ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Device Usage in Higher Education
Author: Delcker, Jan
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Technology Uses in Education,Higher Education,Use Studies,Student Needs,Longitudinal Studies,Costs,Computer Oriented Programs,Computer Mediated Communication,Integrated Learning Systems,Student Research,Online Searching,Student Attitudes,Preferences,Learning Strategies,College Students,State Universities,Foreign Countries,Statistical Analysis,Questionnaires,Likert Scales,Hypothesis Testing,Usability

This paper focuses on mobile device usage of students in higher education. While more and more students embrace mobile devices in their daily life, institutions attempt to profit from those devices for educational purposes. It is therefore crucial for institutional development to identify students' needs and how mobile devices may facilitate these needs. This longitudinal study with N = 172 students compares the use of e-Readers and tablets for learning at a higher education institution. While e-Readers offer inexpensive solutions for reading texts, tablets provide a much wider range of applications, such as communicating with other students, accessing learning management systems, or conducting research online. Findings indicate that students evaluate tablets as a more useful device for learning. Interestingly, students using tablets also start to include more and more mobile learning technologies into their learning strategies. [For full proceedings, see ED571332.]
Einstein's Riddle as a Tool for Profiling Students
Author: Özeke, Vildan
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Puzzles,Educational Games,Humor,Foreign Countries,Undergraduate Students,Educational Technology,Educational Environment,Multivariate Analysis,Correlation,Academic Achievement,Student Behavior,Profiles,Student Characteristics,Problem Solving,Games

There are many computer games, learning environments, online tutoring systems or computerized tools which keeps the track of the user while learning or engaging in the activities. This paper presents results from an exploratory study and aims to group students regarding their behavior data while solving the Einstein's riddle. 45 undergraduate students were given this logic puzzle as a complex cognitive task without any time limitation. After completing the task, they were asked to report their mental effort. While grouping the similar students, cluster analysis with X-Means algorithm was used. Features such as task performance, puzzle's difficulty levels, item movements inside and between the puzzle's sections, duration and a total number of incorrect moves were used while grouping students. At the end of the lab session, six out of forty-five participants solved the puzzle and find the correct answer, on the other hand, other students reached different completion levels. Based on cluster analysis students grouped into three different clusters, Cluster_0, Cluster_1 and Cluster_2. Cluster_2 was the successful group with the highest score, lowest moves and errors, medium level of mental effort in the shortest time period. Cluster_0 had the medium level of success with highest moves and errors, the highest level of mental effort in the highest time period. Cluster_1 was the least successful group with the lowest score, medium level of moves and errors and lowest level of mental effort. [For full proceedings, see ED571332.]
Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations
Author: van der Pal, Jelke
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Brain,Aviation Education,Cognitive Processes,Difficulty Level,Computer Assisted Instruction,Computer Simulation,Pilot Projects

The prospective use of low fidelity simulation and gaming in aviation training is high, and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an optimal training value to the trainee. In game design theory, the flow principle is used to provide an optimally engaging experience, whereas its equivalent in instructional design theory is maintaining the optimal cognitive load by adjusting the task complexity or by scaffolding. The control of these principles can be based on user activity or performance. Alternatively, brain measures may be used to control the learning experience of professionals. This paper explores the options for using brain measures for professional gaming and provides results of a pilot study. Based on the pilot study, it is concluded that brain measures may be a viable but demanding mechanism for optimizing the learning process. [For full proceedings, see ED571332.]
Participation and Achievement in Enterprise MOOCs for Professional Learning
Author: Schwerer, Florian
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Case Studies,Professional Development,Industrial Training,Participation,Achievement,Electronic Learning,Workplace Learning,Foreign Countries,Educational Technology,Technology Uses in Education

This paper presents initial results of an empirical study describing participation and achievement in Enterprise MOOCs for professional learning. In a case study, five courses from openSAP, the MOOC offering of SAP SE, with a total sample of n = 9994 have been surveyed. The results indicate a strong solution-market fit for Enterprise MOOCs in the context of professional learning and development. Detailed information about socio-demographics, the educational and professional background, as well as participants´ MOOC experiences are presented. The second focus is on participants´ intentions with regard to their self-set learning objectives and their actual achievement at the end of a course. Results indicate that achievement patterns might provide more reliable performance indicators for Enterprise MOOCs than traditional academic drop-out concepts. Implications for future research are discussed. [For full proceedings, see ED571332.]
Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration
Author: Christensen, Rhonda
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Technology Integration,Professional Development,Information Technology,Correlation,Classroom Techniques,Technology Uses in Education,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teacher Surveys,Regression (Statistics),Learning Readiness

Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases in readiness as teacher competence grows. The MLRS and other measures are presented as a basis for beginning the development of a classification framework to assist in targeting types of professional development to ensure effective integration of mobile learning into classroom environments. [For full proceedings, see ED571332.]
Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course
Author: McGowan, Ian S.
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Programming,Electronic Learning,Instructional Design,Introductory Courses,Instructional Effectiveness,Cooperative Learning,Scaffolding (Teaching Technique)

Built on Dabbagh (2005), this paper presents a four component theory-based design framework for an e-learning session in introductory computer programming. The framework, driven by a body of exemplars component, emphasizes the transformative interaction between the knowledge building community (KBC) pedagogical model, a mixed instructional strategy of student collaboration and scaffolding, and learning technologies that supports the community. The foundation knowledge perspective of situated cognition derived the KBC model. Specific examples of how to apply this framework over computer programming sessions in e-learning context are provided. [For full proceedings, see ED571332.]
Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University
Author: Prasertsith, Krisawan
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Mathematics Instruction,Mathematics Education,Foreign Countries,College Mathematics,Technological Advancement,Technological Literacy,Technology Uses in Education,Higher Education,Information Technology,Factor Analysis,Multiple Regression Analysis,Correlation,Intention,Instructional Materials,Technology Integration,Mathematics Curriculum

Many technologies have changed the way individuals live and learn. Google Inc. has played significant roles in business and academic worlds. Google Apps for Education and Google Classroom have been offered to higher institutions around the globe. Although large cloud service provider such as Google do not encrypt all their stored electronic data and correlate identifiable data across accounts, Google Drive has been a popular feature of Google for teachers and students in Thai higher educational institutions. The purpose of this research is to explore the impact of message quality and digital literacy in terms of technological dimensions toward intention to use of Google Drive of Bangkok University's students. However, the four dimensions were extracted from fourteen statements. The factors were message quality, digital literacy in terms of learning new technology, digital literacy in terms of technical and IT skills, and intention to use. Furthermore, message quality, digital literacy in terms of learning new technology, and digital literacy in terms of technical and IT skills positively affected intended usage of the system. [For full proceedings, see ED571332.]
Development of Critical Thinking with Metacognitive Regulation
Author: Gotoh, Yasushi
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Metacognition,Thinking Skills,Skill Development,Problem Solving,Scoring Rubrics,Self Evaluation (Individuals),Comparative Analysis,Content Analysis,Achievement,College Students

In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this rubric and assess themselves. The author focuses on providing Metacognitive regulation to help with self-assessment. Metacognitive regulation consist of two aspects: a critical thinking rubric as criterion and evidence of the problem-solving process. Comparison of achievement levels in the above critical thinking rubric, and content analysis of the reasons for a particular level of achievement in critical thinking, suggest that Metacognitive regulation with this critical thinking rubric as the criterion, and evidence of the problem-solving process, could enhance students' critical thinking ability. [For full proceedings, see ED571332.]
Widening and Deepening Questions in Web-Based Investigative Learning
Author: Kashihara, Akihiro
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Web Based Instruction,Electronic Learning,Investigations,Online Searching,Learning Processes,Scaffolding (Teaching Technique),Models,Inquiry,Active Learning,Questioning Techniques,Search Strategies

Web allows learners to investigate any question with a great variety of Web resources, in which they could construct a wider, and deeper knowledge. In such investigative learning process, it is important for them to deepen and widen the question, which involves decomposing the question into the sub-questions to be further investigated. This corresponds to creating a learning scenario that implies the questions and their sequence to be investigated with Web resources. The learning scenario would be useful for the learners to reflect on the constructed knowledge. However, it is quite difficult for them to create their own scenario concurrent with knowledge construction from the contents of the resources. How to scaffold the learning scenario creation is an important issue as Web-based investigative learning aid. Towards this issue, we have modeled Web-based investigative learning process, which induces learners to create the learning scenario by decomposing a question into the sub-questions while searching and navigating the Web resources. In this model, the learning scenario is represented as a tree of questions investigated. This paper also demonstrates an interactive learning scenario builder iLSB we have implemented. iLSB provides scaffolds for the learners to build the tree of questions in learning with Web resources. The results of the case study suggest that iLSB makes learner-created scenarios more structured, and that it allows the learners to promote their reflection on knowledge constructed during investigative learning process. [For full proceedings, see ED571332.]
An Ontology for Learning Services on the Shop Floor
Author: Ullrich, Carsten
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Workplace Learning,Manufacturing Industry,Industrial Training,Models,Educational Technology,Taxonomy,Databases,Information Storage,Information Retrieval,Metadata,Productivity,Machine Tools,Manufacturing

An ontology expresses a common understanding of a domain that serves as a basis of communication between people or systems, and enables knowledge sharing, reuse of domain knowledge, reasoning and thus problem solving. In Technology-Enhanced Learning, especially in Intelligent Tutoring Systems and Adaptive Learning Environments, ontologies serve as the basis of adaptivity and personalization. For mathematics learning and similarly structured domains, ontologies and their usage for adaptive learning are well understood and established. This contribution presents an ontology for the industrial shop floor (the area of a factory where operatives assemble products) and illustrates its usage in several learning services. [For full proceedings, see ED571332.]
New Scenarios for Audience Response Systems in University Lectures
Author: Schön, Daniel
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Audience Response Systems,Lecture Method,College Instruction,Handheld Devices,College Students,Synchronous Communication,Computer Uses in Education,Independent Study

Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We present and discuss two novel extensions for audience response systems, namely &quot;message boards&quot; and &quot;teacher controlled self-learning tasks.&quot; In the former, students can use their mobile device to make comments and ask questions related to a lecture, which are then discussed directly during class. The second extension can be used to build multi-stage learning and exercise scenarios that accompany the lecture. These two techniques bring new pedagogical and technical questions with them. We discuss their large potential and point out some pitfalls we have encountered in our experiments. [For full proceedings, see ED571332.]
Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment
Author: Freihofner, Ulla
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Grade 9,High School Students,Educational Technology,Learning Strategies,Self Efficacy,Bilingualism,German,English (Second Language),Reflection,Student Surveys,Questionnaires,Focus Groups,Audio Equipment,Case Studies,Biology,Computer Uses in Education,Bilingual Education

The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English while using a Managed Learning Environment (MLE). The study aims to unearth how such translanguaging practices (using both German and English to communicate in bilingual education settings) contribute to and shape self-regulated learning in a scientific open inquiry process. This is corroborated by insights into student reflections on using the MLE in two languages, with data gained from a student survey. The study further analyses the relationship between bilingual language practices and adaptive tool use. The effectiveness of online learning environments depends on the students' adaptive tool-use (Barzilai &amp; Zohar, 2006; Lust, Vandewaetere, Elen, &amp; Clarebout, 2014) and the ability to engage in self-regulatory learning practices (Zimmerman, Bembenutty, &amp; Schunk, 2013). Data were collected via voice recordings, a student-designed questionnaire and focus group interviews with 22 Year 9 students covering 18 Biology lessons during 6 weeks, over two consecutive years. The study revealed that students' self-regulatory practices during open inquiry processes developed in specific ways through the exposure to a bilingual classroom setting, e.g. by being exposed to unknown terms in German which led them to search for translations and then on to further self-initiated and self-regulated research to find explanations online However, when biology content knowledge was pre-prepared (in the second language of German) by the teacher in guided customized simulations on a computer software tool, students seem to favor such guided practices over self-initiated and self-regulated research as shown during the open inquiry task. However, independent of the specifics of bilingual language use in open or guided inquiry, the tool-use also appeared to be reliant on students' prior disposition. Consequently, results of this study might have interesting implications for the future customization of online learning spaces for high school students and educators in bilingual settings as well as other fields. [For full proceedings, see ED571332.]
The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory
Author: Cutumisu, Maria
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Public Schools,Feedback (Response),Student Evaluation,Memory,Grade 8,Educational Games,Student Developed Materials,Student Surveys,Computer Assisted Testing,Recall (Psychology),Correlation,Learning Processes,Data Analysis

This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon completing the game, students filled a survey asking them to recall the feedback phrases they encountered in Posterlet. Results show that choosing critical feedback correlated with the critical feedback students remembered. Additionally, choosing critical feedback and poster performance inversely correlated with the confirmatory feedback students remembered. A closer examination of the informational value of feedback revealed that choosing critical feedback correlated with both types (i.e., informative and uninformative) of critical feedback remembered and it inversely correlated with both types of confirmatory feedback remembered. Finally, poster performance correlated with the critical uninformative feedback remembered and inversely correlated with the confirmatory uninformative feedback remembered. Ramifications for students' learning performance are discussed. [For full proceedings, see ED571332.]
A Video Game for Learning Brain Evolution: A Resource or a Strategy?
Author: Barbosa Gomez, Luisa Fernanda
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Video Games,Educational Games,Technology Uses in Education,Neurosciences,Brain,Learning Processes,Recreational Activities,Statistical Analysis,Correlation,Scores,Performance Factors,Educational Strategies

Learning resources are part of the educational process of students. However, how video games act as learning resources in a population that has not selected the virtual formation as their main methodology? The aim of this study was to identify the influence of a video game in the learning process of brain evolution. For this purpose, the opinions of the video game players were categorized into two groups (learning and entertainment) through a qualitative analysis in ATLAS.ti software. Then, the correlation between the grade obtained in the exam and the advance of the game was assessed using a Spearman correlation test in SPSS. Finally, an analysis of variance was performed taking into account the opinions categories (learning and entertainment), the advance in the game and the score of the exam. We found a low correlation (? = 0.336) between the advance in the video game and the score in the exam. Next, we found no effect on how the players perceive the entertainment and the learning during the game in how well they perform neither in the exam nor in the advance of the video game (p&gt;0,05). Therefore, it is clear for this specific case the need for different instructional strategies and integration to complement the role of a video game when learning brain evolution. [For full proceedings, see ED571332.]