A. Fong, Ajay K. Gupta, Steve M. Carr, Shameek Bhattacharjee, Michael A. Harnar
Artificial intelligence (AI) is increasingly being applied to disciplines beyond computer science (CS). Engineers, statisticians, business analysts, biologists, physicists, physicians, and pharmacists, are among the many non-CS professionals who leverage the power of AI algorithms and systems for solving their domain-specific problems. Although AI has been found useful for solving a wide range of previously unsolvable problems, there are important limitations associated with contemporary AI. It is therefore important to inform current and future AI users regarding both strengths and weaknesses of AI in its current form, as well as what AI will be like in the foreseeable future. In this paper, the authors describe a pedagogical approach toward educating AI users from a range of STEM disciplines so that they can best exploit what AI has to offer. Specifically, a balanced approach is taken to ensure that learners gain knowledge and skills in what AI can or cannot do for them. A growing suite of experiential learning modules, which complement existing educational resources, serve as a vehicle for getting STEM learners ready for a future workplace characterized by significant use of AI technologies. These learning modules promote active learning and can be applied in a traditional classroom setting, self-directed online study, or a mix of the two modes. The paper ends with a presentation of encouraging results of actual use of the experiential learning modules in a mixed mode setting across multiple quantitative disciplines. All project artifacts, including the developed experiential learning modules, recommended uses, and best practices, are freely available on the project website. Interested educators and researchers are welcome to use the available resources and/or contribute to the on-going research.
{"title":"A Balanced Pedagogical Approach toward AI Readiness Education for STEM Learners: Instilling a balanced view of AI capabilities through active learning in both traditional classroom and self-directed online environments","authors":"A. Fong, Ajay K. Gupta, Steve M. Carr, Shameek Bhattacharjee, Michael A. Harnar","doi":"10.1145/3578837.3578875","DOIUrl":"https://doi.org/10.1145/3578837.3578875","url":null,"abstract":"Artificial intelligence (AI) is increasingly being applied to disciplines beyond computer science (CS). Engineers, statisticians, business analysts, biologists, physicists, physicians, and pharmacists, are among the many non-CS professionals who leverage the power of AI algorithms and systems for solving their domain-specific problems. Although AI has been found useful for solving a wide range of previously unsolvable problems, there are important limitations associated with contemporary AI. It is therefore important to inform current and future AI users regarding both strengths and weaknesses of AI in its current form, as well as what AI will be like in the foreseeable future. In this paper, the authors describe a pedagogical approach toward educating AI users from a range of STEM disciplines so that they can best exploit what AI has to offer. Specifically, a balanced approach is taken to ensure that learners gain knowledge and skills in what AI can or cannot do for them. A growing suite of experiential learning modules, which complement existing educational resources, serve as a vehicle for getting STEM learners ready for a future workplace characterized by significant use of AI technologies. These learning modules promote active learning and can be applied in a traditional classroom setting, self-directed online study, or a mix of the two modes. The paper ends with a presentation of encouraging results of actual use of the experiential learning modules in a mixed mode setting across multiple quantitative disciplines. All project artifacts, including the developed experiential learning modules, recommended uses, and best practices, are freely available on the project website. Interested educators and researchers are welcome to use the available resources and/or contribute to the on-going research.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131364593","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}
F. Vindigni, Tina Lasala, Cristina Giraudo, C. Furiassi, Manuela Caramagna, Marina Bosco, Gabriele Baratto
This article presents a project named “Online Training Course for Peer Tutors to Students with Disabilities and Specific Learning Disorders”, implemented by the e-learning staff of the University of Turin, Italy. Despite the fact that peer tutors are not expected to suffer from any specific condition, the training course includes content accessible to users affected by disabilities and SLDs. The main aim is to provide tutors with an inclusive environment by granting them a hands-on approach to customizable material and allowing them to learn new ways of conveying contents to tutees. An even more ambitious goal is to adopt a proactive approach to content development which can be considered as a starting point for future projects, thus bringing the University of Turin up to speed with state-of-the-art teaching material design. Therefore, due to its experimental nature in the field of content accessibility, this course represents a pilot project.
{"title":"Implementing Universal Design for Learning: An Online Training Course for Peer Tutors to Students with Disabilities and Specific Learning Disorders: Implementing UDL: An Online Training Course for Peer Tutors to Disabled and SLD Students","authors":"F. Vindigni, Tina Lasala, Cristina Giraudo, C. Furiassi, Manuela Caramagna, Marina Bosco, Gabriele Baratto","doi":"10.1145/3578837.3578860","DOIUrl":"https://doi.org/10.1145/3578837.3578860","url":null,"abstract":"This article presents a project named “Online Training Course for Peer Tutors to Students with Disabilities and Specific Learning Disorders”, implemented by the e-learning staff of the University of Turin, Italy. Despite the fact that peer tutors are not expected to suffer from any specific condition, the training course includes content accessible to users affected by disabilities and SLDs. The main aim is to provide tutors with an inclusive environment by granting them a hands-on approach to customizable material and allowing them to learn new ways of conveying contents to tutees. An even more ambitious goal is to adopt a proactive approach to content development which can be considered as a starting point for future projects, thus bringing the University of Turin up to speed with state-of-the-art teaching material design. Therefore, due to its experimental nature in the field of content accessibility, this course represents a pilot project.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128633834","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}
With the development of network information technology, more and more UGC websites have appeared. Bilibili Barrage Network, a new social learning website, provides a brand new learning platform for people. This study used questionnaire survey and other research methods, proposed research hypotheses and built a theoretical model based on the TAM model to investigate the continuous use intentions of college students on the Bilibili Barrage Network, and put forward relevant improvement suggestions. Using SPSS to analyze the collected 224 answer sheets, the study has found that 9 of the 10 research hypotheses proposed in this paper are true, that is there are four positive effect: users' continual use intention of the Bilibili Barrage Network knowledge area is positively affected by subjective norms, attitude and perceived usefulness. User attitude is positively affected by perceived usefulness and perceived ease of use. Perceived usefulness is positively affected by perceived ease of use and social pleasure. Perceived ease of use is positively affected by social interaction and social pleasure.
{"title":"A Study on the Influencing Factors of College Students’ Continual Use Intention of New Social Learning Platform: —Take Bilibili Barrage Network as an Example","authors":"Tianxinzi Zhang, Yuehong Dai","doi":"10.1145/3578837.3578880","DOIUrl":"https://doi.org/10.1145/3578837.3578880","url":null,"abstract":"With the development of network information technology, more and more UGC websites have appeared. Bilibili Barrage Network, a new social learning website, provides a brand new learning platform for people. This study used questionnaire survey and other research methods, proposed research hypotheses and built a theoretical model based on the TAM model to investigate the continuous use intentions of college students on the Bilibili Barrage Network, and put forward relevant improvement suggestions. Using SPSS to analyze the collected 224 answer sheets, the study has found that 9 of the 10 research hypotheses proposed in this paper are true, that is there are four positive effect: users' continual use intention of the Bilibili Barrage Network knowledge area is positively affected by subjective norms, attitude and perceived usefulness. User attitude is positively affected by perceived usefulness and perceived ease of use. Perceived usefulness is positively affected by perceived ease of use and social pleasure. Perceived ease of use is positively affected by social interaction and social pleasure.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128372153","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}
This study was designed to investigate the impacts of art integration on preschool children's motivation and capability for hand hygiene behavior toward online learning. Participant observation was used in this research through variable methods: participation in group works, collective discussions, and results from activities undertaken. A 5-point Likert Scale was used to measure the validity of the online art integration program on improving early childhood hand hygiene behavior performance by participant observation. A questionnaire schedule was used for data collection. The t-test was used in research for data analysis to investigate the effects of arts integration application on early childhood hand hygiene education. The study investigated preschool children's hand hygiene behavior by employing a variety of Likert response formats to hand-washing activities. 166 children, aged 3–6 years, responded to 2 art activities that required them to make objectively verifiable judgments of hand hygiene behavior. The results revealed that art integration for online learning of preschool children promoted their engagement in online art activities and hand hygiene behavior performance as well. The findings suggest that post-intervention children had a more enhanced performance on hand hygiene behavior both in practices of washing hands techniques and handwashing duration. There are significant differences presented joining different types of art elements, such as music, movement, and painting increased motivation and capability of hand hygiene behavior in a positive way for early childhood education.
{"title":"The Effect of Art Integration Application for Online Learning on Children's Hand Hygiene Behavior Performance","authors":"Meng-Chi Shih, N. Chao","doi":"10.1145/3578837.3578859","DOIUrl":"https://doi.org/10.1145/3578837.3578859","url":null,"abstract":"This study was designed to investigate the impacts of art integration on preschool children's motivation and capability for hand hygiene behavior toward online learning. Participant observation was used in this research through variable methods: participation in group works, collective discussions, and results from activities undertaken. A 5-point Likert Scale was used to measure the validity of the online art integration program on improving early childhood hand hygiene behavior performance by participant observation. A questionnaire schedule was used for data collection. The t-test was used in research for data analysis to investigate the effects of arts integration application on early childhood hand hygiene education. The study investigated preschool children's hand hygiene behavior by employing a variety of Likert response formats to hand-washing activities. 166 children, aged 3–6 years, responded to 2 art activities that required them to make objectively verifiable judgments of hand hygiene behavior. The results revealed that art integration for online learning of preschool children promoted their engagement in online art activities and hand hygiene behavior performance as well. The findings suggest that post-intervention children had a more enhanced performance on hand hygiene behavior both in practices of washing hands techniques and handwashing duration. There are significant differences presented joining different types of art elements, such as music, movement, and painting increased motivation and capability of hand hygiene behavior in a positive way for early childhood education.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126050928","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}
Elsa Catalina Olivas Castellanos, Leonel De Gunther, Flor Madalitza Vazquez Paz, Mercedes Trinidad Lerma Ramos, Oscar David Rivera Garrido
In the last decade, there has been a reemergence of innovation practices in the education field, some of them has been the use of virtual reality (VR). In Mexico, the use of these technologies has been restricted to institutions that possess a specific capital and to academics that have the knowledge to use and adopt them in their learning outcomes. The emergence of remote learning due to the Covid-19 pandemic has generated a digital learner that requires different environments. This study (1) analyzes the use of VR among university and High School students to identify if they perceived that they improved their learning outcomes and if (2) the use of VR is considered as an innovation in their experiences. The study compares students' submissions from a private University and High School (ITESM, Sonora Norte Campus) in the State of Sonora, Mexico. The northwestern region of Mexico is known for its technological research and collaborations with North American institutions. We conducted a semi structured survey and analyzed their answers about VR use and innovation in their studies. We analyzed their interactions with the software and the literature that aided us in understanding innovation. Our study showed that most participants perceived that VR enhanced their learning outcomes. We conclude that innovation and technology must be added to the conversation when policymakers, education and industry agents come together to generate new outcomes for the new reality, the new learner and the future global market as well.
在过去的十年里，教育领域的创新实践重新出现，其中一些是虚拟现实(VR)的使用。在墨西哥，这些技术的使用仅限于拥有特定资本的机构和拥有在学习成果中使用和采用这些技术的知识的学者。由于新冠肺炎大流行，远程学习的出现产生了需要不同环境的数字学习者。本研究(1)分析了大学生和高中生使用虚拟现实的情况，以确定他们是否认为他们改善了学习成果，以及(2)虚拟现实的使用是否被认为是他们体验中的一种创新。这项研究比较了墨西哥索诺拉州一所私立大学和高中(ITESM, Sonora north Campus)的学生提交的材料。墨西哥西北部地区以其技术研究和与北美机构的合作而闻名。我们进行了一项半结构化的调查，并分析了他们在研究中使用VR和创新的答案。我们分析了它们与软件的相互作用，以及帮助我们理解创新的文献。我们的研究表明，大多数参与者认为虚拟现实提高了他们的学习成果。我们得出的结论是，当政策制定者、教育机构和行业机构聚集在一起，为新的现实、新的学习者和未来的全球市场创造新的成果时，必须将创新和技术加入到对话中。
{"title":"The Sciences through Pixels: Virtual Reality as an innovation in the learning outcome in higher education in northwestern Mexico: Virtual Reality as an innovation in the learning outcome in higher education in northwestern Mexico","authors":"Elsa Catalina Olivas Castellanos, Leonel De Gunther, Flor Madalitza Vazquez Paz, Mercedes Trinidad Lerma Ramos, Oscar David Rivera Garrido","doi":"10.1145/3578837.3578877","DOIUrl":"https://doi.org/10.1145/3578837.3578877","url":null,"abstract":"In the last decade, there has been a reemergence of innovation practices in the education field, some of them has been the use of virtual reality (VR). In Mexico, the use of these technologies has been restricted to institutions that possess a specific capital and to academics that have the knowledge to use and adopt them in their learning outcomes. The emergence of remote learning due to the Covid-19 pandemic has generated a digital learner that requires different environments. This study (1) analyzes the use of VR among university and High School students to identify if they perceived that they improved their learning outcomes and if (2) the use of VR is considered as an innovation in their experiences. The study compares students' submissions from a private University and High School (ITESM, Sonora Norte Campus) in the State of Sonora, Mexico. The northwestern region of Mexico is known for its technological research and collaborations with North American institutions. We conducted a semi structured survey and analyzed their answers about VR use and innovation in their studies. We analyzed their interactions with the software and the literature that aided us in understanding innovation. Our study showed that most participants perceived that VR enhanced their learning outcomes. We conclude that innovation and technology must be added to the conversation when policymakers, education and industry agents come together to generate new outcomes for the new reality, the new learner and the future global market as well.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127419424","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}
Sebti Mouelhi, A. Consilvio, N. Sacco, A. Di Febbraro, M. Bugarinovic̀, Eckhard Voss, Sabine Schneider, M. Bregeon
Rail is becoming the backbone of the European sustainable smart mobility. Nevertheless, Europe is experiencing a severe staff shortage for a rapidly developing but increasingly aging sector. In order to meet the rail development trends and to rejuvenate human resources, the STAFFER project aims to identify current and future skills requirements, and to support educational and training establishments in their efforts of curricula adaptation, and mobility programmes implementation. This paper presents the current achievements of the project namely, the identification of skills and competence needs from the perspectives of both operators and suppliers, the development of mobility and training programmes, and their validation for effectively increasing employability and career opportunities.
{"title":"STAFFER: Skill Training Alliance for the Future European Rail System✱","authors":"Sebti Mouelhi, A. Consilvio, N. Sacco, A. Di Febbraro, M. Bugarinovic̀, Eckhard Voss, Sabine Schneider, M. Bregeon","doi":"10.1145/3578837.3578886","DOIUrl":"https://doi.org/10.1145/3578837.3578886","url":null,"abstract":"Rail is becoming the backbone of the European sustainable smart mobility. Nevertheless, Europe is experiencing a severe staff shortage for a rapidly developing but increasingly aging sector. In order to meet the rail development trends and to rejuvenate human resources, the STAFFER project aims to identify current and future skills requirements, and to support educational and training establishments in their efforts of curricula adaptation, and mobility programmes implementation. This paper presents the current achievements of the project namely, the identification of skills and competence needs from the perspectives of both operators and suppliers, the development of mobility and training programmes, and their validation for effectively increasing employability and career opportunities.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077585","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}
Hori Rashid, Nawras Khudhur, Y. Hayashi, T. Hirashima
The terms critical thinking and logical reasoning are highly valued in schools, at work, or in daily life. Critical thinking consists of five mutual skills of analyzing arguments, assumptions, deductions, inference, and interpreting information. This research explores the effects of using a logical argument recomposition approach on the skills of critical thinking compared to the conventional method. The effect of logical argument recomposition exercise and each category of critical thinking are also explored. To collect preliminary data, a pilot study was conducted recruiting undergraduate students at an Indonesian university. The Watson Glaser Critical Thinking Appraisal (WGCTA) assessment is used to measure the change in students' critical thinking skills. The results indicated that: 1) TLM exercise possibly has a positive effect on improving the skill of critical thinking; 2) TLM exercise has an influence on three of the five critical thinking categories of WGCTA. 3) Students give a very strong agreement in their opinion on using TLM-based exercise as a tool to improve their critical thinking skills.
{"title":"The Effect of Logical Argument Recomposition using Triangular Logic Model on Critical Thinking Compared to Conventional Method","authors":"Hori Rashid, Nawras Khudhur, Y. Hayashi, T. Hirashima","doi":"10.1145/3578837.3578869","DOIUrl":"https://doi.org/10.1145/3578837.3578869","url":null,"abstract":"The terms critical thinking and logical reasoning are highly valued in schools, at work, or in daily life. Critical thinking consists of five mutual skills of analyzing arguments, assumptions, deductions, inference, and interpreting information. This research explores the effects of using a logical argument recomposition approach on the skills of critical thinking compared to the conventional method. The effect of logical argument recomposition exercise and each category of critical thinking are also explored. To collect preliminary data, a pilot study was conducted recruiting undergraduate students at an Indonesian university. The Watson Glaser Critical Thinking Appraisal (WGCTA) assessment is used to measure the change in students' critical thinking skills. The results indicated that: 1) TLM exercise possibly has a positive effect on improving the skill of critical thinking; 2) TLM exercise has an influence on three of the five critical thinking categories of WGCTA. 3) Students give a very strong agreement in their opinion on using TLM-based exercise as a tool to improve their critical thinking skills.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115914328","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}
Everyday activities and tasks should be easy to perform for everyone, especially in an educational context, in order to foster inclusivity and assure equal opportunities for all. In this paper, we investigate strategies and issues experienced by visually impaired people when studying via eBook. An online survey was designed to investigate preferences regarding the different formats and understand what types of actions are possible and desirable when using eBooks in an educational context. We collected the views and experiences of 75 visually-impaired people, which revealed the need to develop tools that can provide both full accessibility and high usability when reading for study. Visually impaired people would like to rely on the same widely-used strategies that sighted people use when studying a text. In addition, 92% of the visually-impaired people participating in the online survey declared they were interested in a (new) reading app. The results could orient the design of new digital reading tools and functionalities that can improve interaction.
{"title":"Visually-Impaired People Studying via eBook: Investigating Current Use and Potential for Improvement","authors":"B. Leporini, M. Buzzi","doi":"10.1145/3578837.3578879","DOIUrl":"https://doi.org/10.1145/3578837.3578879","url":null,"abstract":"Everyday activities and tasks should be easy to perform for everyone, especially in an educational context, in order to foster inclusivity and assure equal opportunities for all. In this paper, we investigate strategies and issues experienced by visually impaired people when studying via eBook. An online survey was designed to investigate preferences regarding the different formats and understand what types of actions are possible and desirable when using eBooks in an educational context. We collected the views and experiences of 75 visually-impaired people, which revealed the need to develop tools that can provide both full accessibility and high usability when reading for study. Visually impaired people would like to rely on the same widely-used strategies that sighted people use when studying a text. In addition, 92% of the visually-impaired people participating in the online survey declared they were interested in a (new) reading app. The results could orient the design of new digital reading tools and functionalities that can improve interaction.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131353094","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}
This study explored design students’ experiences with digital storytelling with STEM content through a 3D animation project. Forty-six university design students participated in this study. A survey was administered at the end of the class to reveal the art students’ viewpoints on STEM knowledge acquisition and sense of accomplishment in digital storytelling of STEM. The results showed that the students regarded the design project improved their STEM-related knowledge in the creation process. They also felt highly accomplished after the digital storytelling with the animation project. Low-performance students had a higher sense of accomplishment than students with medium or high-performance levels. The findings and educational implications are discussed.
{"title":"Interdisciplinary Digital Storytelling with Animation: Design Students’ Knowledge Acquisition and Project Accomplishment","authors":"Tsai-Yun Mou","doi":"10.1145/3578837.3578874","DOIUrl":"https://doi.org/10.1145/3578837.3578874","url":null,"abstract":"This study explored design students’ experiences with digital storytelling with STEM content through a 3D animation project. Forty-six university design students participated in this study. A survey was administered at the end of the class to reveal the art students’ viewpoints on STEM knowledge acquisition and sense of accomplishment in digital storytelling of STEM. The results showed that the students regarded the design project improved their STEM-related knowledge in the creation process. They also felt highly accomplished after the digital storytelling with the animation project. Low-performance students had a higher sense of accomplishment than students with medium or high-performance levels. The findings and educational implications are discussed.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129139526","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}
Serious games have been used as an effective and highly motivational educational tool in a different context. This paper reports a systematic review of educational research from 2005 to 2019 on business games, in particular, focused on the positive effects of computer games in business on users whose age is 18 or above in terms of learning outcomes and engagement. Several studies demonstrate the research evidence of positive impacts and learning outcomes of digital games: knowledge acquisition and content comprehension, various learning outcomes, and perceptual and cognitive skills. The review found evidence that PC was the most welcomed venue for delivering the games. The simulation was the most frequently applied genre, followed by an online game and role-playing. The majority of studies utilised survey designs followed by quasi-experimental designs. The measures used in the studies and the findings and recommendations for using digital games for learning.
{"title":"Innovative learning and training approach in business-A systematic business games and literature review","authors":"Kun Fu, Yiwen Li, Yuan Yuan, Jun He","doi":"10.1145/3578837.3578845","DOIUrl":"https://doi.org/10.1145/3578837.3578845","url":null,"abstract":"Serious games have been used as an effective and highly motivational educational tool in a different context. This paper reports a systematic review of educational research from 2005 to 2019 on business games, in particular, focused on the positive effects of computer games in business on users whose age is 18 or above in terms of learning outcomes and engagement. Several studies demonstrate the research evidence of positive impacts and learning outcomes of digital games: knowledge acquisition and content comprehension, various learning outcomes, and perceptual and cognitive skills. The review found evidence that PC was the most welcomed venue for delivering the games. The simulation was the most frequently applied genre, followed by an online game and role-playing. The majority of studies utilised survey designs followed by quasi-experimental designs. The measures used in the studies and the findings and recommendations for using digital games for learning.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128742571","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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