ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Kindergarteners&apos; Buddy Reading and Individual Comprehension of Multimodal Digital Texts
Author: Wang, X. Christine
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Kindergarten,Young Children,Cooperative Learning,Reading Comprehension,Multimedia Materials,Computer Oriented Programs,Electronic Publishing,Books,Vocabulary Development,Scores,Critical Thinking,Story Telling,Emergent Literacy,Technology Uses in Education

To understand young children's experience with multimodal digital texts, we investigated how 53 kindergarteners' (ages 5-6) buddy reading behaviors (reading mode selection, sequential/non-sequential reading, hotspot use, use of modalities, use of monitoring) were related to their individual comprehension outcomes (prompted retelling, inference/critical- thinking, depth of target vocabulary knowledge) while reading app books. Multivariate mixed response analysis yielded these findings: (1) Buddy monitoring behaviors (e.g., ask questions, draw attention to book content, debate, or negotiate) were associated with higher vocabulary scores as well as higher inferences/critical thinking scores; (2) Triads had lower prompted retelling scores than dyads especially when reading longer app books. The findings highlight the importance to promote these positive buddy reading behaviors and pay attention to group size. [For the complete proceedings, see ED600498.]
School Digitalization from the Teachers&apos; Perspective in Russia
Author: Dvoretskaya, Irina
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Foreign Countries,Factor Structure,Information Technology,Technology Integration,Reflection,Pilot Projects,Factor Analysis,Educational Change,Teaching Methods,Teacher Surveys,Elementary Secondary Education

In this study, we would like to show the analysis of latent factor structure of school digitalization from the teachers' perspective based on pilot SELFIE (Self-reflection tool for digitally capable schools) data. The survey of 685 teachers who took part in the pilot SELFIE study in Russia were subjected to an exploratory factor analysis. Five factors of technology-enhanced teaching emerged. Taking into consideration the lack of recent studies in internal drivers of digital transformation in Russia, this study contributes to the understanding of changes happening within a complex system such as the school system is. Further perspectives for digital transformation's aspects analysis based on SELFIE data are also proposed. [For the complete proceedings, see ED600498.]
Digital Life, Mathematical Skills and Cognitive Processes
Author: Mascia, Maria Lidia
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Experience,Cognitive Processes,Educational Technology,Technology Uses in Education,Mathematics Skills,Elementary School Students,Teaching Methods,Instructional Effectiveness,Visual Perception,Spatial Ability,Numeracy,Foreign Countries,Accuracy,Knowledge Level,Grade 3

A consistent part of the literature shows the significant role of digital experience in digital natives' cognitive processes. The main goal of the current study was to investigate the impact of digital learning on the improvement of mathematical skills and on some change in cognitive processes in 166 primary school children from schools located in different parts of Italy. Participants were divided in two group: one group experienced the study of math mainly through digital tools, the other spent more time on pencil-and-paper trainings. All our participants were assessed with a battery of tests measuring numerical and cognitive abilities. Our results suggest the positive effect of a different type of training for the empowerment of visuo-spatial and numerical abilities. Specifically, effects of a digital experience are particularly evident in some specific numerical areas, such us accuracy, speed, semantic and syntactic numerical knowledge. Also, participants with greater experience of digital trainings score higher on spatial orientation. [For the complete proceedings, see ED600498.]
Collaborative Testing Strategies in a Computing Course
Author: Bezerra, Juliana de Melo
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Group Testing,Cooperative Learning,Computer Science Education,Outcomes of Education,Student Satisfaction

Beyond cognitive competence, other abilities are relevant to labor market nowadays, including critical thinking, self confidence, teamwork and communication. It is then important to introduce in the learning process practices that contribute to both the acquirement of knowledge and the development of soft skills. A prominent answer to this challenge is the use of the collaborative learning, where students work together to solve a problem or complete a task. In this paper, we present three strategies to implement collaborative testing in class. We also evaluate the application of such strategies in a computing course in order to provide evidences of their effectiveness compared to traditional tests. We found that collaborative testing contributed not only to improve students' performance in tests, but have a positive impact on perceived learning and students' satisfaction. [For the complete proceedings, see ED600498.]
Holographic Reality in Education: The Future of an Innovative Classroom
Author: Tsiampa, Athanasia Maria
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Instructional Innovation,Neurosciences,Learning Processes,Memory,Computer Simulation,Thinking Skills,Personal Autonomy,Cognitive Style,Educational Technology,Photography,Educational Improvement,Learning Disabilities,Brain Hemisphere Functions,Stimulation,Diagnostic Tests

Latest research suggests that the most effective methods on education are those which utilize technological tools that provide an interactive approach to learning. Exploratory technology which involves augmented reality applications in the regular school program, gives the opportunity to young learners to become autonomous and active in their thinking, by stimulating multidimensionally their brains. Based upon this claim, this paper aims to present and propose the application, in every classroom, of an exploratory technology (specifically holographic reality), adapted to a new model which emphasizes the personal learning style of every student. ?his will result in the improvement of the learning process since multidimensional stimuli will create new cognitive paths, affecting the level of assimilation, regardless of any possible special learning needs. This new approach will be supported by the latest research findings in the field of Neuroscience and their implications on the process of learning and memory. [For the complete proceedings, see ED600498.]
Transfer Learning of Cognitive Control Using Mobile Applications
Author: Setiawan, Vincent
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Transfer of Training,Computer Software,Handheld Devices,Telecommunications,Undergraduate Students,Reaction Time,Inhibition,Logical Thinking,Color,Young Adults,Males,Cognitive Processes

This research aims to explore the transfer learning of cognitive control skills using mobile applications. We explored whether mobile application can serve as a viable platform in training interference control, specifically the color Stroop task. Mobile phone's advantage lies in its portability and its ability to reach many people. Forty undergraduates from the authors' university were involved in the experiment. We introduced the use of a mobile application to present training exercises as well as to record answers and reaction times. Half of the participants were given standard logical thinking questions whereas the other half was given different types of Stroop task as a form of training, followed by the color Stroop test as a test of transference. The results showed that mobile app training using different types of Stroop task significantly improved the performance on the color Stroop Task in reaction time. Future studies can explore transfer learning of other types of cognitive control as well as explore our findings for other age groups. [For the complete proceedings, see ED600498.]
Features of Filipino Infant Directed Speech (IDS) and Maternal Input
Author: Rillo, Richard M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Infants,Interpersonal Communication,Parent Child Relationship,Speech Communication,Code Switching (Language),Nouns,Verbs,Language Usage,Form Classes (Languages),Grammar,Sentences,English,Bilingualism,Tagalog,Malayo Polynesian Languages

When talking to infants, adults, especially mothers, espouse a particular type of speech known as Infant-directed Speech (IDS) or &quot;babytalk&quot; or &quot;babytalking&quot; , which contains a set of specialized speech with simplified grammatical construction; more repetitive; and more grammatical than adult-directed speech. Specifically, this study reports on the lexical repertoire of Filipino mothers' IDS enriched by the inclusion of code switching as a linguistic strategy in optimizing language development among multilingual Filipino infants. This study has found out that Filipino mothers use as many nouns as verbs in their IDS more than any other lexical categories; and explored inter-sentential code switching as a strategy in their IDS. The findings of this study generate baseline information in part by recent cross-linguistic studies on early lexical development, contrary to the universal noun-bias hypothesis among young children, and the use of a single language in addressing young children to optimize language development.
An Investigation into Parents&apos; Concerns about Programming Education in Japanese Primary Schools
Author: Maruyama, Yukiko
Date: 2018-10-00
Type: Reports - Research
Subjects: Parent Attitudes,Programming,Computer Science Education,Foreign Countries,Elementary School Students,Parent Aspiration,Anxiety,Self Esteem,Parent Participation,Parents as Teachers,Family Environment,Logical Thinking,Problem Solving

To investigate the effects that experiences of programming have on parents' concerns about programming education in primary schools, a survey was carried out before and after a programming seminar for children and their parents. Participation in the programming seminar seemed to boost parents' expectations and decrease their anxieties about introducing programming education to primary schools. Findings also suggest that parents' attitudes and confidence in involvement in supplementary instruction at home improved. Since the survey is ongoing, the number of participants in this study was limited. It is necessary to carry out a statistical analysis with more participants. [For the complete proceedings, see ED600498.]
Self-Evaluation of Open Answers as a Basis for Adaptive Learning Systems
Author: Werlen, Egon
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Measures (Individuals),Computer Assisted Instruction,Computer Assisted Testing,Blended Learning,Health Education,Adult Students,Accuracy,Validity,Student Evaluation

The continuous measurement of learning behavior or learning outcome by appropriate sensors is fundamental for the implementation of technology-based adaptive learning courses. An adaptive system needs such learning data to adapt the instruction to the needs of students. Depending on the learning objective, the sensors use information generated within tasks as basis for instructional adaptation, such as closed clear answers to learning tasks or more ambiguous open answers. In the second case, the use of self-evaluation concepts is one possibility. However, the automation and corresponding generation of learning data for adaptive systems is difficult because the answers are not clearly correct or incorrect. In a preliminary study we constructed a corresponding self-evaluation scaffold in the context of a Blended-Learning course in health psychology with 60 adult students. The goal of the study was to analyze if self-evaluation delivers valid data for sensors of an intended adaptive learning system, and what influences the accuracy of the self-evaluation. Therefore, we conducted an external evaluation of the students' answers. The correlation of the self-evaluation with the external evaluation was moderate (r=0.50; p &lt; 0.001), and there was a large overlap of 65.9% between self- and external evaluation. The difference between self-evaluation and external evaluation can partly be explained by the task and subtask used, the difficulty of the task and the quality of the answers. In this respect, these results provide us with initial insights into what must be taken into account when designing corresponding sensors with an open response format. The analyses have also encouraged the development of a technology-based adaptive course on the basis of corresponding sensors. [For the complete proceedings, see ED600498.]
How Students-Managers Use Design Thinking to Collect IT-Project Requirements
Author: Strakhovich, Elvira
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Design,Information Technology,Management Development,Business Schools,Undergraduate Students,Learning Processes,Empathy,Vignettes,Teaching Methods

The paper discusses a case of applying the design thinking method in studying one of the key areas of project management--the project requirements gathering. This case is about the study of IT project management on a bachelor program of a business school. The students without special technical background shall understand what characterize the project and product requirements and how to manage the requirements. The results of the experiments with usage of whole cycle of the design thinking process and usage of some of the cycle phases into the different student groups are discussed. The importance of an &quot;empathize&quot; phase in the learning process is highlighted. [For the complete proceedings, see ED600498.]
Application of Second Life in Promoting Collaborative Learning
Author: Sharma, Amit
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Marine Education,Computer Simulation,Internet,Cooperative Learning,21st Century Skills,Distance Education,Skill Development,Competency Based Education

Increasingly, Massive Multiplayer Online Games (MMOG) and Virtual Worlds are being utilized for development of key competencies and 21st century skills in education. This paper is aimed at proposing a conceptual framework for the virtual world known as Second Life for potential application in Maritime Education &amp; Training (MET). The need for developing collaboration as a competency for future seafarers and past applications of Second Life in supporting training and education is discussed. The expected outcomes from the proposed research activities will lead to establishment of a global MET community in Second Life that could facilitate communication and knowledge exchange across universities. [For the complete proceedings, see ED600498.]
Integrating Technology and Pedagogy in Undergraduate Teacher Education
Author: Lee, Virginia Rich
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Teacher Education Programs,Preservice Teacher Education,Undergraduate Study,Mathematics Instruction,Problem Based Learning,Cooperative Learning,Student Centered Learning,Learner Engagement

This reflection paper examines the uses and benefits of technology integration into a college course focused on teaching mathematics and provides the foundation for future research. Teacher education course work included technology that included augmentation, modification, and redefinition of learning tasks made possible through technological redesign and creation. Course assignments and classroom activities were enhanced by technological tools and applications to encourage collaborative work, student-centered learning environments, and problem-based learning. Student reflections are included to support observed benefits of integrated technology use during college level pre-service teacher education, and directions for future research are proposed. [For the complete proceedings, see ED600498.]
Activating Adolescents&apos; &quot;Hot&quot; Executive Functions in a Digital Game to Train Cognitive Skills: The Effects of Age and Prior Abilities
Author: Homer, Bruce D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Executive Function,Cognitive Ability,Age Differences,Prior Learning,Adolescents,Video Games,Emotional Response,Interaction,Arousal Patterns,Cognitive Development,Training,Thinking Skills

&quot;Executive function&quot; (EF), critical for many developmental outcomes, emerge in childhood and continue developing into early adulthood (Blakemore &amp; Choudhury, 2006). During adolescence there are important developments in &quot;Hot EF,&quot; which involves using EF in emotionally salient contexts (Zelazo &amp; Carlson, 2012). The current study used an &quot;emotional design&quot; approach (Um, Plass, Hayward, &amp; Homer, 2012) to study hot EF in adolescents playing a digital game designed to train the EF subskill of shifting. Participants (N = 233; aged 12 to 16, M = 13.8, SD = 1.1) played one of two version of the game: &quot;hot&quot; (with emotional design), or &quot;cool&quot; (with more emotionally neutral design). There was a main effect of condition, with higher posttest scores on shifting in the hot condition. Condition significantly interacted with age: older adolescents had better outcomes in the hot condition than in the cool condition. A three-way interaction between age, prior EF and condition was found, indicating that the age by condition interaction was affected by prior EF. These results indicate that the higher emotional arousal in the hot condition is more effective for enhancing EF skills, particularly for older adolescents, and argue for developing learning and training games that account for developmental changes such as the growth of hot EF in adolescence. [This paper was published in &quot;Cognitive Development&quot; v49 p20-32 2019.]
Strengthen Entrepreneurial Capacity in Entrepreneurial Competitions
Author: Chen, Su-Chang
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Entrepreneurship,Competition,Barriers,Experiential Learning,Student Centered Learning,Business Administration Education,College Students,Rural Areas,Student Projects,Program Effectiveness,Problem Solving,Communication Skills,Competence,Creativity,Leadership Training,Research and Development,Foreign Countries

With high unemployment rates, many countries treat entrepreneurial education as one of the effective measures to solve the problem of social unemployment. In recent years, the government of Taiwan, industries, and schools hold various entrepreneurial competitions to cultivate students' entrepreneurship and realization of entrepreneurship. However, many entrepreneurial competitions are based on originality instead of entrepreneurship. Moreover, students encounter obstacles to carry out their ideas in entrepreneurial competitions. Thus, introducing experiential learning into entrepreneurial competitions and allowing students to develop their ideas of entrepreneurship through experience and stimulation of entrepreneurial competitions may reinforce students' entrepreneurial capacity and authentic entrepreneurship. This study mainly aims to introduce entrepreneurship orientation in experiential learning entrepreneurial competitions in order to cultivate participant students' entrepreneurship and enhance their entrepreneurial capacity and even achieve entrepreneurship. This is student-centered experience learning teaching model. This study treats the sixth College Students' Rural Residency Competition, as held by the Soil and Water Conservation Bureau, COA in Taiwan as an example. There are 126 students in the competition are investigated with questionnaire. According to results, experiential learning can strengthen students' partial entrepreneurial capacity. [For the complete proceedings, see ED600498.]
The Gender Construct in the Use of Rhetorical Appeals, Hedges, and Boosters in ESL Writing: A Discourse Analysis
Author: Bacang, Bernadita C.
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Gender Differences,Discourse Analysis,Writing (Composition),Persuasive Discourse,Essays,Audiences,Emotional Response,Logical Thinking,Grade 11,High School Students,Controversial Issues (Course Content),Rhetorical Theory,Sociolinguistics

This study investigated and analyzed the use of rhetorical appeals, and the presence of hedges, and boosters in the argumentative essays of ESL learners. It is aimed at exploring the linguistic differences between male and female writers in terms of how they put forward their claims in an argument and how they appeal to their audience. The study found that male ESL learners prevalently use logical appeal in the development of their argumentative essays while the female learners use emotional appeal. On the other hand, the female learners use more hedging and boosting devices in their argumentative essays than male learners do. The results and findings of this study may contribute essential knowledge to linguists in constructing gender differences in the writing of argumentative essays in the context of ESL.
Impact of the Relationship between English Language Arts Teacher Team Collaboration in Creating Common Formative Assessment, on the Academic Achievement of Middle School Students
Author: Nelson, Mary Theresa
Date: 2019-10-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: English Teachers,Language Arts,Teacher Collaboration,Formative Evaluation,Academic Achievement,Middle School Students,Urban Schools,Private Schools,Grade 6,Correlation,Teamwork,Teacher Attitudes,Curriculum Development,Meetings

This study identified the relationships among English Language Arts teacher teams, their collaboration in creating formative assessment, and its impact on the academic achievement of middle school students. The setting of this study was two urban private Nursery through Grade 8 elementary schools in 1 New York City district. The design for this study was a mixed-method research design, which gathered both quantitative as well as qualitative data to answer the research questions. The research included observations, interviews, small samples of lesson plans, and standard assessment tools (t-test). The observations took place in 2 different 6th grade English Language Arts classrooms, as well as observations of 1 school's teacher team meeting. The data gathered, in addition to the observations, were pre- and post-English Language Arts test from both classes. The results did not support the theory that when teachers work collaboratively in teacher teams, that there is a positive impact on their students' academic performance.