and appropriately describe it. The findings of this research are aimed to provide context-aware u-learning system developers a clear understanding of the context usage in such systems and help in underlining the requirements of the u-learning environment. This research is also aimed to help in comparing and evaluating context-aware u-learning systems according to the descriptive system views.
Which One Works Better? Testing Outcomes of Using a Somatosensory Game Intervention and a Chair-Based Exercise Program on Elderly
Authors: Chiang I-Tsun , Liua Mao , Wu Hsin-Chin , Chang Chi-Yao , Fu Hsiu-Chi , CHENA Shang-Ti , Yeh Chien-Hsin
Published: January 2025

The purpose of the study is to understand the outcomes of using a somatosensory game intervention and a chair-based exercise program on elderly. Forty older adults aged more then 65 were recruited from Yung Shin nursing home and divided into two groups, a somatosensory video game and chair-based exercise group. All participants were required to complete 30-minute somatosensory video game or 30-minute sedentary activity interventions three times a week of 8 weeks. Pre- and post-tests were administrated before and after the interventions and utilized to assess the benefits and outcomes. Soda Pop test for eye hand coordination and grasping ruler test are two measurement tools were used to measure their reaction time. The results identified that the "Fruit Ninja" game intervention did not successfully created positive impacts on their reaction through a 30-mintue sessions three times a week for 8 weeks. However, 8-week chair-based exercise program did have significant impact on their reaction time. In terms of eye hand coordination, both somatosensory game and chair-based exercise programs were effective to enhance their performance.
How to use information te chnology (IT) wisely for early childhood language education?
Authors: YANG Wen-Si , TZUO Pei-Wen
Published: January 2025

To examine the uses of information technology (IT) in early childhood language education, this paper reviews 34 studies to synthesize the current literature. Considerable insights are provided by these conceptual and empirical studies. A synthesis is given of with regards to the different pertinent IT features and how young children’s language development is influenced by these features. These pertinent IT features include digital picture, video, audio clips, website, game, Microsoft office, electronic file, blog and diagram. The findings are then based on literature to underpin how to use IT wisely for the language development of young children. The synthesis would like to highlight that, the nine pertinent IT features are somehow related to young children’s language developmental domains, and ways to use these features. This seems probable to shed lights on future IT research, design, and implications in young children’s language development.
Exploring the Capability of Second Grade Students in Peer Response on Writing Revision
Authors: WANG Siou-Lan , HSIEH Yi-Tai , LIAO Calvin , CHAN Tak-Wai
Published: January 2025

The research of peer response has been majorly focused on older age students. However, we argue that young age students obtain the possibility of doing peer response under the context of writing revision. In this paper, we develop a peer response experiment in the classroom for second-grade students in order to facilita te their story revision. The result indicated that second-grade students were able to revise their writing through the two peer response experiments. In addition, students’ preference on certain kind of comment types was also discovered. That is, second-grade students preferred using praise and reminding comments. Meanwhile, students tended to directly adapt given prompt example sentences and create personalized comments. One special revision behavior was found that second-grade students revised their writing beyond the scope of received comments. This is an ongoing research and further analysis and studies will be continuously processed.
The Impact of Technology Use on Student Satisfaction in English Classes
Authors: HSU Lisa
Published: January 2025

This study aimed to find out if students’ satisfaction in English classes is associated with the frequency of teachers using technology teaching support, such as E-learning or web-based learning resources. The participants for this study were students who enrolled in the author’s classes and therefore were considered as convenient samples (n＝151). They were given extra credits to complete the questionnaire that was designed for the purpose of this study. This study found that student satisfaction for English classes is significantly positively associated with the frequency of teachers using technology teaching support ( r＝.742, p＜. 01). Furthermore, after conducting Chi-square test, Pearson value showed that there were four items (Q 1, 2, 7, 17) student ’s satisfaction was significant different among three different programs (four-year program, two-year program, and five-year program.) In addition, six items (Q 1, 3, 5, 7, 8, 17) student ’s satisfaction appeared significantly different among freshmen, sophomores, juniors, and seniors. Lastly, limitation, implications and suggestions for further research are addressed.
Using ICT in the teaching of Visual Arts. A situational analysis at secondary level in Mauritius.
Authors: BEEHARRY-KONGLAR Mridula
Published: January 2025

This paper seeks to report on the use of ICT in secondary Visual Arts classrooms in Mauritius. Using data from questionnaire, focused group discussion and classroom observations, the paper discusses three key issues: ICT tools used in teaching Visual Arts, how ICT tools are used in the teaching of Visual Arts and scope and barriers in using ICT in the teaching of Visual Arts. The participants were 70 secondary Visual Arts teachers. Chief among the findings is that there exists a huge disparity among schools in terms of availability and use of ICT resources in Visual Arts classes. Other barriers in the use of ICT also exist. Findings indicate that the most commonly used tools are the computer and projectors and the most frequently utilized applications are Microsoft Word and PowerPoint. These are used mainly for preparation of lessons and instruction in class. The findings suggest that the creative possibilities of ICT are not fully tapped, often due to teachers’ lack of manipulative skills in handling tools and softwares. The study also shows that the use of ICT depends on teachers’ attitudes towards its use. While some teachers acknowledge the contribution of ICT in teaching and embrace new technologies, many find dissonance between art and ICT and continue to use ICT in a limited manner. The paper argues strongly for considerations by policy makers for further provision of ICT tools in schools as a possible remedy to the present situation. Moreover, the paper discusses the need for support to teachers in the form of professional development, dialogue among Visual Arts teachers and creation of networks which can also be a potent vehicle for encouraging integration of ICT in Visual Arts classrooms. Finally, the author suggests that a genuine effort to support Visual Arts teachers would also necessitate an acknowledgement and understanding of their beliefs, values and concerns.
PRE-SERVICE TEACHERS’ BELIEFS IN UTILIZING FILM AND ROLE-PLAY IN EFL CLASSROOM PRACTICES
Authors: WIJIRAHAYU Suciana
Published: January 2025

Film is one form of information and technology that is rich of sources of content for language courses. It is beneficial for classes that is often limited to provide visual support for other text-based and language content activities. The idea of using students’ selected films related to students’ themes preferences combining with collaborative learning and role play is the focus of this research.
An Evaluation of a Customizable Ontology-driven Language Learning Support System
Authors: WANG Jingyun , MENDORI Takahiko
Published: January 2025

In this paper, we investigate, from learning style perspective, the main factors that affect the learning performance of the learner while using learning support systems. An experiment was conducted to evaluate two different modes of a customizable language learning support system. Students in experimental group A, who were provided with both visual and verbal learning objects, had more difficulty to focus on study compared to those in experimental group B, who were provided with only the learning objects matching their learning style while both using the system. Moreover, 53.3% of students in experimental group A believed the type of LOs, which they preferred more and felt more comfortable with, was not the type of LOs which was more effective for their learning.
Fraction Block as a Tool for Learning & Teaching Fraction and Its Experimental Use in an Elementary School
Authors: JOYA Akimitsu , MAEDA Kazushige , HIRASHIMA Tsukasa
Published: January 2025

This paper proposes “fraction block” as an educational reifications of fraction. Fraction block reifies characteristics of “ratio fraction” as a pair of numerator block and denominator block. The length of the blocks can be changed by keeping the ratio of numerator block to denominator block. By using the fraction block, a quantity represented as a length of tape is derived from another quantity represented as another length of tape. This deriving operation is a reification of multiplication or division with a fraction. We have implemented a learning environment where a learner is able to directly operate the fraction block in order to derive a quantity from a quantity. Experimental use of this environment in an elementary school is also reported in this paper.
Designing Effective Feedback for Cognitive Diagnostic Assessment in Web-based Learning Environment
Authors: SUN Yuan , SUZUKI Masayuki , TOYOTA Tetsuya
Published: January 2025

Assessment is useful for students to improve their learning and for teachers to adjust their teaching practice. However, most traditional assessments do not provide useful information to improve learning and teaching. Recently, cognitive diagnostic assessment (CDA) which is designed to measure specific knowledge structures and processing skills in students has attracted a great deal of attentions. In this paper, we apply a CDA approach in fraction problems to 144 sixth grade students in an elementary school in Japan. We show how CDA can provide detailed information about learners’ strengths and weaknesses and discuss the applicability of web-based CDA for providing effective feedback.
Predicting Students’ Performance and Problem Solving Behavior from iList Log Data
Authors: ALZOUBI Omar , FOSSATI Davide , DI EUGENIO Barbara , GREEN Nick , CHEN Lin
Published: January 2025

In this paper, we analyze data gathered from students’ interactions with iList, an intelligent tutoring system that teaches linked lists to computer science (CS) undergraduates. A number of features have been extracted from the log files which were used to; a) build predictive models of students’ performance, b) analyze temporal aspects of students’ problem solving behavior. Our results suggest that it is possible to build predictive models of performance with an accuracy of 87% by using logistic regression. The results also show that it is more likely a student will perform a step correctly if s/he spends more time on it.
Code Analyser in CSTutor - a C# Intelligent Tutoring System
Authors: HARTANTO Budi , REYE Jim
Published: January 2025

This paper describes the process that is performed by CSTutor to analyse each student program. CSTutor is an Intelligent Tutoring System that supports the student’s learning by doing. Built as an integrated part of Visual Studio 2010 or 2012, CSTutor can give assistance to a student writing programs in Visual Studio from the earliest stage. The analysis process starts by capturing the student’s program from the Visual Studio Editor. The program is then parsed and simplified into facts in a knowledge base. This knowledge base also contains rules, actions, constraints, and a goal to be achieved. The goal can be decomposed into several sub-goals to give a finer detail of feedback to the student. So that it can be used as a practical supplement to classroom instruction, CSTutor provides a number of exercises that can be tried by the students. Further, the number of exercises can be increased without having to change CSTutor’s program code. The teacher just needs to add the description of the exercise, the constraints, and the goal that should be achieved in the new exercise. The evaluation of CSTutor is in progress and it is expected that CSTutor will help students learn programming to an improved degree.
A Formal Model of Learner’s Annotations Dedicated to Web Services Invocation
Authors: KALBOUSSI Anis , MAZHOUD Omar , HADJ KACEM Ahmed , OMHENI Nizar
Published: January 2025

Various models of learner’s annotative activity have been proposed in E-learning domain. This models which try to conceptualize the annotations of learner are used as basis of many annotations systems. In this article, we propose a new formal model of learner’s annotations dedicated to Web services invocation. This conceptual model, composed of ontology and pattern of annotation, tries to present the learner’s annotative activity as a means of invocation of appropriate Web services. Therefore, from a learner’s annotation we interpret a goal implicitly expressed and we try to discover and invoke a Web service which can meet the annotation’s object and consequently assist the learner in his learning activities.