ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts
Author: Baloyi, Leonah L.
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Programming,Instructional Design,Interaction,Multimedia Instruction,Multimedia Materials,Computer Simulation,College Students,Models,Instructional Effectiveness,Usability,Heuristics,Problem Solving,Mixed Methods Research

Teaching and learning programming has presented many challenges in institutions of higher learning worldwide. Teaching and learning programming require cognitive reasoning, mainly due to the fundamental reality that the underlying concepts are complex and abstract. As a result, many institutions of higher learning are faced with low success rates in programming courses. This paper presents the design and development of an interactive multimedia simulation (IMS) prototype for augmenting the teaching and learning of programming concepts. An initial requirements elicitation was conducted with the purpose of obtaining the perceptions of programming lecturers and students regarding the programming concepts that present teaching and learning difficulties. The results of this requirements elicitation informed the design and development of an IMS prototype. A design-based research methodology was used which resulted in both a practical and theoretical contribution, i.e. a fully-functional IMS and an evaluation framework for the evaluation of such simulations. [For the complete proceedings, see ED579282.]
Using Arduino to Teach Programming to First-Year Computer Science Students
Author: Tan, Wee Lum
Date: 2017-12-00
Type: Reports - Research
Subjects: College Freshmen,Computer Science Education,Programming,Introductory Courses,Computer Software,Programming Languages,Experiments,Instructional Effectiveness,Learning Laboratories,Student Surveys,Rating Scales,Usability,Student Satisfaction,Foreign Countries

Transitioning to university is recognised as a challenging endeavour for commencing students. For commencing Computer Science students specifically, evidence suggests a link between poor performance in introductory technical courses, such as programming, and high attrition rates. Building resilience in students, particularly at the start of their academic journey, can potentially reduce the likelihood of student attrition. One way to develop resilience is through strong disciplinary engagement. We aim to increase student engagement by using popular low cost embedded platforms that provide a physical environment for novice programmers. This physical programming environment allows novice programmers to better appreciate the broad application of programming to everyday objects. Several experiments with the physical computing devices were designed and implemented for a first-year Computer Science programming course. These experiments were evaluated through a survey. Results indicate that whilst students found the environment more challenging than the normal computer-based environment, they felt more engaged in the programming process and enjoyed seeing the practical applications of hardware programming. [For the complete proceedings, see ED579282.]
Collaborative Peer Feedback
Author: Smith, David A.
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Peer Evaluation,Models,Undergraduate Students,Mathematics Instruction,College Mathematics,Mathematical Concepts,Validity,Mathematical Logic,Cooperative Learning,Foreign Countries

Feedback on assessed work is invaluable to student learning, but there is a limit to the amount of feedback an instructor may provide. Peer feedback increases the volume of feedback possible, but potentially reduces the quality of the feedback. This research proposes a model of collaborative peer feedback designed to increase quality of peer feedback, and describes its implementation in an undergraduate mathematics module. The implementation includes the development of bespoke software to automate administrative tasks. [For the complete proceedings, see ED579282.]
The Use of a Digital Badge as an Indicator and a Motivator
Author: Iwata, Jun
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Integrated Learning Systems,Electronic Learning,Online Courses,Recognition (Achievement),Evaluation Methods,Information Storage,Questionnaires,Independent Study,Academic Achievement,Student Motivation,Portfolios (Background Materials)

Digital portfolios can provide a space where evidence of a learner's competency is stored and digital badges can be used in their portfolios as valid indicators of accomplishment, skill, knowledge, or interest. The authors issued &quot;digital badges&quot; to our students who successfully completed the modules of a Medical English Terminology course we developed on Moodle by using its badge function. The badges which students earned for the course were designed to function as a validated indicator of students' achievements to demonstrate to their teachers. We anticipated that the use of badges would not only help the learners confirm their achievements for the course but also help motivate them toward further autonomous study. Through a reflective questionnaire about the use of badges, about 77.5% of the students found the badge assessment system comprehensible and the great majority of students (87.2%) were satisfied with their study through this course. The questionnaire results also showed that 67.6% of the students found the use of badges helpful in confirming their course achievements and 63.7% of them found that earning badges helped motivate them toward further autonomous study. These findings indicate that while there is still room for improvement, the use of digital badges has the potential to provide students with opportunities to celebrate their achievements and enhance their learner autonomy for online self-study courses. [For the complete proceedings, see ED579282.]
Digital Story Creation: Its Impact towards Academic Performance
Author: Ong, Charito G.
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: College Students,Academic Achievement,Communicative Competence (Languages),Student Attitudes,Student Experience,Student Surveys,Interviews,Technology Integration,Technology Uses in Education,Technological Literacy,Story Telling,Reflection

When students are engaged in the process of creating a digital story, they synthesize a variety of literacy skills for the authentic product: researching, writing, organizing, presenting, interviewing, problem-solving, assessing, as well as employing interpersonal and technology skills (Baggett, 2007). With all these skills to be developed among students, digital story creation is found a highly valuable undertaking. This paper lays down the perceptions of college students about digital technology. Specifically, this research examines the rigors and benefits of digital story creation pertaining to 1) its influence towards &quot;academic performance,&quot; and 2) its role in promoting &quot;communicative competence.&quot; Hence, this paper investigated students' experiences in creating and using digital story books as used among classrooms in the tertiary level. Surveys, interviews, reflective journals and analysis of created digital stories served as data gathering tools in completing the paper. [For the complete proceedings, see ED579282.]
Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology
Author: Jong, Morris Siu-Yung
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Games,Educational Technology,Technology Uses in Education,Inquiry,Outdoor Education,Quasiexperimental Design,Social Influences,Secondary School Students,Foreign Countries,Geographic Information Systems,Telecommunications,Handheld Devices,Scaffolding (Teaching Technique),Data Collection,Program Effectiveness

Gamification is a strategy of using game mechanics and experience design to digitally engage people to achieve intended goals in non-game contexts. There has been increasing discussion among educators and researchers about harnessing the idea of gamification to enhance current learning and teaching practices in school education. This paper presents our initiative to gamify outdoor social inquiry learning with context-aware technology, as well as briefly reporting its pedagogic effectiveness measured in a quasi-experimental study. [The work described in this paper was substantially supported by a grant from the Research Grants Council of Hong Kong Special Administration Region, China (Project No.: 14616815). For the complete proceedings, see ED579282.]
Tested Strategies for Recruiting and Retention of STEM Majors
Author: Davari, Sadegh
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Student Recruitment,Academic Persistence,Majors (Students),STEM Education,Grants,Pilot Projects,Peer Teaching,Mentors,Programming,Intervention,Competition,Student Research,Internship Programs,College Students,Computer Science Education,Teacher Certification,Low Income Groups,Hispanic American Students,Orientation,Advisory Committees,Meetings,School Community Programs,Industry

There is a shortage of STEM (Science, Technology, Engineering and Mathematics) educated workforce in the US, especially among minority and underrepresented groups. Recruiting and retaining STEM majors has been a major problem for universities and community colleges for many years. The Computer Science department of University of Houston-Clear Lake (UHCL) has been collaborating with three campuses of San Jacinto College (SJC) on recruiting and retention strategies. Our activities started taking off after we received a joint state grant to support our recruiting and retention activities. The grant allowed us to experiment with several pilot projects such as peer-mentoring and programming challenge. We then expanded our pilot project to include additional STEM fields and additional recruiting and retention strategies. The additional strategies included monthly Tech Fridays, annual Extended Orientation and annual STEM Challenge. We submitted a proposal to the US National Science Foundation (NSF) and received a 5-year joint grant from the STEP program of NSF with the start date of September 2013. Our NSF grant activities have been very successful. In 2016, we expanded our activities again by adding additional elements such as undergraduate research, internships, and creation of a new computer science teacher certification program. We submitted a proposal to the HSI-STEM program of the US Department of Education (DOE) with a focus on recruiting and retaining students from Hispanic or low-income families. We received a 5-year grant from DOE with a start date of October 2016. In this paper, we share our strategies and experience with conference participants, hoping that our experience will help others who are considering similar strategies for recruiting and retention of STEM majors. [For the complete proceedings, see ED579282.]
Communication Scaffolds for Project Management in PBL
Author: Sasaki, Shigeru
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Scaffolding (Teaching Technique),Program Administration,Problem Based Learning,Undergraduate Students,Communication Skills,Communication Strategies,Cooperative Learning,Educational Practices,Teaching Methods,Computer Mediated Communication,Foreign Countries

In this study, the role-playing situation and the system requirement list are adopted into project-based learning classes to develop web applications. In the classes, the third-year undergraduate project managers communicate with the client of the project rolled by teachers on the Web bulletin board. These are expected to act as scaffolds to promote communication between the project manager and the client. The project management class without these scaffolds was held in 2014 and 2016. The results show that these scaffolds seem to have worked effectively to some extent. [For the complete proceedings, see ED579282.]
It Doesn&apos;t Matter What Is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World
Author: Bryant, Peter
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Technology Uses in Education,Foreign Countries,Social Media,Technology Integration,Higher Education,Learning Activities,Undergraduate Students,Educational Technology,Integrated Learning Systems

Perspectives on the use of technology in teaching and learning have been increasing polarised, with positions entrenched around the efficacy of using technology in lectures, the distractions assumed to arise from social media and the temporality and ephemerality of knowledge located outside the academy. This paper presents the preliminary collective findings from several analytical projects arising from an innovative consultation project at the London School of Economics called LSE2020. This project was a central component of how we designed and delivered the strategic implementation of pedagogical change at the School. It sought to identify barriers and opportunities that can emerge from the integration of technology at a curricular and delivery level. The primary finding of the study is that students used and valued the effectiveness and benefit of the technologies that were provided to them by the institution and technology they chose to use themselves in different ways. The technology provided by the institution such as the Virtual Learning Environment and lecture recording facilitated actions aligned with the necessity to succeed, whilst their own technologies were part of wider approach to understanding and coping with the intersecting pressures of personal, professional and educational lived experiences. [For the complete proceedings, see ED579282.]
Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China
Author: Wong, Kelvin
Date: 2017-12-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Computer Literacy,Peer Teaching,Teaching Methods,Confucianism,Cultural Influences,Cost Effectiveness,Models,Case Studies,Program Effectiveness,Asian Culture,Peer Relationship,Cooperative Learning,Questionnaires,Action Research,Participant Observation,Student Journals,Student Attitudes,Student Surveys,Semi Structured Interviews,Grades (Scholastic),Language of Instruction,English (Second Language),Qualitative Research

University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this &quot;relationship-first, learning-second&quot; type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the &quot;face giving&quot; and it is directly based on the relationship intensity to &quot;help friends&quot;. At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]
Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning
Author: Herrera, Oriel A.
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Peer Teaching,Teaching Methods,Educational Technology,Technology Uses in Education,Internet,Cooperative Learning,Interaction,Student Attitudes,Student Role,Information Dissemination,Web 2.0 Technologies,College Students,Science Education,Agronomy,Natural Sciences,Biology,Sustainability,Intellectual Disciplines,Student Surveys,Likert Scales,Case Studies

In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide range of resources and opportunities for the development of activities in a collaborative environment both to produce or spread the contents or to make them available. This article describes the experience of three groups of students from different programs, who based in applying a model of interaction among peers indistinctively assume consumer and producer knowledge roles, by incorporating authoring tools during their teaching process in a particular subject. Four levels can be distinguished for modeling the development of learning activities. Results show that 100% of the students assess positively the participation in their role as knowledge producers or consumers, accordingly to the four levels defined when using Web tools during their activities. Similarly, they recognize the potential of the instruction among peers associated with the use of Web tools as a contribution to their learning development. [For the complete proceedings, see ED579282.]
The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia
Author: Albedah, Fatimah
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Females,English (Second Language),Second Language Instruction,Language Proficiency,College Students,Online Surveys,Student Journals,Educational Technology,Technology Uses in Education,Focus Groups,Independent Study,Second Language Learning,Mixed Methods Research

English language proficiency is an increasingly vital skill for employment in Saudi Arabia. However, compulsory English as a foreign language courses at all levels of education have only produced inadequate results. One of the issues consistently raised as a barrier to effective EFL learning is the use of passive learning pedagogies and the lack of self-directed or deep learning in the Saudi EFL curricula. Increasingly, educators globally are turning towards technology to engage their students in more effective learning and they acknowledge that, in order for technologically-enhanced pedagogies to be effective, it is important for them to be congruent with the ways in which learners actually use their devices. However, current research has failed to explore how students use technologies to learn outside of the classroom. Therefore, this research aims to identify how university students at Saudi University taking a compulsory preparatory EFL course use their mobile devices to practice and learn English outside of the classroom. To do this, three phases of data collection are used, one quantitative and two qualitative. Phase one is a quantitative online survey measuring what mobile devices students use for learning, and what English language learning activities they engage in with those devices. Phase two involves the collection of 25 multi-modal journals over a two-week period using the WhatsApp messaging platform to collect text and pictures of participants using their devices to learn in real time. Phase three uses both a focus group interview with the 25 journal participants and individual interviews with each in order to explore the recorded activities in more depth and relate them to models of self-directed learning. Thus, this research aims to collect rich data from multiple perspectives on how, where and why university students use mobile devices for learning outside the classroom in Saudi Arabia, in order to develop effective in-classroom pedagogies. [For the complete proceedings, see ED579282.]
A Comparative Study on Social Media Addiction of High School and University Students
Author: Simsek, Ali
Date: 2017-12-00
Type: Speeches/Meeting Papers
Subjects: Addictive Behavior,Social Media,High School Students,College Students,Foreign Countries,Likert Scales,Student Surveys,Age Differences,Gender Differences,Use Studies,Time,Intellectual Disciplines,Institutional Characteristics,Statistical Analysis,Comparative Analysis

For a long time the concept of addiction has been considered within the medical context of consuming certain materials excessively. Lately, it has been used to describe by psychologists some behavioral habits that are outside the normal life of the general population, such as gambling which affect a particular group of individuals. After the Information Revolution, burgeoning developments in digital technologies and corresponding changes in behavioral patterns of users have brought new debates pointing the existence of a new form of addiction which has not been observed before. This form of addiction has generally been called &quot;technology addiction&quot;. Considering that social media addiction is probably the most recent kind of technology addiction, the present study was designed based on the six components suggested by Griffiths (2013). Toward the purposes of the study, the &quot;Bergen Facebook Addiction Scale&quot; was adapted to social media addiction and translated into Turkish. After the validation process, it was administered to a total of 700 students; of them 397 were high school students and 303 were university students. The data collection instrument included 18 five-point Likert-type items in six categories, along with five structured items regarding demographics of respondents. The Cronbach's alpha reliability coefficient for the scale was 0.90. The data were analyzed through both descriptive and inferential statistical techniques. In addition to the findings of the present study, similar research on social media addiction in various countries were examined for comparisons. The results of the study showed that both university students and high school students have a moderate level of addiction to social media. Being a university or high school student does not make any difference on the level of social media addiction However, significant differences were found regarding gender, duration of use, department at the university, and type of high school. Finally, the results of the study show certain similarities and a few differences with the results of the studies conducted in other countries. Implications of the results are discussed and recommendations are made both for future research and improvement of practices. [For the complete proceedings, see ED579282.]