ethanporcaro/eric-fulltext-meta huggingface dataset:
Design, Development, and Evaluation of Haptic- and Olfactory-Based Application for Visually Impaired Learners
Author: Mon, Chit Su
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Students with Disabilities,Educational Technology,Technology Uses in Education,Tactual Perception,Olfactory Perception,Stimuli,Auditory Stimuli,Equipment,Foreign Countries,Program Effectiveness,Usability,Satisfaction

Educational entertainment or edutainment is a popular approach to allow learners experience a fun learning environment while acquiring knowledge. Currently, this approach is widely used and has promising benefits, whereby not only it provides a fun learning environment but also cause learners to hardly notice the learning process. However, as there are a minimum of 2.2 billion people worldwide with vision impairment or blindness, this approach can be a challenging experience for them. It isthusimportant to provide equal opportunities for these members of the community in the teaching and learning environment. Owing to the limited applications available for the visually impaired in virtual edutainment tailored for them, this research aims to design and develop an edutainment application for visually impaired users using a user-centered design. The application allows users to touch 3D objects using Touch by 3DSystems. In addition, sounds and smells will be released from the speaker and olfactory devices, respectively. The usability and satisfaction of users toward this application was tested on the visually impaired as well as blindfolded users using a 7-point Likert scale questionnaire. This questionnaire was constructed in accordance with USE (Usefulness, Satisfaction, and Ease of use) by Lund. A total of 10 participants -- including visually impaired teachers and blindfolded students -- participated in this study. Participants in this study agreed that the proposed application is useful, easy to use, easy to learn, and were satisfied with the application. The average rating of the results out of 7 was 5.92 for usefulness, 5.6 for ease of use, 6.22 for ease of learning, and 6.25 for satisfaction.
Teaching and Learning during the Pandemic: Challenges and Merits of International Co-Designing and Instruction
Author: Phan, Trang
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Online Courses,Elementary Secondary Education,Postsecondary Education,Faculty Development,Foreign Countries,Teaching Methods,Cultural Differences,Teacher Attitudes,Facilitators (Individuals),College Faculty,Distance Education,Language of Instruction,Barriers,Program Effectiveness

This design case describes the design process and decisions of facilitating a week-long course on virtual teaching strategies taught by three facilitators, one in Vietnam and two in the United States at the onset of the COVD-19 pandemic. Participants were K-12 and college educators in Vietnam. The goal of the course was to introduce the Vietnamese educators to educational technology and pedagogical strategies for teaching virtually. The case also reports the facilitators' self-reflection and biases prevalent within a Western curriculum culture as they attempted to deliver the content knowledge and connect with the Vietnamese learners. Finally, their insights into designing and implementing a cross-cultural, multilingual international online course within a rapid transition context are also shared. The intercultural online teaching experience provided a broader understanding of how students learn and what is valued.
Teaching Problematization of a Design Capstone Project: Presentation of a Pedagogical Tool
Author: Proulx, Sébastien
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Capstone Experiences,Student Projects,Research Design,Problem Solving,Teacher Student Relationship,Newspapers,Assignments,Industrial Arts,Design,Undergraduate Students,Student Research

The research phase preluding a design capstone project is challenging for both students and instructors. In a situation where students are free to work on a topic of their choosing, a preset, generic research design is not suitable. Imposing a rigid framework would endanger the possibility of students truly examining and capturing the complexity of their project problematic. This would also be considered a counterpoint to the learning goal of teaching students how to engage in problematization, a skill highly valued in contemporary design practice. This reality raises the following question: how are instructors supposed to monitor and support students in this process? To address this problem, a teaching assignment called the &quot;Newspaper&quot; was designed. The &quot;Newspaper&quot; is an open and flexible framework, based on a digital platform, through which students can organize their research findings and reflections, while ensuring enough flexibility for students to deploy appropriate and relevant research methods. This assignment gives students freedom in terms of their research design, but also has certain constraints to ensure the intelligibility of the research process. This paper presents the &quot;Newspaper&quot; assignment in detail and discusses its impacts after it is used by three cohorts of industrial design students.
Exploring Feedback and Gamification in a Data Modeling Learning Tool
Author: Dæhli, Olav
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Computer Games,Information Technology,Data Analysis,Models,Student Attitudes,Foreign Countries,Teaching Methods,Instructional Effectiveness,Student Experience,College Students,Feedback (Response),Databases,Web Based Instruction

Data modeling is an essential part of IT studies. Learning how to design and structure a database is important when storing data in a relational database and is common practice in the IT industry. Most students need much practice and tutoring to master the skill of data modeling and database design. When a student is in a learning process, feedback is important. As class sizes grow and teaching is no longer campus based only, providing feedback to each individual student may be difficult. Our study proposes a tool to use when introducing database modeling to students. We have developed a web-based tool named LearnER to teach basic data modeling skills, in a collaborative project between the University of South-Eastern Norway (USN) and Kristiania University College (KUC). The tool has been used in six different courses over a period of four academic years. In LearnER, the student solves modeling assignments with different levels of difficulty. When they are done, or they need help, they receive automated feedback including visual cues. To increase the motivation for solving many assignments, LearnER also includes gamifying elements. Each assignment has a maximum score. When students ask for help, points are deducted from the score. When students manage to solve many assignments with little help, they may end up at a leaderboard. This paper tries to summarize how the students use and experience LearnER. We look to see if the students find the exercises interesting, useful and of reasonable difficulty. Further, we investigate if the automated feedback is valuable, and if the gamifying elements contribute to their learning. As we have made additions and refinements to LearnER over several years, we also compare student responses on surveys and interviews during these years. In addition, we analyze usage data extracted from the application to learn more about student activity. The results are promising. We find that student activity increases in newer versions of LearnER. Most students report that the received feedback helps them to correct mistakes when solving modeling assignments. The gamifying elements are also well received. Based on LearnER usage data, we find and describe typical errors the students do and what types of assignments they prefer to solve.
Examining Flow Antecedents in Game-Based Learning to Promote Self-Regulated Learning and Acceptance
Author: Wan, Kelvin
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Game Based Learning,Student Motivation,Correlation,Outcomes of Education,Learning Processes,Higher Education,Educational Games,Introductory Courses,Psychology,Asynchronous Communication,Computer Games,Student Attitudes,Computer Assisted Testing,Learning Strategies,Teaching Methods,Undergraduate Students,Foreign Countries,Questionnaires

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study adopted a conceptual framework of flow in computer-mediated environments to examine the roles of specific flow antecedents, such as concentration, feedback, immersion, and challenge affecting students' self-regulated learning (SRL) and acceptance of use in a higher education GBL context. Six simple board-game style educational games covering topics at the introductory level of psychology were built for learners to play asynchronously. When students entered the games, they were given an instruction page that explained the game rules as well as the topic area if appropriate. A simple pop-up window would emerge, informing the students whether they had answered the questions correctly or incorrectly. The participants were 275 students from an undergraduate level social science class in a research participation pool. Students' opinions on the GBL were measured by validated scales that emphasized their flow experience, acceptance of use and SRL. After fitting the data to the hypothesis model, a path model was generated. The model demonstrated an excellent fit of the data with interrelations among constructs about flow antecedents, acceptance of use, SRL (consist of motivation and metacognition). The findings revealed that learners place a higher value on GBL with flow antecedents like concentration and challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of performance expectancy before students consider adopting GBL for their learning. In contrast to what is typical of GBL, learners primarily use GBL to improve their academic performance rather than for its immersive experience. Future studies could use the current model to develop and examine a different learning artefact, depending on its nature and study goals.
Finally in the Spotlight: How Contemporary Learning Theory Is Saving Education Online during COVID
Author: Charbonneau-Gowdy, Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Learning Theories,Online Courses,Preservice Teachers,Educational Technology,Technology Uses in Education,Student Attitudes,Epistemology,Teaching Methods,School Closing,Theory Practice Relationship,Undergraduate Students,Teacher Educators,Foreign Countries,Student Behavior,Adjustment (to Environment)

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on &quot;contemporary&quot; learning theories and &quot;goals,&quot; in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: (1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4); and (2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners' epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students' social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.
The Effect of Distance Education on Self-Efficacy towards Online Technologies and Motivation for Online Learning
Author: Özüdogru, Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Self Efficacy,Technology Uses in Education,Student Motivation,Electronic Learning,COVID-19,Pandemics,Counselor Training,College Students,Gender Differences

This research aimed to investigate the effect of distance education during the COVID-19 pandemic on psychological counselor candidates' self-efficacy perceptions towards online technologies and their motivation for online learning. Single group pretest-posttest model, a quantitative method, was used in the research. The study participants were third-year students at the Faculty of Education, Psychological Counseling and Guidance Department of a state university in the fall semester of 2020-2021. Demographic Information Form, Online Technologies Self-Efficacy Scale and Online Motivation Scale were used as data collection tools. As a result of the research, it was observed that the psychological counselor candidates' self-efficacy for online technologies and online learning motivation scores were above the average. It was concluded that the distance education used during the COVID-19 pandemic caused a statistically significant difference in psychological counselor candidates' self-efficacy towards online technologies, but did not cause a difference in their online learning motivation. There was no significant difference in self-efficacy according to gender and place of residence. However, while there was no significant difference in motivation according to gender, a significant difference was observed in regards to the place of residence in favor of city-center. It is important to present psychological counselor candidates' perceptions and motivations in regards to distance education, which is an ongoing process at the moment, for their professional development.
The Impact of ICT Instruction on Online Learning Readiness of Pre-Service Teachers
Author: Ilic, Ulas
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Technological Literacy,Online Courses,Readiness,Preservice Teachers,Distance Education,Information Technology,Gender Differences,Academic Achievement,Self Efficacy,Internet,Ownership,Correlation,Usability,Computers,Foreign Countries

The present study aimed to investigate the impact of a course that included ICT skills on the online learning readiness of pre-service teachers in a completely distance education environment. In the research, single group pre-test post-test model was adopted. The study was conducted with 123 pre-service teachers. The E-Learning Readiness Scale for College Students was used to collect the data. Furthermore, the course academic achievement final scores of the participants were employed. The data collection process continued during the 2020-2021 academic year fall term. The study findings demonstrated that total online learning readiness and sub-dimension scores increased after the Information Technologies Course. It was found that there was no difference across the scores based on gender. The academic achievements of female students were higher. At the beginning of the term, it was revealed that ease of use, online learning readiness and computer self-efficacy, internet self-efficacy and learner control variables varied based on personal computer ownership. At the end of the term, both these variables and academic achievement did not differ across personal computer ownership. There was a correlation between the ease of use variable and online learning readiness both at the beginning and the end of the term. On the other hand, there was no correlation between the academic achievement and ease of use or online learning readiness. It could be suggested that the present study findings could contribute to future studies in terms of online learning readiness.
Investigating the Influence of Quality Factors on User Satisfaction with Summative Computer-Based Assessment
Author: Bello, Hassan
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Computer Assisted Testing,Technology Uses in Education,Program Effectiveness,Barriers,Higher Education,Summative Evaluation,Student Evaluation,Cost Effectiveness,Electronic Learning,Test Validity,Test Reliability,Test Content,Foreign Countries,Undergraduate Students,College Entrance Examinations,Student Attitudes

Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.
The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom
Author: Ding, Ai-Chu Elisha
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Problem Based Learning,Instructional Effectiveness,Instructional Design,Teaching Methods,Interdisciplinary Approach,Native Language,Language Usage,Chinese,Elementary School Students,Classroom Communication,Lesson Plans,Material Development,Instructional Materials

Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.
Learning Foreign Languages in a Digital Environment: Learners&apos; Perception of the Sudden Transition to e-Learning during COVID-19 Lockdown
Author: Ibrahim, Mona Kamal
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Electronic Learning,Student Attitudes,COVID-19,Pandemics,Educational Change,Foreign Countries,Gender Differences,English (Second Language),Adult Students,Age Differences

The research is devoted to the study of the forced and accelerated transition of education to an online environment on the example of learning a foreign language. Despite a large number of studies on e-learning, this study is one of the newest investigating recent education transformation trends. The ultimate goal of this paper was to study changes in students' assessments of the e-learning process, participation in online-based education, and academic success during the transition to virtual training. The study involved 600 students from 5 private specialized educational institutions located in Moscow (Russian Federation) who were forced to switch to e-learning during the lockdown. The examination was conducted by means of a survey assessing the usefulness, comfort, and acceptability of e-learning in three isolated questions formulated by the authors and measured on a five-point Likert scale. The comparison of its outcomes with the results of objective knowledge tests at the beginning and at the end of the three-month e-learning period revealed the following outcomes. First of all, a decrease in the assessment of the acceptability of continuing e-learning for both genders was noted. According to female respondents, the assessment of the comfort of e-learning decreased significantly (from 3.70 to 3.14 points). In the meantime, the usefulness score dropped notably for both male and female research participants (from 4.10 to 2.98 and from 3.80 to 2.26, respectively). Similar changes were found in four age categories ranging from 20 to 42 years old. Thus, the participants over 30 demonstrated lower final scores. Academic success also decreased in the group of men compared to the group of women. The findings of this study can be practically applied for the further transformation of educational programs and additional preparation of educators with the aim of facilitating learning transition to an online mode. Future research on the topic can be conducted in other regions of the world to obtain more comparative data and investigate different learners' perceptions.