bluuebunny/crossref_metadata_2025 huggingface dataset:
The Functions of Smart Classroom in Smart Learning Age
Authors: Huang Ronghuai , Hu Yongbin , Yang Junfeng , Xiao Guangde
Published: January 2025

Reconstructing classroom and creating new type of classroom for students and teachers is an inevitable trend, and integrating sensor technology, artificial intelligence, rich media technology and communication technology into classroom is an inevitable choice. We propose a SMART model of smart classroom which characterized by showing, manageable, accessible, interactive and testing. We analyze the characteristics of three typical smart classrooms: “high definition” smart classroom, “deep experience” smart classroom and “rich interactivity” Smart classroom
Nurturing self-regulation by mathematical inquiry in a one-to-one TEL environment
Authors: SOLLERVALL Håkan
Published: January 2025

We design and evaluate a curriculum-based mathematical learning activity involving secondary students’ geometrical constructions, mathematical modeling and algebraic validation of hypotheses based on hands-on explorations with the interactive geometry application GeoGebra available on individual laptops. We argue that guided inquiries in a technology-enhanced learning environment that invites blending of interactive technologies and traditional resources may be an efficient means for developing self-regulatory skills.
Exploration of the influence of instructional material annotation on “teaching and learning” by teachers and students
Authors: CHAO Kuo-Hung , CHANG Kuo-En , SUNG Yao-Ting , CHAO Stefan
Published: January 2025

The grasp of main ideas as a learning strategy and activity can have various benefits on learners in different instructional objectives, such as reading comprehension, memory, and discerning the main points of reading content. A necessary condition for grasping main ideas is determining the importance of sentences [2]. Thus, this study attempts to explore the interaction of a reciprocal teaching digital annotation automatic matching system with teachers and learners, and how it affects learning activities. This study hopes to assist teachers in using computer systems to quickly assess how student groups are marking important points, and uses the computer to automatically evaluate the similarity between class markings and teacher markings, so that the teacher can have a general idea of how students have different markings from the teacher. This is used to understand students’ learning conditions and the distribution of their markings for later instructional discussion of important points, so that learners can receive better learning guidance in a limited period of time. The concept of the system in this study can allow the teachers and teaching assistants to provide timely assistance to learners in the teaching and learning process, and provide suitable support, with the objective of “internalizing” the development of learner ability development. The whole system concept proceeds in a digital learning environment, and serve as a learning motivation for learners and a direction for instructors to improve their teaching, so that they can achieve the purpose of offering individualized teaching.
A Two-Dimensional Approach to Creativity Assessment for Digital Game Story Design
Authors: HUANG Yun-Hsuan , CHUANG Tsung-Yen
Published: January 2025

This assessment design examines the deficiencies and flaws of existing creativity measures for digital game story design. Instead of using holistic scoring simply overlooking an overall story, a two-dimensional analytic approach to creativity assessment which combines distinct game story constructs with six types of creativity indicators is proposed. Besides, creativity descriptors commonly used by educators in scoring rubrics are also been characterized to correspond to the categories of creativity indicators. This creativity assessment not only helps evaluators like teachers measure digital game story creativity, understands which aspects of the digital game story are short of creativity, but also prompts digital game story designers like students and product developers to tailor creative and entertaining game stories.
Elementary Students' Concepts and Strategies in a Digital Stock Investment Game
Authors: Yang Euphony F. Y. , Chen Zhi-Hong , Chan Tak-Wai
Published: January 2025

To improve the design of game-based learning systems for elementary school students in the subject domain of financial management, this study investigates how students use concepts and strategy in a game-based stock investment environment. An interview approach was conducted on 23 fifth-grade elementary school students who used the system to collect their opinions on stock investment functions. The results showed that (1) students were easy to unilaterally interpret the stock descriptions and misunderstand some key investment vocabularies; (2) students’ understanding were majorly influenced by significant others and media reports so that their key concepts were shaped. Based on these results, several suggestions for future development of financial management systems were also discussed.
Training My-Dragon: Using Educational Agents to Facilitate Student Learning
Authors: Chen Zhi-Hong , Yeh Chia-Chi
Published: January 2025

In this paper we develop a My-Dragon system, in which students not only learn Chinese idioms, but also train their pet dragons through learning by demonstration. More specifically, students need to demonstrate correct procedure and answers for their dragons so that their knowledge can be improved. By doing so, students not only can be engaged in a game-based learning context, but they are offered more opportunities to master their subject domains. This is a work-in-progress study and the current status and future work are described in this paper, too.
Video Gaming Scale Effect on Spatial and Graphical Patterns Recognition on Eye Movement Behavior
Authors: CHANG Ben , LAI Meng-Lung , TSAI Yu-Cheng
Published: January 2025

The purpose of this study is using eye-tracking technology to explore the relationship between the video gaming scale, and spatial and graphical patterns recognition tasks, focusing on eye movement fixation number analysis. Nineteen sophomore students were recruited to participate in this experiment. The results showed highly negative correlation between the video gaming scale measure and the fixation numbers collected in the process of the advanced spatial recognition and graphical patterns recognition tasks.
Moving from the Conventional to the Virtual Classroom
Authors: LIU Sarah Hsueh-Jui , SUNG Yao-Ting , CHANG Kuo-En , LAN Yu-Ju
Published: January 2025

This paper describes the field experience of two prospective teachers of Chinese as a Second Language (CSL) in the teacher-training programme, regarding the differences in pedagogic skills between the face-to-face and the virtual world of Second Life. The student teachers recounted how they made pedagogical changes in relation to the extent of the consciousness raising, decision making and perception towards the different environments. A qualitative approach was primarily adopted to elicit this information from the data that consisted of post-teaching interviews and reflection reports. The preliminary results confirm that, to some extent, the prospective teachers’ pedagogical knowledge was influenced by their previous experience (e.g., foreign language learning). The findings derived from a self-rating scale further reveal that the student teachers felt confident about their pedagogical knowledge and skills in the face-to-face context, e.g., conducting activities, but not confident in the virtual classroom, e.g., managing students’ conduct. Both the student teachers opined that teaching in the virtual world was feasible to engender the involvement and interest of learners. The teachers’ knowledge transferred from the conventional classroom to the virtual world has implications for teacher education.
Chances and Challenges of Using WebQuest in Academic Reading
Authors: CHUANG Min-Tun , CHEN Kuan-Yin
Published: January 2025

WebQuest, embedded with task-based learning is a scaffold learning structure in which the instructors provide various online resources to help learners complete designed tasks and study the focus language at the same time. However, there are few empirical researches exploring the students’ perceptions toward WebQuest, especially in higher education. Therefore, to fill in the gap, this qualitative research attempted to examine how English major college students feel about learning academic reading through a researcher-designed WebQuest. A total 86 sophomore English major students were involved in this study. The findings indicated that through the process of step- by- step guidance provided in the WebQuest, critical thinking could be elicited while some of the challenges were also found in the study. The major contribution of this study is to provide some insights on the application of integrating WebQuest into academic reading, and to understand students’ voice toward the use of WebQuest.
The Annotation Functionality to Support Language Teaching and Learning
Authors: YANG Shih-Hsien , TSENG Sheng-Shiang , YEH Hui-Chin
Published: January 2025

This project intends to develop a supportive English website management system for both teachers and students to manage the available internet resources to make authentic learning more inviting and effective. The annotation functionality was designed to scaffold, support, and evaluate students’ learning processes and outcomes. With the annotation functionality, English as a Foreign Language (EFL) students can take initiative in their own learning with the virtual assistance. This website learning management system intends to make it possible to turn teachers as authoritative figures into virtual language learning facilitators through annotations.
Evolution of Literacy in Software Functions by Creation of Storytelling
Authors: MIYAJI Isao
Published: January 2025

"Creation of storytelling" using PowerPoint was conducted so as to raise computer literacy and to foster the students' self-understanding. They were required to draw a figure using Excel and stick it on a report. They were expected to write their reports using Word. The pre and post literacy in functions of the software of three kinds was investigated to know the computer literacy which students were able to raise by "creating the storytelling". As a result, the pre literacy in functions of PowerPoint was lower than those of Word and Excel. After this practice, the post literacy in the functions of PowerPoint significantly became higher. This paper will report that students became able to utilize the functions of PowerPoint as same as those of Word and Excel.
Student Learning Behavior in an Unsupervised Learning Environment
Authors: INVENTADO Paul Salvador , LEGASPI Roberto , CABREDO Rafael , NUMAO Masayuki
Published: January 2025

Learning is commonly associated with knowledge transfer involving guidance from a teacher. However, as people grow older they are expected to know how to learn by themselves. In this research, we analyzed student learning in an unsupervised learning environment, i.e., performing academic research, wherein students have complete control over their learning thus requiring them to manage it. Transition likelihood metrics were used to analyze the interplay between emotion, learning and non-learning related activities while students did research. Several observations were seen from students learning in this environment such as students experiencing cognitive disequilibrium but experiencing disengagement faster. Non-learning related activities were also shown to have the potential of motivating students to resume learning. Lastly, user-specific traits and context seem to affect the interplay between learning and non-learning activities in an unsupervised learning environment. This highlights the need to not only create general models to predict student behavior but also user-specific models to allow future systems to provide appropriate feedback in this environment.
"A New Course Design for Advanced Communication: “Debate and Beyond…” A Technology Enhanced Course for Communication Incorporating Empathy"
Authors: YAMAMOTO Tosh , TAGAMI Masanori , IWASAKI Chiaki , NAKAZAWA Minoru
Published: January 2025

Based on the fundamental concept of the communication being mainly composed of logic in information, the university in Japan has just begun offering such courses as logical thinking, critical thinking, and debate as subjects for the general education to freshmen and sophomores before they begin their special areas of study. However, after the natural disasters since the last year, the society has realized that the basis of communication may be supported not mainly by logic or critical thinking but more or less by some empathy driven factor. Because the university has the mission to raise promising potential members for the future society, a new concept for a course has come out in which the successful communication consists of both logical and critical thinking on the one hand, and emotion or empathy on the other. This paper attempts to propose a new course to such issue enhanced by the information technology available to us.
An Analysis of using Social Bookmarking for Acquiring Web Resources for e-Learning
Authors: WONG Tak-Lam , KONG Siu Cheung
Published: January 2025

With respect to the increasing trend that students acquire information from the Internet for their formal or informal learning, we aim at analyzing the use of social bookmarking to help students collaboratively access useful and creditable Web resources, facilitating collaborative learning. We also investigate the use of social bookmarking for after-school learning. Social bookmarking allows users to search for, tag, and share Web resources, and hence recommend students Web resources that are potentially useful and relevant. Experiments were conducted to study how social bookmarking can improve the quality of the acquired Web resource. In particular, students using social bookmarking could acquire a more focused and high quality set of Web resources compared with students not using social bookmarking.
The Role of Teacher-Teaching Experience in VAE Teachers’ Integration of ICT
Authors: RAHMAT Mohd Khairezan , AU Wing K.
Published: January 2025

The introduction of Information and Communication Technology (ICT) and its integration has made a significant impact on the Malaysian education system. Its rapid development has become a major priority in achieving the nations’ Vision 2020 of becoming a fully developed country by the year 2020. Despite its huge potential advantages, the Visual Art Education (VAE) teachers were reportedly not utilizing the full potential of ICT in the Visual Art classroom. Based on the literature, it appeared that only a limited published research had tried to explain the influence of teachers’ experiences on their ICT integration (ICTInt). The purpose of this study is to explore the VAE teacher- teaching experience as moderator variables in their decision to integrate ICT. The Technology Acceptance Model (TAM) was used as a theoretical grounding of the study. Based on TAM, perceived usefulness (PU) and perceived ease of use (PEoU) were two specific beliefs that determine individuals’ ICTInt. Self-reported data was gathered through an on-line survey from 296 VAE teachers in the state of Selangor, Malaysia. The findings revealed that both PU and PEoU were able to explain 65 percent of the variance toward their ICTInt. The findings also show that teacher-teaching experience was found to influence the relationship between their PU and PEoU toward ICTInt. It is expected that findings derived from this study will contribute toward assisting the school administrator and the Ministry of Education in ensuring all teachers would pose and instill a degree of ICT integration.
The Use of ICT in the Chinese Classroom: A Singapore Perspective
Authors: HUANG Meng , ZHANG Dongbo , ZHAO Shouhui
Published: January 2025

The Chinese language (CL) curriculum for Singapore primary schools proposed in 2004 highlights two pedagogical changes: the modular approach and the integration of ICT. The modular approach puts students into three different groups (or modules, including bridging/reinforcement, core and enrichment) with an aim at catering to students’ diverse learning needs. To respond to differentiated learning as initiated in the new curriculum, differences in the type of ICT and the frequency of ICT use in actual teaching practice are expected. This paper endeavors to provide a detailed picture of ICT integration in the Chinese lessons in Singapore primary schools. 207 Primary two Chinese lessons in 20 schools were observed, and teachers’ teaching practices were coded by applying the Singapore Chinese Pedagogy Coding Scheme. The preliminary results showed that no significant differences of ICT usage were found across the three modules, which implies that Chinese teachers’ use of ICT has not met the needs of differentiated learning as designated in the Modular Curriculum.
Exploring pre-service teachers’ perceptions of and participation in online communities
Authors: DENG Liping , TAVARES Nicole
Published: January 2025

The study focuses on the participation of pre-service teachers in a course website set up on Moodle and a website developed by students on their own initiative to support their Teaching Practice. It explores PSTs’ experiences and perceptions of the two different types of websites and how their online participation linked with the sense of community. Utilizing questionnaire as the main source of data, the paper reveals that the student teachers had more positive perceptions of the self-initiated website which was regarded as a useful platform for exchanging teaching ideas, sharing resources, gaining support, and maintaining communication with their fellow coursemates. The frequency of reading the self-initiated website was also correlated with the sense of community.
Small Group Learning with Digital Pens in High School Physics
Authors: CHIU Ming-Hong , LIN Chi-Jen
Published: January 2025

Physics learning was known to be hard for high school students and it was known that there was a gender difference in this perspective. One important method to promote student learning achievement in physics is to increase the opportunities to receive feedbacks during problem-solving practices, and small group learning is one of such a good method. Another method is to provide multiple viewpoints to assist student learning, and digital pens is a potential tool to achieve this goal. The experimental results showed that female students are more benefited from small group learning and male students may suffer in learning retention when digital pens were used in small group learning setting.
The Exploration of Online Engagement Data in LMS as Predictors to E-Learning Outcomes
Authors: LEE Ching-Rong
Published: January 2025

In this study, it is proposed an approach to utilize the students’ online engagement data, in terms of the “counts”, collected by the LMS. Data about 364 students who learned online throughout a semester was analyzed. Due to the skewed and peaked distribution, the negative binomial regression was applied to the data analysis. The test scores and time spent in e-learning produce the significant effects on the log of the counts of the LMS login, the counts of course studying, as well as the counts of the e-pages read. It was shown that using the count outcome variables can form the relationships with the predictors in a linear model.
e-Learning for Business English
Authors: TANJUNG Masnidar
Published: January 2025

This paper discusses teaching Business English using E-Learning media technology; the technology of which the interconnection and networking (Internet) as the global network of computers is used, that enables people to connect with each other. This is a kind of web enhanced course using the internet to support the quality of learning process done in the classroom. The teacher in this case functions as a facilitator in searching the sites related to the teaching materials, and create learning experience that is interesting and joyful set of learning activities; and which is not of the less importance is having the capability to access to the internet by the teacher him/herself. Why should this kind of media be used is that by the reason where we can see the value of this media as a language teaching and learning resource that can motivate and provide a source of authentic and varied language teaching and learning activities and materials on Business English related to the skills of Listening, Speaking, and Writing which are all supported by the Vocabulary as the language component, as well. This medium is excellent, where the learners do exercises on line, in terms of some typical English expressions used in the business world that can be in forms of Putting Words in order, Paraphrasing Meaning, Mix and Match, Completing the Sentence with Choice, Rearranging the lines, True False, Listening by Clicking on the Name the Words you Hear, Listening to the Text by Clicking on, and the form of Y/N for Is It Exactly What You Hear.
Interruption-response visualization using click-stream analysis
Authors: SHIKODA Arimitsu , KATO Kazuo
Published: January 2025

In a large practical engineering class, it is difficult for the instructor to give learners additional instructions while they are doing their work. Therefor, it is useful for instructors to be able to track the responses of learners after they give instructions. To accomplish this, a click-stream visualization technique based on Web access log analysis can help instructors examine the extent to which learners have received the information they were given. In this paper, we propose an interruption-response visualization method for a large practical engineering class, using log analysis.
Mobilogue: Creating and Conducting Mobile Learning Scenarios in Informal Settings
Authors: GIEMZA Adam , MALZAHN Nils , HOPPE H. Ulrich
Published: January 2025

Mobilogue is a tool to support educators and students in authoring and deploying learning support with location awareness and guidance to mobile devices. The application area of the framework covers informal learning settings like field trips, museum visits as well as formal classroom settings. The focus of the framework is on the simplicity and flexibility of the domain independent content authoring and content deployment. We present an authoring tool that uses a workflow-related, graph-based paradigm to model and author a path across different locations. Locations relate to physical places or artifacts through QR codes and provide supportive information. The guidance takes place by identifying the user’s location by scanning the QR codes and visualizing the appropriate information on the smartphone. Finally we describe possible scenarios for such informal learning settings and report on an evaluation of one scenario authored by students for a museum.
Investigating the Factors of Practice Time and Literacy on Children’s Chinese Typing Skills
Authors: LIU Ellen , LIAO Calvin , Chana Tak-Wai
Published: January 2025

In generally, most people learn about typing skills by practicing, and emphasizing on learners’ familiarity with the keyboard and position. Chinese input methods are not simply typing by looking, it needs decoding by phonological or character shape in different forms and then the decoded as input keying sequence. In Zhuyin input method, for example, typist knew through literacy pronunciation after saw the character, then decoded and get a “key sequence” to enter by pronunciation decoding. Literacy skills of children are not as good as adults, it is a key about the character can be successfully decoded by pronunciation. In this study, we tried to analyze the process of students’ practice typing. The practice duration may affect the students’ level of typing ability. Most important, there is a significant impact on enhancing children’s typing skills as improving their one of literacy skill.
Research on mobile and web 2.0 learning: A comparative review approach
Authors: HUANG Yueh-Min , LIU Ming-Chi , JENG Yu-Lin
Published: January 2025

Contemporary E-learning research tends to se parately evaluate the effectiveness of mobile learning or web 2.0-based learning. Although the independent use of these technologies in the short term reveals substantial research value, in the long run, if we can integrate the various technologies according to their tool-specific features, this combination will be able to bring students greater learning benefits than their individual use. By means of reviewing and comparing both aspects of research articles published in six major SSCI journals from 2006 to 2010, this study primarily aimed to understand the individual current mobile and Web 2.0-based learning research. The results should be helpful for researchers in identifying interesting topics for further exploration. A comparative analysis of both literature tracts could then predict the potential benefits of integrated use of different technologies, suggest practical recommendations for implementation, guide the direction of educational applications, and provide effective instruments for evaluation.
A Conceptual Framework of the Use of Mobile Augmented Reality in Peer Assessment
Authors: LAN Chung-Hsien , CHAO Kuo-Hung , Kinshuk  , CHANG Kuo-En , SUNG Yao-Ting , CHAO Stefan , CHANG Kai-Hsin
Published: January 2025

This study presents a conceptual framework of applying mobile augmented reality technology on peer assessment to reduce the bounds of work reviews and assessment. According to mobile technology and augmented reality, students can show their design in various ways at di fferent places or in different situations. This paper proposes a novel mobile peer-assessment system which combines augmented reality with the reviewing and assessing processes. This framework enable s students to enhance work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works. Furthermore, the mobile AR technique provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and to observe how works are possibly applied to the real world in the future. The whole process assists students in reviewing works based on various dimensions, gaining proper knowledge, cultivating critical thinking skills and reflection as well as promoting meaningful learning.
Analyzing Online Quiz Responses to Support One-to-One Instruction in the Classroom
Authors: Kato Toshiyasu , Ishikawa Takashi
Published: January 2025

In this paper, we propose a method to detect failure of learning to support one-to-one instruction in the classroom, using quiz responses in Moodle, a course management system. Failure of learning is defined as a situation in which the correct answer rate of a particular learning topic in a quiz is significantly lower than the correct answer rate of other topics answered by students in the same quiz. In this study, the researchers identified the presence or absence of failure of learning in actual classes to evaluate the usefulness of the proposed method. The results revealed that more instruction was given to the experimental group.
Mobile Game Based Learning to Develop Ethical Decision Making Skill of Novice Volunteer in Disaster Response
Authors: WAHYUDIN Didin , HASEGAWA Shinobu , DAHLAN Tina
Published: January 2025

Many responses of catastrophic natural disaster did not perform properly to an appropriate standard. This often occurred when first responders were involved, especially novice volunteer who did not have the accurate decisionmaking skill. One of the main issues is the lack of regular training to develop such skills. It has been pointed out that exercise of the non-technical abilities, such as decision-making has an enormous impact on effective disaster response. However, some researches show that there are difficulties to conduct live practice for the disaster situation similarly. In addition, the novice volunteer cannot receive maximum advantages from live training due to feedback limitation where reflection from actual circumstances is required to improve those skills.The purpose of this research is to design a mobile game based learning (mobile GBL) for developing such skills. First of all, we conducted a preliminary survey to assess the awareness of the ethical decision-making skill of the novice volunteer from high school and university organizations in Indonesia. We asked these respondents to answer three categories of questions encompassed six components of moral intensity. We also interviewed some experts from the official search and rescue (SAR) organization in Indonesia to confirm first responder requirements. Based on these preliminary surveys and interviews, we have designed a training system called Magni tude which enables the novice volunteer to develop their ethical decision making skill at all times during official disaster management training inside and outside of class, and expect them to improve their performance in disaster response activities.
Impacts of a One-Month Somatosensory Game Intervention on Reaction and Health-Related Quality of Life on Elderly
Authors: CHIANG I-Tsun , LIU Mao , LEE Alex , CHANG Chi-Yao , WU Hsin-Chin , FU Hsiu-Chi , CHEN Shang-Ti
Published: January 2025

Because of advancement of health technology, life expectance has extended and has made global population aging dramatically. Interventions to improve health-related quality of life and social opportunity of older adults are strongly needed. In this paper, we proposed to a somatosensory video game and sedentary activity group to improve older adults’ reaction and health-related quality in nursing homes. Forty older adults aged more then 65 were recruited from a nursing home and divided into two groups, a somatosensory video game and a sedentary activity group. Participants completed 30-minute somatosensory video game or 30- minute sedentary activity interventions three times a week for 4 weeks. Grasping ruler test and SF-8 were two assessment tools used to measure their progress in reaction time and health-related quality of life and to assess the benefits and outcomes of the interventions. The findings identified that the somatosensory video game intervention successfully created positive impacts on their reaction time performance and the sedentary activity intervention can improve their health-related quality of life significantly through a 30-mintue sessions three times a week for 4 weeks.
The Design of Kinect Posture Game in Treating Sensory Integration Dysfunction
Authors: KUO Lan-Yu , CHUANG Tsung-Yen , LEE I-Ching , TSENG Wei-Fang , HSU Yen-Wei
Published: January 2025

Therapists have search for a better solution to integrate with sensory integrative therapy for the purpose of multisensory stimulation for children with sensory integration dysfunction (SID). This research designs a digital posture game using in treating SID. Challenges in this game mainly designed to stimulate the vestibular and proprioceptive of SID children. Patients have to transform their postures to accomplish the game task, achieving therapeutic purposes. Researchers hope through this game, we can provide the therapist more treatment information of patients to improve the overall effectiveness of the treatment.
Half-full or Half-empty: Digital Entertainment Games for 21st Cen tury Education
Authors: ELWELL Mark , COOK Steven , GUENTER Michael , ELWELL Makoto
Published: January 2025

21st century education has to be self-generating and self-sustaining, freely accessible to anyone, anytime, anywhere, and characterized by collaborative, two-way applied acquisition and mastery of productive and metacog nitive knowledge, skills, and attitudes. As a medium of delivery, a digital entertainment game requires an integrated continuum of achievable roles including consumer, producer, and manager of content and activities in gameplay, community, management, and development. This paper identifies a variety of digital entertainment games which demonstrate some of these features, evaluates their potential value using our Game Regulated Applied Integrated Learning model, and discusses implications for selection and design of game systems intended for education.
Cognitive Style Affected Students’ Frustration Tolerance and Achievement on Group Face-to-Face Competitive Game
Authors: CHANG Ben , JHAN Sin-Ni , Jhan  , WEI Yu-Xuan
Published: January 2025

In classroom, group competitive game is widely believed to be a motivation-enriching strategy, and has been suggested as a way to stimulate participants’ engagement. However, different students perceive the same competitive activity with different feelings. The more we understand students’ characteristics, the more adaptive support we can provide students. This study aimed to explore the different cognitive styles causing to the influences on the frustration tolerance and achievement through a tablet group competitive board game. In the aspect of cognitive style, the differences between field dependence and field independence were explored, and in the aspect of group competitive game, a face-to-face group competitive board game named “Multiple-Choice Practice Island” as the classroom setting was implemented on tablet as an APP. A pilot study was conducted in which twenty-three 3rd grade students were involved. The results demonstrated that group competitive game can increase the students’ frustration tolerance whether they are field dependent or field independent cognitive style students, and the low-achieving field independent students perceive more learning achievement in the group competitive game.
THE INFLUENCE OF VIDEO GAME ON AGGRESSION AND ANGER
Authors: ROZI Fahrul , MUHYIDDIN Nafisah
Published: January 2025

Several studies have shown that playing violent video games can increase aggression and frustration and anger. This study uses an instrument that is used by Williams (2005) and the aggression questionnaire Buss-Perry Scale (1992) in order to determine whether violent video games, frustration and difficulty influential games simultaneously against aggression and anger. The participants of this research were 60 students (33 undergraduate student and 27 senior high school students). The results of this research indicated that the level of game difficulty, frustration and violent video game played simultaneously will effect to the aggression and anger. This study also showed relationship between respondents who play games on the warnet (game station) with a tendency to play violent video games and aggression.
Enhancing Reading Comprehension and Writing Skills among Taiwanese Young EFL Learners Using Digital Storytelling Technique
Authors: KUO Feng-Lan , CHUANG Wan-Ting , CHIANG Heien-Kun , SUD Hui-Ying , CHANGE Yu-Hui
Published: January 2025

Few studies have examined the effect of Digital Story telling technique (DST) on EFL young learners ’ reading and writing performance. This study thus aims to investigate the effects of DST on vocabulary learning, reading comprehension and writing skill development of 27 EFL sixth graders in Taiwan. In a three-period instruction, the participants were first required to read two self-created digital storybooks on the theme “Christmas” on the Storybird platform; next, they were given a pretest for vocabulary and reading comprehens ion based on the two instructional storybooks. Through the explanation of vocabulary and the use of a question-and-answer approach to facilitate comprehension , the participants received subsequent reading instruction focusing on examining the logical sequences of the two storybooks. The posttest was held at the end of the reading instruction. In the second session, they created one storybook on the theme of Christmas on Storybird through teacher-student and student-student collaboration. The results of a repeated measure t-test showed that the students improved their vocabulary and reading comprehension significantly after receiving the instruction using digital storybooks. Further analysis of the audio and video recording revealed that the students developed their writing skills through their prior reading experience of the two storybooks, the teacher-student collaboration and even the student-student interaction.
Choosing sides: Student preferences for peer vs. expert feedback
Authors: PETIT Emily , WU Wen-chi
Published: January 2025

This qualitative study examined two issues with regard to English as Foreign Language (EFL) writing by analyzing the contents of student online writing as well as the feedback and suggestions provided by both the experts and their peers. Twenty seven university students majoring in English participated in a one-semester-long study carried out across two private four-year institutions in central Taiwan. The students wrote essays based on news articles read and discussed in class, then submitted their essays for review by a group of semi-anonymous peers and experts. Students then were encouraged to adopt suggestions of their reviewers in creating a second draft of their essay. The experts consisted of the two instructors at the two institutions, as well as qualified colleagues and graduate students. The peers in this study were not classmates but rather students at the other participating institution. The two issues this study focused on were the numbers of adopted suggestions from peers and experts, as well as the accuracy of those suggestions, in an attempt to draw useful conclusions about how students value their various sources of feedback. Results show that students prefer expert to peer suggestions, but the data regarding suggestion accuracy is inconclusive.
Using automatic keyword, concept map, and score to support students’ summarization
Authors: YANG Yu-Fen
Published: January 2025

The purpose of this study was to develop automatic keyword, three-layer concept map, and scoring for supporting and measuring college students ’ summaries in reading academic texts. The three layers represent: (1) the central idea of a text, (2) the main idea of each paragraph, and (3) the supporting ideas of each paragraph . A sample of 52 college students who study English as a Foreign Language (EFL) was grouped into the experimental and control groups, 28 and 24 students in each. The result s of this study indicate that the students of the experimental group made more significant improvement on reading comprehension and summarization after receiving the explicit and strategic feedback of automatic keywords, three-layer concept maps, and scores than students in the control group. The automatic keywords, three-layer concept maps and scores not only become reliable predictors to evaluate the students’ summarization but also serve as scaffolds to improve their reading comprehension and summarizati on as they actively engage in self-regulated learning.
Teacher Enactment in Collaborat ive Inquiry with a Science Learning Environment
Authors: SUN Daner , LOOI Chee-Kit
Published: January 2025

Considering that limited studies have investigated the teacher enactment (TE) of complex ICT-facilitated lessons, a study on exploring the TEs of lessons supported by a science inquiry and collaborative learning environment ( Collaborative Science Inqui ry, CSI ) was conducted. In the study, the topic was “diffusion and osmosis”, and the participants were two teachers with their 43 students (Grade 7) from a secondary school in Singapore. Through examining the two teachers’ characteristics of verbal behaviour and scaffolding for students, as well as comparing students’ learning artefacts and performance, this study uncovers the differences in TEs of CSI lessons and their influence on students’ learning. The findings and implications can inform the effectiveness of assisting TEs with complex science learning environments like the CSI system.
Developing Digital Technologies for Undergraduate University Mathematics: Challenges, Issues and Perspectives
Authors: TRIANTAFYLLOU Evangelia , TIMCENKO Olga
Published: January 2025

Our research effort presented in this paper relates with developing digital tools for mathematics education at undergraduate university level. It focuses specifically on studies where mathematics is not a core subject but it is very important in order to cope with core subjects. For our design, we adopt a participatory design method, involving collaboration with students and teachers. As a first step in our design, we developed in collaboration with teachers a set of visualization applets using GeoGebra for the “Mathematics for Multimedia Applications” course taught for Media Technology students at Aalborg University Copenhagen. Then we conducted focus groups with students where they reflected on the introduction of these applets and proposed ways to improve them or alternative ways to present the specific part of the curriculum. At the same time, we conducted observations of teachers and students during lectures and exercise time. During these observations we were able to investigate how the applets were used in practice but also to get insight in the challenges that the students face during mathematics learning. These findings together with student feedback inspire the next round of design requirements for the development of digital tools that support mathematics teaching and learning at university level.
Factors Affecting Sustainable Use of Minecraft-based Lessons
Authors: MANAHAN Dominique , RODRIGO Maria
Published: January 2025

This paper examines the factors that affect the sustainable use of Minecraft-based lesson plans. We focus specifically on teachers who received training on using What-If Hypothetical Implementations in Minecraft (WHIMC), a set of Minecraft worlds designed to teach astronomy, geosciences, and ecology. We commissioned a group of teachers to develop lesson plans using at least one of the WHIMC worlds and pilot their implementation in their classes. Another group of teachers received training on developing learning modules with WHIMC but had the freedom to choose when and how to implement their lesson plans during the school year. The teachers cited logistical impediments, scheduling impediments, lack of technical resources, lack of curricular alignment, changes to teaching modalities, limited time for practice, and anxieties about classroom management as barriers to sustainable use of WHIMC. They suggested the training of additional teachers to create a community of practice whose members can collaborate and support each other’s use of WHIMC for STEM education.
Understanding Student Interactions with Tutorial Dialogues in EER-Tutor
Authors: ELMADANI Myse , MITROVIC Antonija , WEERASINGHE Amali
Published: January 2025

Eye-movement tracking is a potential source of real-time adaptation in a learning environment. In order to have a more comprehensive a nd accurate picture of a user's interactions with a learning environment, we need to know which interface features he/she visually inspected, what strategies they used and what cognitive efforts they made to complete tasks. Such knowledge allows intelligen t systems to be proactive, rather than reactive, to users' actions. Tutorial dialogues is one of the strategies used by Intelligent Tutoring Systems (ITSs) and has been empirically shown to significantly improve learning. EER-Tutor is a constraint-based IT S used to teach conceptual database design. This paper presents the preliminary results of a project that investigates how students interact with the tutorial dialogues in EER-Tutor using both eye-gaze data and student-system interaction logs. Our findings indicate that advanced students are selective of the interface areas they visually focus on whereas novices waste time by paying attention to interface areas that are inappropriate for the task at hand. Novices are also unaware that they require help with the tutorial dialogues.
Teacher Approaches to Adopting a Competency Based Open Learner Model
Authors: JOHNSON Matthew , CIERNIAK Gabriele , HANSEN Cecilie , BULL Susan , WASSON Barbara , BIEL Carmen , DEBUS Kolja
Published: January 2025

This paper considers teacher adoption of an open learner model (OLM) constructed from automated and manual data. It shows OLM visualisations; how teachers, students and peers can provide data to an individual’s model; and an overview of how such manually-provided information is combined with automated data. Teacher experiences reveal the potential for OLMs of this type in classrooms, as well as some of the barriers to achieving this.
Building a Semantic Open Learning Space with Adaptive Question Generation Support
Authors: JOUAULT Corentin , SETA Kazuhisa
Published: January 2025

This research aims to give learners more content-dependent scaffolding in the self-directed learning of history. Learners use a system to build a concept map containing a chronology. The system is able to generate content dependent support adapted to the learners. To enable this support, we built a semantic open learning space using a natural language online encyclopedia and semantic information using the open linked data. The support is provided by the automatically generated questions and documents. The learners request questions when they need and the system will generate the questions depending on the concept map of the learner. The generated questions aim to leads the learners to new knowledge deepening their understanding.
A Hybrid Recommender System based on Material Concepts with Difficulty Levels
Authors: GUO Guibing , ERDT Mojisola Helen , LEE Bu Sung
Published: January 2025

Recommending learning materials for e-learning systems often encounters two issues: how to classify and organize learning materials and how to make effective recommendations. In this paper, we propose a new algorithm to handle these two problems. Specifically, we compile each learning material to concepts according to their relevance which is modeled as the length of a term-weight vector. Then recommendations are generated by taking into account the document’s similarity with some good learning material, the personalized time-aware usefulness of the learning material, the concepts of the learning material as well as their difficulty levels. Experimental results based on a small sample demonstrate the effectiveness of our method in terms of knowledge gain obtained.
Evaluation of an Improved Dictogloss System Oriented for Focus on Form
Authors: TASHIRO Asanori , NOGUCHI Yasuhiro , KOGURE Satoru , KONDO Makoto , KONISHI Tatsuhiro , ITOH Yukihiro
Published: January 2025

In this paper, we describe how to improve a Japanese language education environment for nonnative speakers (dictogloss system oriented for focus on form) and its evaluation. Our existing dictogloss system already has some functions supporting learners' self-study with dictog loss activities. However it has not been evaluated in practical situations. To adapt this system to real foreign language education scenes, we improved the system so that it accepts Roman alphabet input without kana-kanji conversion, which some learners actually prefer to input with kana-kanji conversion. We also developed a recording function of a learner's operations which enables us to analyze activities of actual learners. Preliminary evaluation of our improved dictogloss system with actual learners shows that our improved dictogloss system has better learning effect than a conventional dictation environment.
Developing Virtual Tutors for online PBL Discussion Board Using Concept Map Scoring
Authors: CHENG Shein-Yung , LI Kuo-Chen , HU Zhe-Hao , HEH Jia-Sheng , XIEA Xun-Cong
Published: January 2025

With the development of the information technology, digital learning is introduced to construct problem-based learning systems, such as online discussion. This paper investigated on-line PBL processes and designed intelligent tutors with pragmatics and semantic concept map. The tutors interact with students based on the observed concept map and provide guidelines for students’ on-line discussion. A preliminary experiment is carried out to exam the system implementation. The result shows the effectiveness of the proposed method and the possibilities of sharing the burden of instructors for online discussion.