ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation
Author: Omurtak, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Biology,Academic Achievement,Student Motivation,Grade 9,High School Students,Foreign Countries,Student Attitudes

In this study, it was aimed to determine the effect of activities based on augmented reality applications in 9th grade biology lesson on students' achievement and motivation towards biology lesson and to get students' opinions about the applications. In the study, mixed method was used. The study group of the research consisted of students of two different classes at the 9th grade level of a private high school located in the city center of Karaman in the 2018-2019 academic year. When the research findings were examined, it was seen that the academic achievement post-test mean scores of the experimental group students were found to be significantly higher than the mean scores of the control group students. According to another finding of the study, there was no significant difference between the experimental group and the control group students in terms of the total mean scores obtained from the motivation questionnaire for biology lesson. However, a significant difference was found in favor of the experimental group in terms of &quot;anxiety in exams&quot; dimension. As a result of the research, the students stated that they liked the biology lessons in which augmented reality applications were carried out, that augmented reality applications made abstract concepts concrete and made them more permanent, and that the lessons conducted in this way were fun.
MOOC Evaluation System Based on Deep Learning
Author: Tzeng, Jian-Wei
Date: 2022-02-00
Type: Journal Articles
Subjects: Online Courses,Models,Learning Analytics,Artificial Intelligence,Student Experience,Student Behavior,Student Attitudes,Learner Engagement,Evaluation Methods,Course Evaluation,Foreign Countries

Massive open online courses (MOOCs) are open access, Web-based courses that enroll thousands of students. MOOCs deliver content through recorded video lectures, online readings, assessments, and both student-student and student-instructor interactions. Course designers have attempted to evaluate the experiences of MOOC participants, though due to large class sizes, have had difficulty tracking and analyzing the online actions and interactions of students. Within the broader context of the discourse surrounding big data, educational providers are increasingly collecting, analyzing, and utilizing student information. Additionally, big data and artificial intelligence (AI) technology have been applied to better understand students' learning processes. Questionnaire response rates are also too low for MOOCs to be credibly evaluated. This study explored the use of deep learning techniques to assess MOOC student experiences. We analyzed students' learning behavior and constructed a deep learning model that predicted student course satisfaction scores. The results indicated that this approach yielded reliable predictions. In conclusion, our system can accurately predict student satisfaction even when questionnaire response rates are low. Accordingly, teachers could use this system to better understand student satisfaction both during and after the course.
The Effects on Secondary School Students of Applying Experiential Learning to the Conversational AI Learning Curriculum
Author: Hsu, Ting-Chia
Date: 2022-02-00
Type: Journal Articles
Subjects: Secondary School Students,Experiential Learning,Curriculum Design,Artificial Intelligence,Computer Mediated Communication,Programming,Learning Processes,Gender Differences,Instructional Effectiveness,Computation,Thinking Skills

The purpose of this study was to design a curriculum of artificial intelligence (AI) application for secondary schools. The learning objective of the curriculum was to allow students to learn the application of conversational AI on a block-based programming platform. Moreover, the empirical study actually implemented the curriculum in the formal learning of a secondary school for a period of six weeks. The study evaluated the learning performance of students who were taught with the cycle of experiential learning in one class, while also evaluating the learning performance of students who were taught with the conventional instruction, which was called the cycle of doing projects. Two factors, learning approach and gender, were taken into account. The results showed that females' learning effectiveness was significantly better than that of males regardless of whether they used experiential learning or the conventional projects approach. Most of the males tended to be distracted from the conversational AI curriculum because they misbehaved during the conversational AI process. In particular, in their performance using the Voice User Interface with the conventional learning approach, the females outperformed the males significantly. The results of two-way ANCOVA revealed a significant interaction between gender and learning approach on computational thinking concepts. Females with the conventional learning approach of doing projects had the best computational thinking concepts in comparison with the other groups.
Using Few-Shot Learning Materials of Multiple SPOCs to Develop Early Warning Systems to Detect Students at Risk
Author: Hu, Yung-Hsiang
Date: 2022-02-00
Type: Journal Articles
Subjects: Dropout Prevention,At Risk Students,Online Courses,Private Colleges,College Students,Prediction,Integrated Learning Systems,Student Behavior,Progress Monitoring,Academic Failure,Models,Distance Education,Accuracy

Early warning systems (EWSs) have been successfully used in online classes, especially in massive open online courses, where it is nearly impossible for students to interact face-to-face with their teachers. Although teachers in higher education institutions typically have smaller class sizes, they also face the challenge of being unable to have direct contact with their students during distance teaching. In this research, we examined the online learning trajectories of students participating in four small private online courses that were all taught by one teacher. We collected relevant data of 1,307 students from the campus learning management system. Subsequently, we constructed 18 prediction models, one for each week of the course, to develop an EWS for identifying students in online asynchronous learning at risk of failing (i.e., students who fail their final examination). Our results indicated that the fifth-week model successfully predicted student performance, with an accuracy exceeding 83% from the eighth week onward.
Investigation of Pedagogical Belief Systems and Teacher Efficacy of Teachers in Turkey
Author: Yüregilli Göksu, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Self Efficacy,Foreign Countries,Elementary School Teachers,Secondary School Teachers

Pedagogical belief systems and the teacher efficacy could be used as a key concept to evaluate the teacher's pedagogical background. Therefore, this study aims to examine pedagogical belief systems and the teacher efficacy of teachers, especially in science and art centers (BILSEM). The sample of the study consists of 388 teachers were selected by convenience sampling method. The findings of the study show that the gender and experience variables don't make any significant difference in teacher's pedagogical belief systems and teacher efficacy. Besides affiliation variable makes a significant difference in teacher's pedagogical belief systems but make no significant difference in their teacher efficacy except for their teaching skills. Independent variable importance analysis shows that affiliation is the most important factor for pedagogical belief systems in comparison to experience and gender dimensions. Independent variable importance analysis shows that experience is the most important factor for teacher efficacy in comparison to experience and gender dimensions. Independent variable importance shows that the most important factor is the guidance for sub-dimensions of teacher efficacy in terms of neural networks for explaining pedagogical belief systems. The second one is the assessment and evaluation and motivation. Moreover, all the sub-dimensions of the learner-centered approach are in low level positive significant correlations with the pedagogical belief systems. But no correlation is found with the teacher-centered approach except assessment and evaluation dimension. According to the findings, the learner-centered approach is the most important dimension of pedagogical belief systems in terms of neural networks for explaining teacher efficacy. Therefore a new model was created based on this fact so that path analysis results show that there is a causal connection from learner-centered approach to guidance, behavioral-instructional-management, motivation, and teaching skills dimensions to some extend.
Investigating Research Trends on Digital Storytelling: A Bibliometric and Visualized Analysis
Author: Özkaya, Perihan Gülce
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Multimedia Instruction,Multimedia Materials,Turkish,Language Skills,Skill Development,Bibliometrics,Teaching Methods,Native Language Instruction,Citations (References),Citation Analysis,Educational Research,Foreign Countries,Periodicals,Universities

Digital storytelling is a method often preferred in the education process in terms of its appeal to different senses by creating a multimedia environment, and it may also be used in the development of language skills as it often includes both textual and audio elements. The current study investigates the research trends of digital storytelling, which is one of the methods recently preferred for education and for Turkish language skills development, through an examination of the Web of Science (WoS) database. The study was designed as a descriptive study. Data obtained from 545 academic works published within the context of the study were subjected to bibliometric analysis according to six categories; number of articles and citations, most-cited articles, most-used keywords, most influential countries, most influential institutions, and most influential journals. The study also presents bibliometric network maps of the most-cited articles, most-used keywords, as well as the most influential countries, institutions, and journals. The bibliometric analyses and network maps were performed using the VOSviewer_1.6.16 program. The results of the study show that digital storytelling is a method currently preferred in education. It is thought that examining the global trends of studies undertaken on digital storytelling in education will help to guide researchers looking to work on this subject in Turkish language education or in other fields of education.
The Potential Influence of To-Be-Forgotten Information on Educational Judgments
Author: Scholz, Sebastian
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluative Thinking,Memory,Track System (Education),College Students,Foreign Countries,Recall (Psychology),Influences

Teachers often face complex educational judgments and research has shown that teachers are prone to be influenced by unrelated information in their judgments and decisions. To investigate the influence of potential misinformation we employed a list-method directed forgetting paradigm and investigated a simulated judgment scenario, in which participants were asked to recommend a higher or lower school track for a fictitious elementary school child. Previous research using list-method directed forgetting revealed that participants can intentionally forget information but this information might still influence further judgments. In two experiments, data on recall performance, school track recommendation, and the evaluative impression of the target were analyzed to investigate whether participants were able to intentionally forget information and whether the to-be-forgotten information influenced later judgments. To-be-forgotten information was either presented before (Experiment 1) or following (Experiment 2) information instructed to be remembered. Both experiments revealed that participants did not forget information instructed to be forgotten and their judgments were not influenced by this information. Bayes factors spoke in favor of the null hypotheses, indicating that the influence of to-be-forgotten information on simulated school track recommendations is questionable. Our results revealed important boundary conditions of directed forgetting in applied contexts.
A Qualitative Study of Emotional Lives of Teaching at Two Nigerian Universities
Author: Igbafe, Eucharia Chinwe
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Emotional Experience,Teacher Attitudes,College Faculty,Phenomenology,Work Environment,Accreditation (Institutions),Educational Resources,Educational Policy,Educational Practices,Teacher Behavior,Foreign Countries,Unions,Faculty Workload,Systems Approach

The emotional lives of teaching at the universities have remained under research. This study used a qualitative approach to investigate the emotional lives of lecturers teaching at two selected universities. This study sought to identify, understand and interpret the emotional lives of teaching with interpretive phenomenology research design. In purposefully selected two universities, 12 lecturers participated in the study. Semi-structured individual interviews were employed, the data generated were interpreted, the emerged themes were: work condition, resources and accreditation panel, trade union and government disagreement, and experienced emotions and effects on participants. A further interpretation of the emerged themes revealed that the emotional lives of the participants are dependent on teaching resources, academic war and convenient behaviour. The dependence is thereby suggestive that change in the management of teaching resources, academic war and behaviour of lecturers could positively influence the nature of their emotional lives. The paper used two universities, which lays the foundation for subsequent studies because this is the first study to examine the emotional lives of teaching in Nigerian universities. The study made recommendations for further studies and drew implications for policy and practice.
Content Validity of a Questionnaire to Assess Parental Involvement in Education
Author: Caligiore-Gei, Maria Gabriela
Date: 2021-00-00
Type: Journal Articles
Subjects: Content Validity,Questionnaires,Parent Participation,Test Construction,Supervision,Family School Relationship,Child Rearing

The objective of this study was to design an instrument to evaluate parental involvement in the education of their children, and, subsequently, to investigate the content validity of that instrument. The questions on the questionnaire have been written according to the dimensions that shape the construct of parental participation: parenting, learning supervision, communication, parental networks, and relationships with the community. Further, for the study of content validity, expert judgment has been used, and the Aiken V coefficient has been estimated. The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %. It was concluded that the instrument can be used successfully in the evaluation of parental involvement in education.
Determining the Metaphor Perceptions of Generation Z Teacher Candidates for Handwriting and Keyboarding (Typing)
Author: Aydemir, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Age Groups,Preservice Teachers,Handwriting,Word Processing

The aim of this study is to determine the metaphor perceptions of Generation Z teacher candidates towards handwriting and typing. Based on the metaphors obtained, elective courses related to handwriting may be included in undergraduate programs according to their point of view on handwriting. Many researches are carried out on the area created by the change that comes with the use of new technology. However, it is still necessary to ask new questions and seek answers. Therefore, in this study, according to the medium in which it is presented, whether in print or digital, how the nature of the content of the article changes according to the medium; what are the consequences of the superficialization of the content in terms of mental processes and what are the pre-service teachers' perspectives on handwriting. Study group of this research consists of 70 students among the Teacher Candidates in Istanbul in the fall semester of the 2020-2021 school year. For the data collection, a form with incomplete sentences such as &quot;Handwriting is like... Because…&quot; and &quot;Keyboarding (typing) is like… Because…&quot; was used to allow students to write down metaphors they attribute to &quot;writing&quot;. Generation Z Teacher Candidates produced metaphors in the category of handwriting respectively the life (27.1%), thought and feelings (20%) attention and production (15.7%), skill (15.7%), functional (12.9%) and share/transfer (8.6%). Teacher Candidates produced metaphors in the category of keyboarding (typing) high level attention/production (24.3%), superficiality/forgery (21.4%), easy/effortless (17.1%), thought and feelings (12.9%), sound (10%), skill (8.6%) and future (5.7%). Teacher Candidates should provide content and environments that will increase the longing for handwriting in their students to create awareness of writing and make them feel the need for writing. The determination of the meanings attributed by the Generation Z Teacher Candidates to traditional writing and typing with keys, and the perspective of Teacher Candidates on this subject were discussed.
Investigating Speaking Performance in Terms of Cultural Capital
Author: Dölek, Onur
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Capital,Predictor Variables,Speech Communication,Speech Skills,Rating Scales,Cultural Activities,Language Skills,Culturally Relevant Education,Textbook Content,Cultural Awareness,Pronunciation,Language Fluency,Nonverbal Communication

This study examines whether or not cultural capital has a predictive role in speaking performance. This is a mixed-methods study. Its data were collected from 263 participants (118 females, 145 males) of different ages and professions. The Cultural Capital Scale and a semi-structured interview form were used to collect the data. The participants' speeches were videotaped and evaluated using the Speaking Performance Rating Scale. The study data were evaluated using correlation analysis (r), simple linear regression and content analysis. This study found a positive, significant relationship between cultural capital and speaking performance (r=0.878, p&lt;0.001). Cultural capital accounted for 77.2% of the variation in speaking performance, thus significantly predicting speaking performance. Of the participants, 87.07% said that cultural capital affects speaking performance, and 94.29% said that there was parallelism between cultural capital competencies and speaking performance. Cultural capital plays a vital role in improving speaking performance. Cultural activities such as mobile movie theaters, sports facilities, libraries, theater performances and more should be made available to children who live in relatively underprivileged environments in order to increase their cultural capital. With long-term strategies and development policies, educational programs should be restructured to consider cultural capital's role in linguistic skills. Online practices such as virtual visits to museums and exhibitions, participation in virtual concerts and e-books should be emphasized more. Courses that prioritize cultural content such as music, movies and novels should be designed. The content of textbooks should be enriched by including biographies of important scientists and artists. Researchers should also investigate whether or not cultural capital affects other fundamental linguistic skills.
Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study
Author: Kazu, Ibrahim Yasar
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Academic Achievement,Effect Size,Meta Analysis,Publications,Intellectual Disciplines

Hybrid learning based on the integration of traditional face to face and online teaching- learning paradigms has become popular with the improvement of technology. This popularity creates a need for making a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of hybrid learning. Thus, it is aimed to present the overall effect of hybrid learning on students' academic achievements by analyzing 45 research findings obtained from 44 quantitative studies published between 2010 and 2020. Relevant studies were identified from the databases of scholarly publications. The sample was examined using the Comprehensive Meta-Analysis (CMA) program. Publication type, education level, discipline, and duration of the intervention were determined as moderator variables. The results show that the effect of hybrid learning on students' achievement is statistically higher (d = 1.032) in the random-effects model. A heterogeneous distribution was obtained from the sample Further subgroup analyzes using Analog ANOVA revealed that only the discipline variable is statistically significant. It was concluded that the discipline of biology has the highest effect size and the discipline of science has high effect size respectively. Furthermore, the impacts of these findings were discussed and relevant suggestions were given for future researches.
Primary School Students&apos; Images of Scientists and the Sources of These Images
Author: Aygun, Ebru Buket
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scientists,Elementary School Students,Grade 4,Textbooks,Stereotypes,Textbook Content,Elementary School Teachers,Teacher Influence,Foreign Countries,Freehand Drawing

The aim of this study is to determine the 4th-grade students' images of the scientists and the relations between these images and the images of scientists that primary school teachers describe in their classes and the images presented in the 4th-grade textbooks. The sample of the study consisted of 244 4th-grade students, 10 teachers, and 4th grade science and social studies textbooks. The study was designed according to the case study design, which is one of the qualitative research designs. As a result of the study, it has been determined that the students have stereotypical images about gender, age, working environment, and the works of the scientists. While it was determined that 85% of the students draw male scientists. However, contrary to the results commonly seen in the literature, the image of a scientist with a lab coat is found to be at a lower level in this study. In addition, the results obtained in the interviews with the teachers and textbooks examined revealed that there are similarities between these images that the students have and the images that the teachers have taught and the images presented in the textbooks.