Pub Date : 2024-01-01DOI: 10.1504/ijmlo.2024.10058828
Shu-Yun Chien, Gwo Jen Hwang
{"title":"Broad sense and narrow sense perspectives on the metaverse in education: Roles of virtual reality, augmented reality, artificial intelligence and pedagogical theories","authors":"Shu-Yun Chien, Gwo Jen Hwang","doi":"10.1504/ijmlo.2024.10058828","DOIUrl":"https://doi.org/10.1504/ijmlo.2024.10058828","url":null,"abstract":"","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66728681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.133753
Andrew Kwok Fai Lui, Sin Chun Ng
Identification of students who are at-risk of failing or dropping out from a course is a key part of instructional remediation for student retention. The data-driven machine learning approach has proven to be effective in utilising student information to make the prediction. The Zoom video conferencing platform, which has become widely adopted to replace in-person teaching and learning in the COVID-19 pandemic, poses a challenge to building effective at-risk student prediction model. Extracting information about students is made difficult by increased capacity to control self-disclosure and the manipulation of online communication. The case study described in the paper aims to find out the feasibility of at-risk student prediction in Zoom teaching and the capacity of engineering informative features based on the polling function. A number of prediction scenarios were defined and the performance of the corresponding models and the effectiveness of various machine learning algorithm were evaluated. It was found that formative assessment features were useful for prediction scenarios earlier in the course, and summative assessment features gave accurate predictions towards the end. The findings have filled the knowledge gap of at-risk student prediction in Zoom teaching.
{"title":"Looking through the fog of remote Zoom teaching: a case study of at-risk student prediction","authors":"Andrew Kwok Fai Lui, Sin Chun Ng","doi":"10.1504/ijmlo.2023.133753","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.133753","url":null,"abstract":"Identification of students who are at-risk of failing or dropping out from a course is a key part of instructional remediation for student retention. The data-driven machine learning approach has proven to be effective in utilising student information to make the prediction. The Zoom video conferencing platform, which has become widely adopted to replace in-person teaching and learning in the COVID-19 pandemic, poses a challenge to building effective at-risk student prediction model. Extracting information about students is made difficult by increased capacity to control self-disclosure and the manipulation of online communication. The case study described in the paper aims to find out the feasibility of at-risk student prediction in Zoom teaching and the capacity of engineering informative features based on the polling function. A number of prediction scenarios were defined and the performance of the corresponding models and the effectiveness of various machine learning algorithm were evaluated. It was found that formative assessment features were useful for prediction scenarios earlier in the course, and summative assessment features gave accurate predictions towards the end. The findings have filled the knowledge gap of at-risk student prediction in Zoom teaching.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135953162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.133779
Yu Xiao, Yeping Li, Jamaal R. Young, Ke Wang
Considerable research has been conducted globally to explore the effects of handheld devices on students' academic achievement, but no consistent conclusions from individual studies have been reached. Specifically, iPads accounted for 94% of the educational handheld device market and US school districts have recently allocated significant funding for iPads amid COVID-19; it is important to learn about the effectiveness of using iPads in school education. In this study, we conducted a meta-analysis of related literature to examine the potential impact of iPad-assisted instructional approaches in K-12 STEM classrooms compared with traditional instruction. After analysing 17 selected studies, we found a significant overall effect (d̄RE = 0.37, p = 0.008) that suggests a better effect of iPad-assisted instruction than traditional instruction. Additionally, moderator analysis revealed that the two factors of subjects and assessment tools played a statistically significant moderator role in the effect of iPads on students' STEM achievement.
在全球范围内进行了大量的研究，以探讨手持设备对学生学业成绩的影响，但没有从个别研究中得出一致的结论。具体来说，ipad占教育手持设备市场的94%，美国学区最近在COVID-19期间为ipad分配了大量资金;了解在学校教育中使用ipad的有效性是很重要的。在本研究中，我们对相关文献进行了荟萃分析，以检验与传统教学相比，ipad辅助教学方法对K-12 STEM课堂的潜在影响。在分析了17项选定的研究后，我们发现了显著的总体效果(d’RE = 0.37, p = 0.008)，这表明ipad辅助教学比传统教学效果更好。此外，调节因子分析显示，科目和评估工具这两个因素在ipad对学生STEM成绩的影响中发挥了统计学上显著的调节作用。
{"title":"Effects of the iPad use on K-12 students' STEM achievement: a meta-analysis","authors":"Yu Xiao, Yeping Li, Jamaal R. Young, Ke Wang","doi":"10.1504/ijmlo.2023.133779","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.133779","url":null,"abstract":"Considerable research has been conducted globally to explore the effects of handheld devices on students' academic achievement, but no consistent conclusions from individual studies have been reached. Specifically, iPads accounted for 94% of the educational handheld device market and US school districts have recently allocated significant funding for iPads amid COVID-19; it is important to learn about the effectiveness of using iPads in school education. In this study, we conducted a meta-analysis of related literature to examine the potential impact of iPad-assisted instructional approaches in K-12 STEM classrooms compared with traditional instruction. After analysing 17 selected studies, we found a significant overall effect (d̄RE = 0.37, p = 0.008) that suggests a better effect of iPad-assisted instruction than traditional instruction. Additionally, moderator analysis revealed that the two factors of subjects and assessment tools played a statistically significant moderator role in the effect of iPads on students' STEM achievement.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135952760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.128345
P.S. Vanitha, Sreejith Alathur
This paper aims to analyse the use of mobile phone assisted services in civic and academic learning. General and education-related learning applications useful to educate the users are considered as the input. This paper explores the literature into two different aspects: general and education-related mobile applications. The sentiment analysis is carried out to study users' emotions towards the mobile learning (mLearning) service. More than 30,000 tweets were collected. Through sentiment analysis, the users' awareness about mLearning application is analysed and compared. Fewer studies have reported the usefulness of civic learning apps introduced by government agencies. Moreover, the users' perceptions towards the mLearning apps in higher education are also less reported in the Indian context. The findings show the importance of improving mLearning services initiated by government agencies for civic and education-related learning. The suggestions are also provided for the improvement of mLearning services in India.
{"title":"An empirical study on mobile-assisted civic and e-learning service through sentiment analysis","authors":"P.S. Vanitha, Sreejith Alathur","doi":"10.1504/ijmlo.2023.128345","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.128345","url":null,"abstract":"This paper aims to analyse the use of mobile phone assisted services in civic and academic learning. General and education-related learning applications useful to educate the users are considered as the input. This paper explores the literature into two different aspects: general and education-related mobile applications. The sentiment analysis is carried out to study users' emotions towards the mobile learning (mLearning) service. More than 30,000 tweets were collected. Through sentiment analysis, the users' awareness about mLearning application is analysed and compared. Fewer studies have reported the usefulness of civic learning apps introduced by government agencies. Moreover, the users' perceptions towards the mLearning apps in higher education are also less reported in the Indian context. The findings show the importance of improving mLearning services initiated by government agencies for civic and education-related learning. The suggestions are also provided for the improvement of mLearning services in India.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135470790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.128355
Fedor Duzhin, Joo Seng Tan
COVID-19 and remote learning have accelerated online collaboration. Capturing online collaboration in terms of quantitative and qualitative description of students' interaction to achieve learning outcomes remains a challenge. We introduce a framework for describing and visualising students' interactions in WhatsApp group chat. We present five studies (N = 123, N = 64, N = 106, N = 55, N = 46) in courses taken by mathematics and business students. We found that mathematics students wrote more messages and shorter messages than business students. We also found that average number of words per message correlated with the project mark positively in mathematics but negatively in business courses. We suggest a way to visualise a WhatsApp chat as a network and tested the hypothesis that the centralisation coefficient of this network correlated negatively with the project score. The hypothesis was not confirmed. Implications and suggestions for further study are presented.
从学生互动的定量和定性描述方面捕获在线协作以实现学习成果仍然是一个挑战。我们引入了一个框架来描述和可视化学生在WhatsApp群聊中的互动。我们在数学和商业学生的课程中进行了五项研究(N = 123, N = 64, N = 106, N = 55, N = 46)。我们发现数学专业的学生比商业专业的学生写更多更短的信息。我们还发现，每条信息的平均字数与项目分数在数学上呈正相关，但在商业课程上呈负相关。我们提出了一种将WhatsApp聊天可视化为网络的方法，并测试了该网络的集中化系数与项目得分负相关的假设。这一假设没有得到证实。提出了进一步研究的启示和建议。
{"title":"Analytics for WhatsApp chats: tracking and visualising students' collaboration in project teams","authors":"Fedor Duzhin, Joo Seng Tan","doi":"10.1504/ijmlo.2023.128355","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.128355","url":null,"abstract":"COVID-19 and remote learning have accelerated online collaboration. Capturing online collaboration in terms of quantitative and qualitative description of students' interaction to achieve learning outcomes remains a challenge. We introduce a framework for describing and visualising students' interactions in WhatsApp group chat. We present five studies (N = 123, N = 64, N = 106, N = 55, N = 46) in courses taken by mathematics and business students. We found that mathematics students wrote more messages and shorter messages than business students. We also found that average number of words per message correlated with the project mark positively in mathematics but negatively in business courses. We suggest a way to visualise a WhatsApp chat as a network and tested the hypothesis that the centralisation coefficient of this network correlated negatively with the project score. The hypothesis was not confirmed. Implications and suggestions for further study are presented.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135077886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.10047228
Raycelle C. C. Garcia, F. Ting, W. Tsang, R. Shroff, Chi-lok Chan
{"title":"Assessing the Effects of a Collaborative Problem-based Learning and Peer Assessment Method on Junior Secondary Students Learning Approaches in Mathematics Using Interactive Online Whiteboards during the COVID-19 Pandemic","authors":"Raycelle C. C. Garcia, F. Ting, W. Tsang, R. Shroff, Chi-lok Chan","doi":"10.1504/ijmlo.2023.10047228","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.10047228","url":null,"abstract":"","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66728635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.10051538
Ke Wang, J. Young, Yeping Li, Yu Xiao
{"title":"Effects of the iPad use on K-12 students' STEM achievement: a meta-analysis","authors":"Ke Wang, J. Young, Yeping Li, Yu Xiao","doi":"10.1504/ijmlo.2023.10051538","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.10051538","url":null,"abstract":"","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66728828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.133768
Jiyou Jia, Yuzhen Li, Huixiao Le
{"title":"The limited usage and effect of smart phones and an online tutoring system for regular and large-scale university English teaching","authors":"Jiyou Jia, Yuzhen Li, Huixiao Le","doi":"10.1504/ijmlo.2023.133768","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.133768","url":null,"abstract":"","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135953076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.133794
Yu chu Yeh, Yueh Yin Peng
Based on the advantages of smartphones and the importance of mindful learning, we developed a smartphone-based mindfulness intervention for creativity learning that can be easily implemented in daily life, by which we examined the relationship between personality traits and self-efficacy of creativity. The concerned personal traits included four types of passion towards smartphones and four types of creativity mindsets. Eighty-four college students participated in a ten-day intervention that requested participants to take photos of their surroundings using smartphones with an emphasis on self-determination and knowledge sharing. The results of cluster analysis revealed three distinctive patterns of clusters about creativity self-efficacy, mindsets, and passion, suggesting that creativity self-efficacy can be predicted by creativity growth mindsets and harmonious passion toward smartphones. The profiles of specific traits we identified in this study shed light on how different types of mindsets and passion toward smartphones may influence self-efficacy.
{"title":"When smartphones meet mindful learning: the cluster profiles of passion toward smartphone use, creativity mindsets, and creativity self-efficacy","authors":"Yu chu Yeh, Yueh Yin Peng","doi":"10.1504/ijmlo.2023.133794","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.133794","url":null,"abstract":"Based on the advantages of smartphones and the importance of mindful learning, we developed a smartphone-based mindfulness intervention for creativity learning that can be easily implemented in daily life, by which we examined the relationship between personality traits and self-efficacy of creativity. The concerned personal traits included four types of passion towards smartphones and four types of creativity mindsets. Eighty-four college students participated in a ten-day intervention that requested participants to take photos of their surroundings using smartphones with an emphasis on self-determination and knowledge sharing. The results of cluster analysis revealed three distinctive patterns of clusters about creativity self-efficacy, mindsets, and passion, suggesting that creativity self-efficacy can be predicted by creativity growth mindsets and harmonious passion toward smartphones. The profiles of specific traits we identified in this study shed light on how different types of mindsets and passion toward smartphones may influence self-efficacy.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135953082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1504/ijmlo.2023.128350
Zan Chen, Sabrina Binte Hardy
With the physical closure of universities and educational institutions around the world, the COVID-19 global crisis has brought to the fore critical questions surrounding the future delivery of higher education and adult learning away from traditional classrooms. This paper reports the broad findings from a recent survey with adult educators (n = 1553) working in higher education (HE) and training and adult education (TAE) sectors in Singapore. It provides key insights into adult educators' perceptions about the rapid changes in teaching and learning due to the pandemic and identifies challenges and impacts of moving to online mediums. COVID-19 is viewed as an opportunity for paradigm-change which HE/TAE organisations and educators should grasp. Respondents' caution that those who fail to make the necessary digital leap will be in danger of being left behind. Implications for post-COVID HE/TAE practice and policy are discussed.
{"title":"Snapshot of the present, glimpse into the future: impact of COVID-19 on higher education and adult training","authors":"Zan Chen, Sabrina Binte Hardy","doi":"10.1504/ijmlo.2023.128350","DOIUrl":"https://doi.org/10.1504/ijmlo.2023.128350","url":null,"abstract":"With the physical closure of universities and educational institutions around the world, the COVID-19 global crisis has brought to the fore critical questions surrounding the future delivery of higher education and adult learning away from traditional classrooms. This paper reports the broad findings from a recent survey with adult educators (n = 1553) working in higher education (HE) and training and adult education (TAE) sectors in Singapore. It provides key insights into adult educators' perceptions about the rapid changes in teaching and learning due to the pandemic and identifies challenges and impacts of moving to online mediums. COVID-19 is viewed as an opportunity for paradigm-change which HE/TAE organisations and educators should grasp. Respondents' caution that those who fail to make the necessary digital leap will be in danger of being left behind. Implications for post-COVID HE/TAE practice and policy are discussed.","PeriodicalId":14020,"journal":{"name":"International Journal of Mobile Learning and Organisation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135470792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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