bluuebunny/crossref_metadata_2025 huggingface dataset:
Web-based Teaching Practice System Design for Pre-service Teacher1
Authors: ZHAO Shu , HUANG Ronghuai , ZHAO Guoqing , WANG Qiong
Published: February 2025

The policy of free education for normal university students issued by the Ministry of Education (MOE) has been implemented in 6 subordinate normal universities since 2007. The implementation of the policy requires pre-service teachers having practical abilities. Traditional education module couldn’t solve the problems such as resources shortage, practice activities limited by space and time. However, the web-based teaching practice system could provide good environment for solving these problems. This paper is based on the project of "Application demonstration of innovation teaching practice system based on IPV6” which is supported by the national development and reform commission. We designed the practice system for pre-service teacher. The innovation of this paper is designing a practice system which could fulfill pre-service teachers’ demands and offer excellent digital environment to improve the quality of teaching abilities.
Development of Multimedia Terminal that Uses Personal Tempo
Authors: SHIGETA Kazuhiro
Published: February 2025

In this paper, we propose a novel multimedia terminal in which the presentation tempo of the contents, such as videos, slideshows, and animation, are determined by the user’s personal tempo. We examined the relationship between the user’s personal tempo and a presentation tempo that the user prefers. The results showed that there was a correlation between the personal tempo and the presentation tempo. We then developed a multimedia terminal by using Flash. The terminal has two new functions: a personal-tempo measuring function and a display-speed control function that changes the presentation tempo of the contents. This tempo is determined by the user’s personal tempo.
A Tetris Game to Support Students’ Mental Computation: Design and Evaluation
Authors: YEH Charles , CHENG Hercy , CHEN Zhi-Hong , LIAO Calvin , CHAN Tak-Wai
Published: February 2025

The objective of this paper is to develop a PDA-based learning game for mental computation, entitled EduTetris. As mental computation skills are used in everyday life, many researchers have indicated that mental computation skills facilitate students’ arithmetic computation. It is important to teach students about the skills and strategies of mental computation in their mathematics learning. In this study, we implemented a game on PDA and designed a unique material for learning digits which sum to 10. The game was used to help students practice mathematics addition and mental computation. In addition, an evaluation of the system was also conducted.
Understanding the Features of Digital Pen Use in Initial Introductory Lessons
Authors: NAGAI Masahiro , KITAZAWA Takeshi
Published: February 2025

In this paper, we discuss the present state and features of the digital pen, as well as its use in school lessons in Japan; it does so by undertaking an investigation of related systems and research, executing a questionnaire survey, and implementing its use in a real classroom setting. We discuss the Anoto digital pen system while reviewing related research studies; we found some of those studies helpful, as they address the issue of sharing each student’s writing and, by extension, reflections on their ideas and thought patterns. We then describe the results of the questionnaire on the use of digital pens before and after lessons. The results revealed that adults tend to have negative images of the system prior to actual use. If learners have such images, teachers should work to counter students’ system-use anxieties, in the initial introductory stages; by doing so, learners could find the system attractive and discover its effectiveness. We believe they would understand and appreciate the use of the digital pen, given the causal relationships we discovered through a covariance structure analysis of questionnaire data. Furthermore, these causal relationships were demonstrated in interviews with teachers who suggest that students were most appreciative of the system only when teachers worked to make its use as stress-free as possible.
Changing Classroom into Exciting Learning Space by Entertainment Computing Approach
Authors: MITSUHARA Hiroyuki , MATSUI Toshinori , KAGAWA Junko , KANENSHI Kazuhide , YANO Yoneo
Published: February 2025

In this paper, we describe an attempt to increase students’ learning motivation in a classroom lecture. Our idea is to change a classroom into an exciting learning space by entertainment computing approach. The prototype system called “UbiDoor” aims at increasing learning motivation by giving students irregular external cues such as image, audio, temperature, and light.
Real World Edutainment Based on Flexible Game Story
Authors: NODA Yusuke , MITSUHARA Hiroyuki , KANENISHI Kazuhide , YANO Yoneo
Published: February 2025

Real World Edutainment (RWE) is story- game-based learning in the real world, which aims at increasing learning motivation. In RWE, learners can learn through interacting with real objects and human based on a game (learning) story, referring to digital learning materials presented on a handheld computer. In this study, in order to improve flexibility of the game story, we extended the RWE system by implementing the functions of branched game story interpreter, etc. Then, we designed a flexible game story for learning disaster prevention and considered its advantages.
The Effect of Scaffolding Support on Programming Performance and the Use of Self-regulation in Learning Computer Programming
Authors: LEE Hsiao-lan , TI Yi , CHEN Ming-Puu
Published: February 2025

The present study is to explore the students’ use of self-regulation and their learning performance of computer programming under the framework of Experiential-based Learning of Computer Science (ELCS) in learning computer programming in an elementary school. The problem-solving support (PS group) and the procedural support (PR group) are regarded as two different scaffolding supports to guide learners to learn computer programming concepts. The result shows that the PS group has better performance in both advance and entire concept learning of computer programming. And the PR group asks more help to assist themselves than the PS group.
My-Investment: Simulation Games to Help Primary Students Learn Financial Management
Authors: CHEN Zhi-Hong , WU Hui-Wen , LI Yi-Chian , CHAN Tak-Wai
Published: February 2025

In this paper, we describe a simulation-based game environment, My-Investment, which is developed to foster primary students’ financial management learning. Before introducing the detailed functions of the My-Investment system, we elaborate two design guidelines to underpin the system development, including fostering participation cycle as well as offering learning by doing opportunities. According to the two principles, six major functions are developed in the My-Investment system.
Designing a Negotiation Mechanism to Engage Students in Learning Mathematics
Authors: KU Oskar Y. M. , LIN Willson , CHAN Tak-Wai
Published: February 2025

Motivation is an essential element for successful learning, the process of goal setting can be an important source of motivation. On the other hand, video games can also motivate students’ learning motivation. Thus, this study designed a negotiation mechanism in a game-based learning environment to increase students’ learning motivation. Game was used to initiate students’ learning motivation and provide feedbacks. The negotiation mechanism was used to help students set learning goals to maintain their learning motivation. The results showed that the game environment engage students in the learning tasks and helped low-confidence students improve their self-efficacy.
A Practice and Evaluation of Game-based Learning Environment for Linear Equation
Authors: TAKAOKA Ryo , SHIMOKAWA Masayuki , HONDA Toshiaki , OKAMOTO Toshio
Published: February 2025

The purpose of this study is to design and develop a game-based learning environment (GBLE) that incorporates an educational control method to generates and enhance interaction among learners intentionally. In this paper, we explain a GBLE "Who becomes the king in the country of mathematics?”, in which we incorporated "learner support agent" to support each learner and "game control agent" to control the game.
Designing a Desktop Virtual Reality-based Learning Environment with Emotional Consideration
Authors: EOW Yee Leng EOWa , WAN ZAH Wan Ali , ROSNAINI Mahmud
Published: February 2025

Many studies related to the use of virtual reality in education are focused on the cognitive aspects with little consideration given to the emotional domain. Thus, the present study aims to uncover the salient linkages between learners’ emotions and design elements of a desktop virtual reality-based learning environment by employing Kansei Engineering concepts. A courseware related to the teaching of road safety skills to young learners was designed and developed to be used as a case for the study. Ten specimens of the courseware, which highlights different design elements, were presented to 90 students from three randomly selected secondary schools. They were required to rate their feelings towards the specimens using the provided checklist that consists of thirty words related to emotions. The gathered data were then analysed using Principal Component Analysis and Partial Least Squares analysis. The results revealed that the most influential design elements in inducing positive emotions are environment richness and coaching. Ultimately, the uncovered linkages could be used to inform future design of emotionally sound desktop VR-learning environments.
Pre-Service Teachers’ ICT Experiences and Competencies: New Generation of Teachers in Digital Age
Authors: CHEN Wenli , LIM Carolyn , TAN Ashley
Published: February 2025

This study is to gather baseline data on the technology experiences and competencies of the new generation of pre-service teachers who were born after 1980. This paper presents findings from a survey study conducted in 2009 with 1554 young pre-service teachers in Singapore. The results show that ICT permeates all aspects of the new generation of pre-service teachers’ lives. It is found that they own the mainstream ICT devices (such as desktop and laptop computers) and they are comfortable with a core set of ICT applications but have less access to emerging devices (such as smartphone, PMP) and are less comfortable with specialised technologies. Student use of ICT and competency with emerging technologies is far from universal. Only a minority of the students are engaged in content creation activities using multimedia tools. There is a gap between their everyday ICT skills and the skills of ICT for teaching and learning. The findings are discussed in light of Prensky’s notions of the ‘Digital Natives’. The implications for using technology to support teaching and learning in teacher education are discussed.
Investigation and Analysis on the Development Trends of Learning Management System over the Past Five Years (From 2005 to 2009)
Authors: LIN Yen-Ting , HUANG Shu-Hsien , WU Ting-Ting , LIN Yi-Chun , YANG Yu-Sheng YANGa , HUANG Yueh-Min , CHENG Shu-Chen
Published: February 2025

The booming of information technology has influenced the evolution of learning patterns and the integration of information technology into teaching has became one of the mainstream methods. The teaching and delivery of knowledge are no longer restricted to traditional lectures. As Learning Management System (LMS) at the present stage can accommodate a diversity of learning requirements and functions, there are many literatures to study on the application of the LMS. However, as the development of relevant industries and technologies, users’ requirements on the LMS may be influenced and changed. How will these changes affect the development of the LMS? What are the changes and developments of the LMS required for addressing the current and future requirements of the users? To address these questions this study aims to perform a comprehensive investigation on the technologies, applications, and analysis of the LMS to realize the developments of the LMS.
Predicting Student’s Appraisal of Feedback in an ITS Using Previous Affective States and Continuous Affect Labels from EEG Data
Authors: INVENTADO Paul , LEGASPI Roberto , BUI The Duy , SUAREZ Merlin
Published: February 2025

Students have different ways of learning and have varied reactions to feedback. Thus, allowing a system to predict how students would appraise certain feedback gives it the capability to adapt to what would help a student learn better. This research focuses on the prediction of a student’s appraisal of feedback provided in an intelligent tutoring system (ITS). A regression model for frustration and excitement is created to perform prediction. The frustration model was able to achieve a 0.724 correlation with a 0.164 RMSE and the excitement model was able to achieve 0.6 a correlation with a 0.189 RMSE. These results indicate the potential of using these models for allowing systems to adjust feedback automatically based on student’s reactions while using an ITS.
A Learning Environment for Solution-based Problem-Posing in Multi-Digit Subtraction
Authors: TOMOTO Takahito , ICHI Masaharu , HIRASHIMA Tsukasa , TAKEUCHI Akira
Published: February 2025

In this paper, we describe developing and evaluation of a learning environment for Solution-based Problem-Posing in the case of multi-digit subtraction. One of the ways to learn by problem-posing is to make learners pose problems which can be solved by a solution. We call the type of problem posing Solution-based Problem-osing. The Solution-based Problem-Posing helps the learners understand the solution. In the case of multi-digit subtraction, however, it is difficult to provide the solutions directly because the solutions in the multi-digit subtraction are complex for learners who are elementary school students when they learn them. We suggest a method they are required to solve problems to be conscious the solution of the problems and then pose problems based on the solution.
Experimental Study for Design of Computational Learning Support to Enhance Problem Posing
Authors: KOJIMA Kazuaki , MIWA Kazuhisa , MATUI Tatsunori
Published: February 2025

In the learning of problem posing, even though it is difficult for learners to generate diverse problems by associating and combining various situations expressed in problem texts and mathematical structures of solutions, they must do so. To design supporting methods for expanding the variety of problems, it is crucial to understand the types of problems that learners have difficulty in posing, and to draw crucial elements to facilitate diverse problem posing. We conducted an experimental investigation to obtain the empirical data of the variety of mathematical word problems posed by novice participants. The results indicated that the participants posed only a few problems that had situations identical to and solutions different from given base problems. It was also revealed that the problems constructed by the participants based on their own ideas were relatively simple and inappropriate. These results suggest that idea generation support for constructing solution structures of problems is effective in expanding the variety of problem posing.
Predicting the Difficulty Level Faced by Academic Achievers based on Brainwave Analysis
Authors: AZCARRAGA Judith , SUAREZ Merlin Teodosia , INVENTADO Paul Salvador
Published: February 2025

Students who performed well in their college mathematics subjects, referred to here as academic achievers, were divided into two groups according to the self-reported level of difficulty faced by them while performing several programming tasks in LOGO - a programming language using turtle-graphics. It is shown that, to some extent, the level of difficulty of tasks faced by academic achievers can be predicted, based on their measured affective levels of excitement, frustration and engagement. These affective states are measured using brainwaves sensors that are attached to the head of the student. Those who assessed the learning experience as easy tend to have higher levels of excitement than those who reported to have experienced difficulty in learning the language. On the other hand, the level of frustration among those having difficulty with the tasks registered slightly higher frustration levels. Three machine learning algorithms were used to predict whether or not a learner finds the tasks to be easy. The average predictive accuracy is 70%.
Dialog Strategy in a FonF-Based Language Education System: Relative Necessity of a Form in a Task
Authors: SANA Ryo , MASUDA Yoshihiro , NOGUCHI Yasuhiro , KOGURE Satoru , KONISHI Tatsuhiro , KONDO Makoto , ITOH Yukihiro
Published: February 2025

In a pedagogical approach called focus on form (FonF), a teacher lets learners focus their attention on using grammatically correct forms. However the learners may use forms different from targeted linguistic forms (forms that the teacher intends to teach). This study aims at improving FonF instruction in our system in such a way that the system guides learners to use targeted forms. In guiding the learners, the system behaves differently in accordance relative necessities of forms in a task.
An Analysis and Detection of the Opportunities for Learning Activities within Automatically Generated Educational Games
Authors: UMETSU Takanobu , HAMADA Kenta , HIRASHIMA Tsukasa , TAKEUCHI Akira
Published: February 2025

We proposed a design method to automatically generate an educational game by substituting the cards of an existing card game for new cards that have practice problems written on them. However, several games in which most players rarely solved problems were created by the method. Therefore, this study examines the reasons why they rarely solved problems. We conducted an experiment that asked test subjects to play useful and useless educational games and their reactions were videotaped. The video recordings and interviews suggest that few subjects solved problem in playing the educational games had no opportunities for solving problems to predict the future game state that would result from each choice to make a favorable choice. On the other hand, all subjects solved problems in playing the educational game had opportunities for the prediction. On the basis of the results, this study also organizes the rules that provides the prediction, and develops a system that detects useless educational games. The results of experimental evaluations of the system suggest that the detection system can detect useless educational game by the detection of the rules for the prediction.
Applying Augmented Reality to Assisting Children in Solving Tangram Puzzle
Authors: CHOU Chih-Yueh , YANG Chang-Ching , CHEN Zhi-Hong
Published: February 2025

This paper presents an augmented reality supported Tan gram game system, named ARTangram. The ARTangram system allows children to use physical Tangram pieces to solve Tangram puzzles, detects children solving status by recognizing the locations of the pieces, and dynamically provides children with digital augmented outputs, including information, feedbacks, and prompts, to assist children in solving Tangram puzzles. The digital augmented information includes game progress, elapsed time, a shadow outline of the specific shape, and colored shapes to indicate correctly-placed pieces. The prompts include text information to inform of the piece to place, audio hints to imply the correct location of the piece, and visual shape hints upon the correct location of the piece. An evaluation was conducted to ask 20 kindergarten children to use Tangram puzzles to form a house shape with the assistance of the ARTangram system. The results reveal that children might encounter difficulties in solving Tangram puzzle and the ARTangram system helped children correctly place pieces when they encountered difficulties.
Exploring the Difficulties in Digital Logic Circuit Reading Comprehension via Saccade Analysis
Authors: HO Hong-Fa
Published: February 2025

The purpose of this paper is to explore whether there are differences in the reading process between high-grade and low-grade students by tasking them to find a bug in a digital logic circuit. Based on the pre-test scores, 155 high school students were divided into a high-grade group and a low-grade group. To examine their reading process, both groups were asked to find a bug in a digital circuit, and an infrared eye tracker recorded their eye movement. Correlation coefficient was used to analyze the saccadic data. The findings show 1) the integrative saccades from signal names of the timing diagram to other Regions of Interest (ROI) has the lowest correlation coefficient (0.3345); 2) there is a larger difference in the integrative saccades between the high and low-grade groups from signal names of timing diagram to timing diagram ROIs of RESET, CLOCK, INPUT and OUTPUT. These findings show that the low-grade group had some difficulties in reading comprehension when reading timing diagrams of RESET and OUTPUT, but fewer difficulties when reading CLOCK and INPUT. In addition, difficulties in reading comprehension also appeared when calculating OUTPUT. This paper contributes to the field of learning science by providing evidence of the saccade difference between digital circuit readers with and without difficulties in reading comprehension.
Bridging Campus Courses and Field Experiences in University-based Teacher Education Program Using Online Diaries
Authors: KITAZAWA Takeshi , MOCHIZUKI Toshio
Published: February 2025

New teachers who are shocked by real-world classroom situations - such as rules of the local school, human relationships in a shielded environment, and the reality of teaching children - tend to leave the workforce within a few years, and it has become necessary to educate student teachers in the universities with a focus on adaptive professional socialization of teachers (Zeichner & Gore 1990) to overcome this problem. We have provided a weblog community where pre-service teachers can have a dialogue based on their report of experiences during their practice teaching. However, in order to promote the professional socialization of teachers, we have designed a new weblog community where experienced teachers can participate. Through comparative analysis, we have pursued the effectiveness of this change in design. In this study, we referred to Hong (2010) and categorized their diaries and comments within the weblog community into nine factors, and analyzed the features of their communication. We revised the design of the pre-teaching from the year 2010, and altered the lesson design of the pre-teaching for the year 2012 so that pre-service teachers could exchange their opinions focusing more on the ways of schools and teachers. The class design was changed so that experienced teachers provided hints during pre-teaching to motivate pre-service teachers to think about the issues, and the pre-service teachers were made to take the in itiative in using the weblog. From the results, we found that the number of entries of diaries and comments into the weblog community differed between the years 2010 and 2012. Moreover, it became relevant that the ratio of the diary entries about “commitment towards work,” “value and standpoint as teachers” and the like increased.
A Case of Equipping Malaysian ESL Undergraduates with 21st Century Skills via Digital Storytelling
Authors: THANG Siew Ming , MAHMUD Najihah
Published: February 2025

Today’s advanced economies and innovative industries have created a demand for knowledge workers with 21st century skills. Recent research studies have shown that the current mode of teaching and learning have not managed to adequately equip undergraduates with the desired 21st Century skills. Thus, there is a need to intro duce more appropriate methods into the pedagogy. In recent studies, digital storytelling (DST) has been found to be effective in inculcating ICT literacy, inventive thinking and problem solving skills among students through involvement in simulated working environment. The process of creating DST which includes organize ideas, express opinions and construct narratives is also believed to be able to enhance students’ communicative and collaborative skills. However, the extent this technology benefits students is still rarely examined in many Asian contexts, particularly in Malaysia. Hence, this study intends to address this gap in knowledge by investigating the effects of DST on 198 students undertaking an English for Academic Purpose course at a public uni versity in Malaysia. A quantitative approach involving the use using a 30-item is used for collecting data in this study designed to explore the effectiveness of DST from the students’ perspectives. The findings revealed that students in general were receptive towards DST despite facing some problems and challenges throughout the project. The findings and the implications of the study will be discussed in this paper.
Mathematical Model For Collaborative Learning: Acquiring Hierarchic-Structured Knowledge
Authors: OGAWA Kohei , NAKAMURA Yasuyuki , YASUTAKE Koichi , YAMAKAWA Osamu
Published: February 2025

In this paper, time evolutions of students’ knowledge level who are engaged in collaborative learning, is simulated using mathematical model. In this model, students try to acquire hierarchic-structured knowledge. It is found that the structure of the collaborative groups formed by the students influence their achievements. Collaborative learning is said to be useful because one can reach the level where one cannot reach with the traditional teaching approach. We have the result that collaborative learning is especially effective when learning the difficult knowledge and we might be able to say our model successfully described the aspect of collaborative learning.
Identifying Issues of a Web Accessibility Service through Examining Its Online Learning Activities
Authors: SHIEH Ruey-Shyy , YEH Yao-Ming , HUNG Kuo-Ming
Published: February 2025

In Taiwan, a Web Accessibility Service was e stablished in 2004, which provides online courses for adult learners with disabilities to acquire job-oriented skills, particularly computer skills. Although a large number of learners have registered for the courses, the percentage of learners who complete their study is rather low. The purpose of this study is to identify issues related to the current services through examining the online learning activities of its participants in the 2012 term. Data sources consist of discussion statements posted online, discourse of online meetings, and self-reported questionnaires. The results indicate that the Service support team was rather dedicated to maintaining the system and courses offered. The learners who submitted the online questionnaires also appeared rather satisfied with the overall services provided. It seems that the low study completion rate, 5.4% in 2012, may not be due to the services per se. Other factors causing the low completion rate must be further explored. Suggestions of future directions for improving the services are provided.
Relation between Behavior and Result in Pair Programming: Talk and Work Leads to Success
Authors: INOUE Tomoo
Published: February 2025

Pair programming , a programming technique conducted by two programmers work together at one work station, has been adopted for learning programming. Although it is known to be effective in various aspects, micro observation of the learning activity, collaboration, has yet to be conducted in relation to the outcome. In this study, behavior in pair programming learning was investigated in terms of verbal communication and programming action, and was compared in relation to the success of problem-solving. Findings are that, in the successful cases, 1) the learners took programming actions more frequently, and 2) the learners took more programming actions immediately after the dialogue. From this, it is suggested that closely-knit dialogue and action can be an indicator of successful problem-solving, and the findings can be applied to a collaborative learning support systems.
A Dynamic Approach to Teaching Trigonometry
Authors: KAMP Ellen , ANJEWIERDEN Anjo , DE JONG Ton
Published: February 2025

In this paper we describe a highly interactive touch-based application to teach the basics of trigonometry to secondary school students. The application, called Ziggy, lets students “touch” and“push” triangles, dynamically modifying the shape and size, and observe the effect on the angles, sides and the trigonometric ratios. An early version of Ziggy has been tested in small-scale experiments in the classroom.
Understanding differences of eye movements patterns while reading musical scores between instructors and learners to design learner-centered teaching strategies
Authors: NAKAHIRA Katsuko , KITAJIMA Muneo
Published: February 2025

While learning instruments playing, one engages in the following mental and motor activities; reading notes in a musical score, retrieving relevant information from long-term memory concerning how to play the notes, moving relevant body parts, and verifying his/her performance against the expected sound. The learner is required to coordinate these activities in the learning process. This paper assumes that how the process of coordination is carried out should depend on the degree of matching between the learner’s skill and the musical score which should appear in the process of reading; visually encoding the to-be-played notes and verifying the sound from the instrument he/she has just played. This paper proposes a method for objectively measuring the degree of matching by using eye movements data while reading a musical score with hearing notes.
Question Type Analysis for Question-Answering Applications in Education
Authors: Lee Yang-Yin , Shao Chih-Chieh , Chiu Yen-Pin , Shih Yong-Siang , Chen Hsin-Hsi , Wang Chieh-Jen , Chang Sen-Chia
Published: February 2025

In this paper, we present a question-answering (QA) system as a virtual tutor for students in the 5th and 6th grades. Students ask questions and the QA system gives answers to their questions based on a knowledge base. Teaching materials for history and geography are considered as a knowledge source. Because question log is not available in developing QA systems, multiple choice questions (MCQs) in the learning and testing materials are regarded as a training corpus to learn question types, answer types and keywords for retrieval, where an MCQ consists of a stem and a set of options. Options from the same MCQ are grouped into a cluster. Clusters with common elements are merged into a larger cluster. A cluster is labelled with a nominal element selected from the corresponding stems. We also mine question patterns from the stems for question type analysis in the QA system. Because the questions created by instructors in MCQs and the questions asked by students may be different, we develop a procedure to collect possible questions from students in the 6th grade. In the experiments, we first evaluate the question type classification systems using the MCQ corpus and the student corpus with 5-fold cross validation, respectively. Then we train question type classifiers with the complete MCQ corpus, and test them on the student corpus. The student’s and the instructor’s questions are compared and analyzed.
A Shareable Whiteboard System for Distance Collaborative Learning which Enables Instruction for Multiple Groups of Students
Authors: OHKAWA Yuichi , WATANABE Kazuki , MITSUISHI Takashi
Published: February 2025

In order to help collaborative learning with multiple groups of students participating over a network, we developed a shareable whiteboard system that allows a teacher to observe multiple groups simultaneously and provide instruction to specific groups directly. Through an analysis of log files and video recordings, obtained from an experimental lesson, we investigated the effectiveness of the proposed system. Based on these records and a questionnaire survey, we found the proposed system to facilitate the implementation of collaborative learning over a network.
The appropriation of a representational tool in the second language classroom
Authors: WEN Yun , CHEN Wenli , LOOI Chee-Kit
Published: February 2025

This case study investigates the appropriation of a representational tool by students in small groups in the context of collaborative second language writing. The functions of inscriptional devices in second language classroom learning are identified: (1) referencing, (2) pinpointing, (3) accumulating, (4) prompting notice, (5) realizing parallels, and (6) promoting synergy. The study explores the beneficial affordances of the representational tool that supplement face-to-face communication for second language learning, and draws some implications for the design of collaborative L2 learning in networked classrooms.
Using Content Analysis to Check Learners’ Understanding of Science Concepts
Authors: DAEMS Oliver , ERKENS Melanie , MALZAHN Nils , HOPPE Ulrich
Published: February 2025

The ongoing EU project JuxtaLearn aims at facilitating the acquisition of science concepts through the creation and sharing of videos on the part of the learners. For the specific learning targets threshold concepts are specified as key elements of knowledge. Content analysis techniques are used to extract learners’ concepts manifested in textual artifacts and to contrast these with the anticipated domain concepts (represented as ontology). Deviations between student concepts and the ontology can indicate problems of understanding, which may trigger a revision of the original curriculum. In two studies we explore the potential of (semi-)automated artifact analysis to identify and characterize the students’ comprehension problems around knowledge artifacts. In the first study, protocols from a “flipped classroom” style teacher-student workshop are analyzed. The second study analyses comments to videos from educational video platforms. Here, we have applied text analysis methods to identify potential problems of understanding. Also, we have used “signal words” and their relations to domain concepts to highlight potential information needs and problems of understanding.
Assessment of Developmental Stages of Generic Skills: A Case Study
Authors: NAKAHIRA Katsuko , WATANABE Makoto , KITAJIMA Muneo
Published: February 2025

Generic skills (GS) are meta-competencies necessary for acquiring knowledge from provided information in classes. This paper assumes that GS consists of a skill associated with the literacy for pulling information from the accessible contents in the classes, and a skill associated with the literacy for pushing knowledge stored in the students’ brain for obtaining useful information from the instructors. Based on the assumption, we propose a method for assessing developmental stages of GS. Observational studies were conducted in a real classroom for testing this assumption. For preparation, we defined a micro-structure of GS. Using the structure, we identified three critical parameters that should characterise the students’ performance on the micro-structure. Then, we selected elite monitors to verify whether micro-structure works in our study. The results suggested that the micro-structure of GS works well in classroom situations. We conclude that three critical parameters are good parameters for assessing developmental stages of GS.
Fostering change of views of the nature of scientific theories in a CSCL environment
Authors: Pei-Jung Li , Huang-Yao Hong
Published: February 2025

This study investigated whether engaging students in knowledge-building help them develop more informed views regarding the nature of scientific theories. Findings indicated that students’ views of the nature of scientific theories became more constructivist-oriented toward the end of the semester. A relationship was also observed between students’ online activities and their changed views about the nature of scientific theories.
Feeling at Home form the First Day: Using Mobile Location-Based Games for Welcoming New Students
Authors: RONEN Miky , HAMMER Ronen , KOHEN-VACS Dan
Published: February 2025

New students' orientation events in Higher Education typically focus on information delivery (rules, duties, procedures, etc). Consequently, new students might feel overwhelmed,lonely and anonymous. Our study describes an attempt to take advantage of the mobile technology available to all for conducting an active orientation event that addresses students' needs for safety and belonging and focuses on their emotional experience rather than on information delivery. The main activity during the event was a "treasure hunt" game played throughout the campus, using students' personal smartphones. The game was developed with Treasure-HIT, an authoring system that enables the design of location based games and activities operated by mobile devices. At the end of the first day of their studies (a week after the orientation event) students who participated in the event and students who did not, described their feelings regarding the new beginning. The psychological wellbeing of the students who participated in the orientation event seemed to be markedly higher that those who did not: they felt more at home, with a better sense of orientation in the campus and a sense of belonging, having already formed friendships. The findings suggest that team location-based games supported by mobile technology may efficiently support the adjustment and socialization of new students. The paper further describes the scaling-up potential of Treasure-HIT based orientation activities as manifested in spontaneous self-directed adoption of the system for supporting similar events conducted in schools.
How Do Students Progress in a Mobilized Inquiry Science Curriculum
Authors: LOOI Chee-Kit , SUN Daner , XIE Wenting , TAN Chun Ming , HAJAR Siti
Published: February 2025

There is abundant research reporting the designs of ubiquitous and seamless learning environments which are enabled by the integration of mobile technology. However, the lack of pedagogical designs that provide for sustainability, and the inadequate investigations of learning outcomes are some of the major gaps in current studies. Towards addressing these issues, this paper describes a study that illuminates the principles of how mobile learning can be integrated into a standard-based science curriculum, and explores how this mobilized curriculum impacts students’ performances in and out of the classroom. Data analysis on students’ test results, learning artifacts and their activity performances in the classroom suggested that they improved in conceptual understanding and self-reflections on conceptual changes. Students were engaged in mobile learning activities both and out of the classroom based on sustained exposure to and experiences of the mobilized science curriculum.
Visualization for Analyzing Ubiquitous Learning Logs
Authors: Mouri Kousuke , Ogata Hiroaki , Uosaki Noriko , Liu SongRan
Published: February 2025

This paper describes a system that can be used to visualize some ubiquitous learning logs to grasp and discover several learning flow and timing. Visualization of the system is based on vast amount of learning data in ubiquitous learning environment. Ubiquitous Learning Log (ULL) is defined as a digital record of what learners have learned in the daily life using ubiquitous technologies. It allows learners to log their learning experiences with photos, audios, videos, location, RFID tag and sensor data, and to share and to reuse ULL with others. This paper will reveal about the relationship between the ubiquitous learning logs and learners by using network graph. Also, this paper will explicate the system through which learners can grasp their learning time, histories, knowledge and location.
Personal Learning Activity Approach for Developing Adaptive Web-based Learning Systems
Authors: SRISAWASDI Niwat , PANJABUREE Patcharin
Published: February 2025

In recent years, researchers have attempted to develop adaptive web-based learning system to help and facilitate students' improvement of learning performance. Moreover, learning environment that involves physical hands-on experimentation and/or virtual computer-simulated experimentation related to pedagogical aspects is extremely important. Consequently, it becomes an interesting issue to develop an adaptive web-based learning system which provides suitable learning environment for individual students. In this study, we propose a set of personal learning activity rules to elicit and integrate the learning styles and learning experience provided by individual students. Based on the proposed approach, an adaptive web-based learning system was implemented on a physics lesson to investigate the effectiveness of this innovative approach. The empirical findings suggest that students who learned in adaptive web-based learning system based on the proposed approach had better learning performance than those who learned in conventional web-based learning environment.
The Effectiveness and Suitability of MOOCs Flipped Learning: A Preliminary Study of Public Schools in Thai Rural Area
Authors: PANYAJAMORN Titie , KOHDA Youji , CHONGPHAISAL Pornpimol , SUPNITHI Thepchai
Published: February 2025

In education sector, teaching style has been adapted to the online content platform. Moreover, MOOCs (Massive Online Open Courses) and flipped learning become high potential tools to support student learning process. These e-learning tools have been designed for education leading countries based on individual students’ learning style. It is quite difficult to apply for other countries. In Thailand, there are insufficient number of teachers in the rural schools and teachers have to teach a lot of subjects both experienced and inexperienced subjects. This paper proposes a new design of MOOCs hybrid learning model which is suitable and effective for rural areas students and analyse the important features to identify the factor which have influence on student ability.
Augmented reality research output from 1990-2018: A bibliometric analysis
Authors: BHAGAT Kaushal Kumar
Published: February 2025

This aim of this study was to analyze the research output of augmented reality (AR) using a bibliometric analysis. A total of 1737 related documents were published from 1990 to 2018. The results showed that the USA and the National University of Singapore were the most productive country and Institute publishing articles on AR, respectively. The most productive journal was IEEE Transactions On Visualization And Computer Graphics with the number of publications (22). This study provides an overview of the AR research and suggests future directions.
Easy Java/JavaScript Simulations as a tool for Learning Analytics
Authors: ESQUEMBRE Francisco , GARCÍA CLEMENTE Felix , CHICÓN Rafael , WEE Lawrence , KWANG Leong Tze , TAN Darren
Published: February 2025

In this paper we introduce the new and planned features of Easy Java/JavaScript Simulations (EJS) to support Learning Analytics (LA) and Educational Data Mining (EDM) research and practice in the use of simulations for the teaching and self-learning of natural sciences and engineering. Simulations created with EJS can now be easily embedded in a popular Learning Management System using a new plug-in that allows creation of full-fledged instructional units that also collect and record fine-grained, instructional-savvy data of the student’s interaction with the simulation. The resulting data can then be mined to obtain information about students’ performance, behaviors, or learning procedures with the intention to support student learning, provide instructors with timely information about student performance, and also help optimize the pedagogic design of the simulations themselves. We describe the current development and architecture, as well as future directions for testing and extending the current capabilities of EJS as a modelling and authoring tool to support LA and EDM research and practice in the use of simulations for teaching science, in particular in the context of the increasingly popular on-line learning platforms.
The impact of sensory simulations on young children’s science learning
Authors: Wen Cai Ting , Chen Shao Mei , Liu Chen Chung , Chang Chia Jung , Chang Ming Hua , Chiang Shih Hsun Fan , Hwang Fu Kwun , Chang Hsin Yi , Yang Chih Wei
Published: February 2025

Simulation was found to be an effective tool for learners to learn science. However, young children might have difficulty to integrate their understanding and the simulation because of inability to process virtual and abstract information. This study proposed a sensory simulation which helps young children learn science. The results show that the sensory simulation help the young children assimilation the concept and reflect in some questions while it did not enhance learning in other questions. More qualitative interview data should be collected to understand the cognitive process of using sensory simulation.
The Development of a Teacher’s Guide for English Proficiency Games
Authors: MORENO Monica , MANAHAN Dominique Marie Antoinette , FERNANDEZ Marika Gianina , BERAQUIT Jose Isidro , BUGAYONG Nicole , RODRIGO Ma. Mercedes
Published: February 2025

English proficiency is vital in today’s global employment market. Digital games have been shown to help improve learners’ language competencies. However, it is sometimes difficult for teachers to maximize digital games as educational resources. In this paper, we discuss the development of a teacher’s guide as a companion to the digital games Ibigkas! and Learning Likha. Both games are intended to help improve the English proficiency of Filipino learners from 9 to 12 years old.
Application of Blended Learning with PhET Simulation to Encourage Learning in Mathematics of Fractions
Authors: ASSAWAPHUM Atcharaporn , PREMTHAISONG Sasivimol , CHAIPIDECH Pawat
Published: February 2025

Technology in education is essential for both teaching and learning. The purpose of this study is to correct mathematical misconception about the addition and subtraction of fractions, as well as explore students' attitudes toward using technology to learn mathematics. In this study, blended learning activity was used with PhET simulation. Both hands-on and digital technology activities were implemented. The findings of this study revealed better comprehension in students who learned with a blended learning activity with PhET simulation. In addition, there was a general improvement in students' attitudes toward using technology for learning mathematics. The results implied that using blended learning activity with technologies in mathematics classrooms could correct learners' misconception as well as fostering positive attitudes towards learning mathematics in primary level.
Design and Development of a Personalized Recommender System of Student Question-Generation Exercises for Programming Courses
Authors: LAI Chih-Hung , THO Pham-Duc
Published: February 2025

Computer programming courses often face the challenge of high dropout rates, prompting educators to seek effective solutions to improve student engagement and retention. Student Question-Generation (SQG) have been explored as potential remedy to this issue, enabling advancements in computer science education. However, the majority of existing SQG support systems lack personalized features to enhance student learning. In response to this gap, the study introduces a personal recommender system of SQG exercises tailored for programming courses. The system leverages individual student preferences and SQG exercise complexities to personalize learning experiences within SQG activities. This paper presents the design of the system and its user interface and delves into motivations and technical bases underlying its development.