ethanporcaro/eric-fulltext-meta huggingface dataset:
Attributes of Engagement in Challenge-Based Digital Learning Environments
Author: Ifenthaler, Dirk
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Electronic Learning,Learning Analytics,College Students,Foreign Countries,Game Based Learning,Interaction,Data Collection,Time on Task,Learning Processes

This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual's ability to behaviourally, cognitively, emotionally, and motivationally engage in an on-going learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based digital learning environment. This study was based on data from the Curtin Challenge platform, including transaction data of 13,655 students. Findings indicate that attributes of learning engagement in challenge-based digital learning environments are, as expected, positively related to learning performance. Implications point toward the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based digital learning environments. [For the complete proceedings, see ED600498.]
Relationship between Goal Orientation, Conception of Learning and Learning Behavior
Author: Yokoyama, Mai
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Goal Orientation,College Students,Learning Strategies,Foreign Countries,Causal Models,Path Analysis

This study examined the causal relationship of goal orientation and conception of learning on learning behavior; previously, these concepts were examined separately in preceding studies. A sample of 185 fourth-grade university students participated in the study. A covariance structure analysis revealed that the causal effect regarding goal orientation to learning behavior through conception of learning, in which the mediational role of conception of learning was confirmed. Learning goals had a positive effect on autonomous learning conception and had a negative effect on forced learning conception. While performance-avoidance goals had a negative effect on autonomous learning conception, it had a positive effect on forced learning conception. In addition, autonomous learning conception had a positive effect and forced learning conception had a negative effect on learning behavior. [For the complete proceedings, see ED600498.]
Suitable Judgement Assistance of Visualization Method for Sensor Log Overlapping on Daily Video
Author: Ishioka, Takuya
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Visualization,Video Technology,Athletic Coaches,Goal Orientation,Skill Development,Models,Correlation,Training Methods,Racquet Sports

Obtaining tacit knowledge in sports skill learning is difficult. Although, coaches can give their learners easy to understand instructions to obtain the tacit knowledge. The coaches monitor, analyse and interpret learners' physical movement based on the coaches' experiences, then they give the instruction. In self-training without coaches, it is difficult for learners to analyse own growing status and interpret their achievement goal. We developed an Automatically Superimposed-video Creating System (ASCS) in order to support analysis and interpret the learners' status and achievement level of the skill. Our system has several independent modules to create each instruction, and the learners can choose one module. We assume two achievement models to select suitable modules. Achievement models show a growing process of learners' skills in time series. We conducted a survey to find out the models. We found combined growth patterns which consisted of two assumed models. It suggests a possibility of the two assumed models. In addition, the survey suggested the relationship between modules and models. [For the complete proceedings, see ED600498.]
Gamesonomy vs Scratch: Two Different Ways to Introduce Programming
Author: Santamaría, Cristina Rebollo
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Programming Languages,Skill Development,Undergraduate Students,Video Games,Usability,Instructional Effectiveness,Computer Software Evaluation,Student Attitudes,Logical Thinking,Computer Science Education

The first obstacles to overcome when a student has to face the task of programming for the first time are the abstraction level, the comprehension of a language with unfamiliar concepts for him/her and the specific syntax for each programming language. This work presents the qualitative results obtained in a study focused on the gain of skills for learning programming languages. The experiment has been carried out in a classroom with 50 university students from the second year of the Degree in Video Game Design and Development. Students have worked with Scratch programming language on their first year, a tool created to facilitate programming learning, and with Gamesonomy, a game engine created to ease video game development without programming knowledge. The main purpose of this work is focused on the question: which one of these two tools is more appealing, easy to understand and to use, as well as which one of them is more efficient for a further initiation on the traditional programming. To test them, the students have fulfilled an evaluation test for each tool. After the analysis of the results, it is concluded that Gamesonomy seems to be more efficient to develop logical thinking and to have a better transition to conventional programming languages. [For the complete proceedings, see ED600498.]
Building Collaborative Creativity through an Iterative Approach
Author: Hodgson, Paula
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Creativity,Architectural Education,Reflection,Learning Processes,Teaching Methods,Educational Experience,Student Projects,School Buildings,Teamwork,Student Attitudes,College Students,Computer Software,Foreign Countries,Error Patterns,Student Role,Competition

Instilling a creative mind is the foundation to prepare future architecture students. University educators can adopt an iterative approach in which students go through cycles of learning. This paper reports student experiences on a three-cycle team project in an architecture course that was part of a master program. This consisted of the group development of a single design proposal to build a large prototype on the roof in the School of Architecture building. Students had to self-select which solution to go forward with, starting with four teams of two in the first cycle, then two teams of four in the second cycle, and one final team of eight in the third cycle. Students needed to reflect on their individual experience and role within the team in a reflective cycle research model that was intended to enable independent and collaborative learning from a given action-based experience. Individual reports were analysed, and the students commonly showed learning through making mistakes and experienced collective efforts by all team members in the process of collaborative creativity. [For the complete proceedings, see ED600498.]
BR-Map: Concept Map System Using e-Book Logs
Author: Yamada, Masanori
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Concept Mapping,Metacognition,Psychometrics,Correlation,Learning Strategies,Recordkeeping,Learning Processes,Behavior Patterns,Foreign Countries,College Students,Questionnaires,Electronic Publishing,Books,Computer Software,Self Efficacy,Test Anxiety,Student Attitudes

This preliminary study developed the concept map tool &quot;BR-Map&quot; using learning logs on eBook viewer, and investigated the relationships between self-regulated learning (SRL) awareness, learning behaviors (usage of BR-Map, and one-minute paper and report submission), and learning performance. Psychometric data and learning logs were collected in the lecture course, and their relationships were analyzed using Spearman's correlation analysis. The results indicated that awareness of intrinsic value, use of cognitive learning strategies, and self-regulation had significant correlations with the usage of BR-Map. The awareness of cognitive learning strategies had significant correlation with standard deviation of one-minute paper submission hours. With regard to relationships between the BR-Map usage and learning behaviors, the relationships between the usage of BR-Map and one-minute paper submissions, which was a regularly weekly assigned task, were found. [This research was partially supported by Grant-in-aid for Scientific Research and the Qdai-jump Research (QR) Program of Kyushu University. For the complete proceedings, see ED600498.]
Clustering and Analysis of User Motions to Enhance Human Learning: A First Study Case with the Bottle Flip Challenge
Author: Couland, Quentin
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Motion,Teaching Methods,Human Posture,Data Collection,Data Analysis,Measurement Equipment,Evaluation Methods,Measurement Techniques,Information Technology,Man Machine Systems

More and more domains such as industry, sport, medicine, Human Computer Interaction (HCI) and education analyze user motions to observe human behavior, follow and predict its action, intention and emotion, to interact with computer systems and enhance user experience in Virtual (VR) and Augmented Reality (AR). In the context of human learning of movements, existing software applications and methods rarely use 3D captured motions for pedagogical feedback. This comes from several issues related to the highly complex and dimensional nature of these data, and by the need to correlate this information with the observation needs of the teacher. Such issues could be solved by the use of machine learning techniques, which could provide efficient and complementary feedback in addition to the expert advice, from motion data. The context of the presented work is the improvement of the human learning process of a motion, based on clustering techniques. The main goal is to give advice according to the analysis of clusters representing user profiles during a learning situation. To achieve this purpose, a first step is to work on the separation of the motions into different categories according to a set of well-chosen features. In this way, allowing a better and more accurate analysis of the motion characteristics is expected. An experimentation was conducted with the Bottle Flip Challenge. Human motions were first captured and filtered, in order to compensate for hardware related errors. Descriptors related to speed and acceleration are then computed, and used in two different automatic approaches. The first one tries to separate the motions, using the computed descriptors, and the second one, compares the obtained separation with the ground truth. The results show that, while the obtained partitioning is not relevant to the degree of success of the task, the data are separable using the descriptors. [For the complete proceedings, see ED600498.]
Adult Education as a Contributory Factor to the Integration into Modern Socio-Cultural Environment
Author: Yurtaeva, Marina
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Self Actualization,Lifelong Learning,Professional Development,Cognitive Style,Foreign Countries,Personality Traits,Learning Motivation,Adult Learning,Adult Development

The advent of the so-called &quot;post-literacy&quot; era imposes on an individual the need to master not only various verbal, but also visual, artistic and scientific languages that have been developed in modern culture, which requires an adult to constantly improve their general educational and cultural level and to constantly struggle against functional illiteracy. The authors believe that by engaging in continuous education and lifelong learning, individuals not only increase their adaptive capacities essential for integrating into a dynamically changing socio-professional environment but also satisfy their need for self-actualisation, fulfil their potential, thus also preserving their mental, cognitive and social resources. Since self-actualisation explains a person's effectiveness in all areas of life, determining its level can serve as the basis for designing the most appropriate educational programmes that would allow an individual to realise their potential and increase their adaptive capacity. The paper presents the results of a study of self-actualisation in adults who seek opportunities for self-development by enrolling in further education programmes and professional development courses. The study revealed that adults who seek opportunities for continuous education do so in the desire to enhance their hidden merits, to use, preserve and enrich their cognitive resources and, thereby self-actualize. This raises the issue of tailoring further education programmes to specific self-actualisation needs of adult learners, developing new models of lifelong education that would foster the activation of adults' cognitive capabilities, identifying potential resources and modelling modern educational environments that would cater for the operation of self-development mechanisms. [This study was funded by RFBR. For the complete proceedings, see ED600498.]
A Middle Way for States in the ESSA Era: Lessons from Texas
Author: Opalka, Alice
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Improvement,School Districts,Educational Change,Organizational Change,Educational Objectives,School Administration,Change Strategies,Strategic Planning,Program Implementation

In 2017 the Texas Education Agency (TEA) launched the Systems of Great Schools (SGS) initiative. With a combination of incentives and capacity building, SGS attempts to transform how school districts approach school improvement. It calls on districts to manage school performance in new ways, expand access to school choice options, and take a dynamic approach to managing their supply of schools. As one of TEA's partners said, SGS is &quot;basically changing the operating system of the district.&quot; Unlike other recent improvement efforts, SGS has set out not to change individual schools, but entire systems. The promise of this approach rests on the hope that districts, in turn, will reinvent themselves in ways that enable them to eliminate low-performing schools and foster higher-performing schools to take their place. The policy environment in Texas has created conditions that may help realize those hopes. The combination of reprieve from potent state accountability, incentives to partner with external organizations to improve low-performing schools, additional capacity support and grant opportunities, and a strong but flexible framework for locally designed accountability systems help make SGS more appealing, and more feasible, for districts. These policy tools are not new, but the coordinated use of them to create meaningful incentives for districts to voluntarily make system-level changes should be of interest to state leaders elsewhere. Texas' initiative suggests several important lessons for other state leaders interested in adopting &quot;middle-way&quot; programs in other state agencies, which we list in this report: (1) New programs don't necessarily require large new departments, but benefit from creative reorganization and realignment of existing programs and resources toward new strategic goals; (2) While it's important to attend to the organizational and human side of change inside the state agency by finding ways to align with existing work and strategies, it's also crucial to secure political support from the top and outside to make and protect organizational and resource changes; and (3) Successful change efforts require clear communication about the shifts the state expects to make, what success looks like, and how they will support districts to get there. While sustained improvement in participating districts is not guaranteed with SGS, this account of TEA's early experience reimagining state-led change can inform efforts in other states in the post-No Child Left Behind era.
A Model for Enriching Automatic Assessment Resources with Free-Text Annotations
Author: Di Caro, Luigi
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Models,Teaching Methods,Formative Evaluation,Computer Simulation,Communities of Practice,Computer Assisted Instruction,Mathematics Education,Online Courses,Competency Based Education,Natural Language Processing,Indexing,Teacher Attitudes,Teacher Workshops,Secondary School Teachers,Computer Mediated Communication,Peer Evaluation,Instructional Design,Faculty Development,Foreign Countries

This paper discusses a model for structuring resources for automatic assessment in scientific education by means of textual descriptions. This study aims to support instructors in extending teaching strategies and expanding formative assessment in virtual communities of practice. The strategy to achieve these goals involves the implementation of a system for adaptively providing the students with instructional activities based on Natural Language analysis and ontological knowledge bases. The model is presented, and the feasibility of its use is discussed taking into account the results collected from the experimentation with instructors. [For the complete proceedings, see ED600498.]
Validity and Reliability of the Teacher Leadership Inventory in Malaysian Educational Context
Author: Mansor, Mahaliza
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Leadership,Teacher Surveys,Rating Scales,Test Validity,Test Reliability,Factor Analysis,Factor Structure,Secondary School Teachers

The aim of this article is to report the validity and reliability of Teacher Leadership Inventory (TLI). The sample of the study consists of 244 trained teachers who are chosen using random sampling technique from 19 secondary schools in Perak. The content validity, criterion validity and construct validity analyses have been carried out by using this set of data. The findings of this study using exploratory factor analysis through orthogonal rotation with varimax method has formed three factors, consisted of 15 items of TLI with factor loadings range from 0.54-0.84. The reliability Cronbach Alpha coefficient for the overall item is 0.85, meanwhile for each factors developed ranged from 0.66 to 0.91. As the conclusion, these analyses have generated a new pool of TLI item to measure the construct of Teacher Leadership elements in Malaysian Educational context. [For the complete proceedings, see ED600498.]
Implementation of an Adaptive Instructional Design for a Physics Module in a Learning Management System
Author: Imhof, Christof
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Physics,Science Instruction,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Instructional Design,Prior Learning,Learning Processes,Knowledge Level,Higher Education,College Science,Foreign Countries

This article demonstrates how an adaptive instructional design for a physics module can be realized in a standard learning management system. We implemented a didactic design with physics-specific online exercises that were accompanied by either detailed or non-detailed instructions, depending on the results of the previous task (or a prior knowledge test for the very first exercise). This was realized by use of simple technological tools within the framework of a straightforward recommender system with four components. Consequently, students with less prior knowledge and/or lower learning achievements received more and different teaching assistance than those with high levels of prior knowledge or performance. This was done in the form of recommendations embedded within task feedback, suggesting which task to tackle next. We present first results which show that prior knowledge and online activity contribute to the learning progress in different ways depending on the type of task that was chosen. The detailed versions of the tasks were beneficial only to the students with lower or medium prior knowledge test scores while the students with higher levels of prior knowledge had less learning progress. In the future, our simple recommender system may serve as the basis for a more complex adaptive system, further closing the gap between research and practice in the field of technology-based adaptive learning. [For the complete proceedings, see ED600498.]
Study on the Factors Contributing to the Motivation of Mathematical Studies at the University
Author: Vintere, Anna
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: College Mathematics,Mathematics Education,Student Motivation,College Students,Foreign Countries,Cognitive Ability,Learning Motivation,Student Attitudes

The mathematics studies at university develop the cognitive abilities of the person, influence studies of special subjects as well as contribute to the development of professional competence. Nevertheless, several studies have been carried out to show that the quality of mathematical studies is decreasing and students' preparation and knowledge deteriorates. The article describes factors influencing the development of mathematics education, seeing motivation as a key element of successful teaching and learning. The article includes theoretical analysis of topical issues like the definitions of learning motivation, its influencing factors, which contribute to the development of mathematical thinking and competence, etc. Based on the analysis and evaluation of the scientific literature as well as taking into consideration the author's reflection, experience and observations, in the study the authors found out the factors influencing mathematics learning at the university, which include internal motives (attitude), rational thinking (potential values of mathematics and advantages in the labor market) and external factors (teaching of mathematics at the university). The findings illustrated by the results of the survey of the students from Latvia University of Life sciences and Technologies (LLU) and Riga Technical University (RTU) on the mathematics learning and teaching. The study proves that the higher the students' achievements in mathematics, the more positive attitude towards mathematics and mathematics studies at the university. [For the complete proceedings, see ED600498.]