Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00093
Siao-cing Guo
Digital storytelling is a model of technology in education that has been emerging in recent years. Utilizing digital technology to study the environment and find solutions for environmental problems creates a meaningful context in which students can engage in deep learning. This study investigates the effects of digital storytelling and compare it with the effects of traditional presentations. The results revealed that students in the digital storytelling group enhanced their understanding of English and strengthened their concern about environmental protection.
{"title":"Utilizing Digital Storytelling to Foster Pupil’s Language and Environmental Awareness and Action","authors":"Siao-cing Guo","doi":"10.1109/ICALT52272.2021.00093","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00093","url":null,"abstract":"Digital storytelling is a model of technology in education that has been emerging in recent years. Utilizing digital technology to study the environment and find solutions for environmental problems creates a meaningful context in which students can engage in deep learning. This study investigates the effects of digital storytelling and compare it with the effects of traditional presentations. The results revealed that students in the digital storytelling group enhanced their understanding of English and strengthened their concern about environmental protection.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125497820","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00042
Matthias Ehlenz, B. Küppers, Thiemo Leonhardt, U. Schroeder
This contribution presents a case study on the extension of traditional approaches to blended learning in theoretical computer science at university level by incooperating modern multitouch tabletop displays for collaborative learning. The evaluated serious game about regular expressions provides a collaborative learning experience for groups of students and allows precise control of difficulty. It includes gamification elements and allows extensive analytics of learner activities. The didactical approach is evaluated in a case study with randomized test and control groups consisting of students in the same semester who had no curricular contact with the topic prior to the experiment. The test group consisting of 34 students tackled regular expressions by playing the learning game with minimal intervention by an educator. The control group consisting of 59 students had a lecture about the same contents as the learning game. To measure the success of the game regarding learning outcome, three tests were taken, a pre-test prior to and a post-test after the instructional phase. To compare the sustainability of both methods, a third test was taken two weeks later. The results are discussed regarding the learning outcomes on different levels of Anderson and Krathwohl’s revised version of Bloom’s taxonomy of educational objectives.
{"title":"Exploring Effects of Gamified Collaborative Face-to-Face Learning of Regular Expressions","authors":"Matthias Ehlenz, B. Küppers, Thiemo Leonhardt, U. Schroeder","doi":"10.1109/ICALT52272.2021.00042","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00042","url":null,"abstract":"This contribution presents a case study on the extension of traditional approaches to blended learning in theoretical computer science at university level by incooperating modern multitouch tabletop displays for collaborative learning. The evaluated serious game about regular expressions provides a collaborative learning experience for groups of students and allows precise control of difficulty. It includes gamification elements and allows extensive analytics of learner activities. The didactical approach is evaluated in a case study with randomized test and control groups consisting of students in the same semester who had no curricular contact with the topic prior to the experiment. The test group consisting of 34 students tackled regular expressions by playing the learning game with minimal intervention by an educator. The control group consisting of 59 students had a lecture about the same contents as the learning game. To measure the success of the game regarding learning outcome, three tests were taken, a pre-test prior to and a post-test after the instructional phase. To compare the sustainability of both methods, a third test was taken two weeks later. The results are discussed regarding the learning outcomes on different levels of Anderson and Krathwohl’s revised version of Bloom’s taxonomy of educational objectives.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126264531","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00068
A. Bey, R. Champagnat
As the number of tools and platforms that have been developed to support learning programming demonstrates, learning programming is becoming more and more ubiquitous in all curricula. In this paper, we present an exploratory study that aims to identify students' programming behaviors. The analysis is based on unsupervised classification algorithms, and features have been selected from prior works on educational data mining. Six students' behaviors were identified using the k-means algorithm. ANCOVA, an extension of analysis of variance (ANOVA), was used to test the main and interaction effects of students' behaviors on their final course scores.
{"title":"An Exploratory Study to Identify Learners' Programming Behavior Interactions","authors":"A. Bey, R. Champagnat","doi":"10.1109/ICALT52272.2021.00068","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00068","url":null,"abstract":"As the number of tools and platforms that have been developed to support learning programming demonstrates, learning programming is becoming more and more ubiquitous in all curricula. In this paper, we present an exploratory study that aims to identify students' programming behaviors. The analysis is based on unsupervised classification algorithms, and features have been selected from prior works on educational data mining. Six students' behaviors were identified using the k-means algorithm. ANCOVA, an extension of analysis of variance (ANOVA), was used to test the main and interaction effects of students' behaviors on their final course scores.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"97 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114110589","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00107
M. Afzaal, Jalal Nouri, Aayesha Zia, P. Papapetrou, U. Fors, Yongchao Wu, Xiu Li, Rebecka Weegar
In this paper, we propose a counterfactual explanations-based approach to provide an automatic and intelligent recommendation that supports student’s self-regulation of learning in a data-driven manner, aiming to improve their performance in courses. Existing work under the fields of learning analytics and AI in education predict students’ performance and use the prediction outcome as feedback without explaining the reasons behind the prediction. Our proposed approach developed an algorithm that explains the root causes behind student’s performance decline and generates data-driven recommendations for action. The effectiveness of the proposed predictive model that constitutes the intelligent recommendations is evaluated, with results demonstrating high accuracy.
{"title":"Automatic and Intelligent Recommendations to Support Students’ Self-Regulation","authors":"M. Afzaal, Jalal Nouri, Aayesha Zia, P. Papapetrou, U. Fors, Yongchao Wu, Xiu Li, Rebecka Weegar","doi":"10.1109/ICALT52272.2021.00107","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00107","url":null,"abstract":"In this paper, we propose a counterfactual explanations-based approach to provide an automatic and intelligent recommendation that supports student’s self-regulation of learning in a data-driven manner, aiming to improve their performance in courses. Existing work under the fields of learning analytics and AI in education predict students’ performance and use the prediction outcome as feedback without explaining the reasons behind the prediction. Our proposed approach developed an algorithm that explains the root causes behind student’s performance decline and generates data-driven recommendations for action. The effectiveness of the proposed predictive model that constitutes the intelligent recommendations is evaluated, with results demonstrating high accuracy.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114248359","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00013
Maria Rosaria Re, Mara Valente, F. Amenduni
During the COVID-19 pandemic, many open and distance learning experiences were carried out by different museum and cultural institutions in order to promote the development of digital skills in museum professionals. This contribution aims to illustrate the results of an ERE (Emergency Remote Education) experience carried out in 2020 by the Center for Museum Studies (CDM) of Roma TRE University and aimed at soliciting digital, professional and transverse skills, such as critical thinking, in museum operators and educators attending the post-graduate courses in "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education". The results show a good level of self-assessment of the skills solicited in the participants and provide useful directions for the realization of online and open learning experiences for museum professionals.
{"title":"Open learning for museum educators professional development: an online experience in time of a pandemic","authors":"Maria Rosaria Re, Mara Valente, F. Amenduni","doi":"10.1109/ICALT52272.2021.00013","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00013","url":null,"abstract":"During the COVID-19 pandemic, many open and distance learning experiences were carried out by different museum and cultural institutions in order to promote the development of digital skills in museum professionals. This contribution aims to illustrate the results of an ERE (Emergency Remote Education) experience carried out in 2020 by the Center for Museum Studies (CDM) of Roma TRE University and aimed at soliciting digital, professional and transverse skills, such as critical thinking, in museum operators and educators attending the post-graduate courses in \"Museum Education. Theoretical aspects\" and \"Advanced Studies in Museum Education\". The results show a good level of self-assessment of the skills solicited in the participants and provide useful directions for the realization of online and open learning experiences for museum professionals.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133336598","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00136
Oscar Karnalim, M. Wijanto
Covid-19 changes the way of learning in schools. Students study in a virtual meeting instead of a physical classroom. Given that the transition is suddenly applied, students experience some challenges. A few surveys have been performed to highlight this but, none of them are focused on high school students in a country that is severely hit by the pandemic. This paper surveyed 333 high school students in Indonesia, a country with more than one million cases. The study shows that online learning is perceived to have higher assignment workload and stress level, but the lecture is less clear and has limited teacher-student interaction. Despite the challenges, students do not spend more time in learning. Several possible solutions are provided in response to the challenges like encouraging teachers to record their meetings or introducing gamification.
{"title":"Transitioning to Online Learning for Indonesian High School Students: Challenges and Possible Solutions","authors":"Oscar Karnalim, M. Wijanto","doi":"10.1109/ICALT52272.2021.00136","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00136","url":null,"abstract":"Covid-19 changes the way of learning in schools. Students study in a virtual meeting instead of a physical classroom. Given that the transition is suddenly applied, students experience some challenges. A few surveys have been performed to highlight this but, none of them are focused on high school students in a country that is severely hit by the pandemic. This paper surveyed 333 high school students in Indonesia, a country with more than one million cases. The study shows that online learning is perceived to have higher assignment workload and stress level, but the lecture is less clear and has limited teacher-student interaction. Despite the challenges, students do not spend more time in learning. Several possible solutions are provided in response to the challenges like encouraging teachers to record their meetings or introducing gamification.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130333630","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}
The purposes of this study were to, first, design a holographic projection system to assist students in learning the concept of lunar phases. This study also aimed to evaluate university students’ learning achievements and self-efficacy after using this holographic projection system. A holographic projection system with three modes was developed. The system allows users to switch the modes and operate the system through the keyboard. 30 Taiwanese university students participated in a holographic projection learning activity. The participants’ knowledge acquisition and self-efficacy regarding lunar phases were evaluated through a pre-test and a post-test comparison. The results indicated that the participants showed significantly better learning achievements and higher self-efficacy after using the system. The findings of this study were expected to provide significant insights into how to adequately accommodate this novel technology in education.
{"title":"Development of a lunar-phase learning system based on holographic projection technology","authors":"Yang-Hsin Fan, Tzung-Jin Lin, Liang-Yi Li, Yu-Jou Chang","doi":"10.1109/ICALT52272.2021.00123","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00123","url":null,"abstract":"The purposes of this study were to, first, design a holographic projection system to assist students in learning the concept of lunar phases. This study also aimed to evaluate university students’ learning achievements and self-efficacy after using this holographic projection system. A holographic projection system with three modes was developed. The system allows users to switch the modes and operate the system through the keyboard. 30 Taiwanese university students participated in a holographic projection learning activity. The participants’ knowledge acquisition and self-efficacy regarding lunar phases were evaluated through a pre-test and a post-test comparison. The results indicated that the participants showed significantly better learning achievements and higher self-efficacy after using the system. The findings of this study were expected to provide significant insights into how to adequately accommodate this novel technology in education.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125047515","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00113
Yen-Ting Lin, Ming-Chin Kao, Ya-Jhu Yang, Xiu-Ru Yang, Chao-Ting Lin
Dental care is important to pupils in elementary school since it affects their physical and mental development significantly. Therefore, dental care education is an important issue for governments around the world. Based on this, this study proposed a computer vision interactive game for supporting dental care education in Taiwan. Different from traditional lecture-based instruction, this study developed an interactive educational game that applied artificial intelligence technology to develop a computer vision service for recognizing pupils’ dental photos and thus engaged pupils in playing an interactive game to prevent caries. To evaluate the proposed approach, an experiment was conducted in an elementary school and twenty-one fifth grade students was asked to participant in the experiment. The results indicated that the proposed approach can improve students’ learning motivation, learning attitude, and learning achievement.
{"title":"Development of a Computer Vision Interactive Game for Supporting Dental Care Education in Taiwan","authors":"Yen-Ting Lin, Ming-Chin Kao, Ya-Jhu Yang, Xiu-Ru Yang, Chao-Ting Lin","doi":"10.1109/ICALT52272.2021.00113","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00113","url":null,"abstract":"Dental care is important to pupils in elementary school since it affects their physical and mental development significantly. Therefore, dental care education is an important issue for governments around the world. Based on this, this study proposed a computer vision interactive game for supporting dental care education in Taiwan. Different from traditional lecture-based instruction, this study developed an interactive educational game that applied artificial intelligence technology to develop a computer vision service for recognizing pupils’ dental photos and thus engaged pupils in playing an interactive game to prevent caries. To evaluate the proposed approach, an experiment was conducted in an elementary school and twenty-one fifth grade students was asked to participant in the experiment. The results indicated that the proposed approach can improve students’ learning motivation, learning attitude, and learning achievement.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115876365","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00131
Bihao Hu, Y. Liu, X. Gu
The purpose of this research was to explore how learners' non-cognitive abilities (including attention, engagement, presence, curiosity) differ in the learning process and the final learning results in VR and non-VR learning environments. This can be used to explain how the learning process of the learner in the VR environment occurs and changes, and the impact of the VR learning environment on the learner's non-cognitive ability. At the same time, it provided suggestions for the wider application of VR in education and the further development of personalized learning in education. Therefore, this research identified two research questions. The first one was whether the learning results of learners were different in VR and non-VR learning environments. The second was through the description of multimodal data such as eye movements and GSR. What was the relationship between the learner's non-cognitive abilities (attention, presence, engagement) and learning outcomes during the learning process? This study measured the curiosity of learners using a questionnaire before the experiment and measured the presence and engagement, compared scores between experimental group's and control groups' to understand how is immersed environment learning.
{"title":"Is it true that \"If you are not immersed, you are not learning\" where we will be?","authors":"Bihao Hu, Y. Liu, X. Gu","doi":"10.1109/ICALT52272.2021.00131","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00131","url":null,"abstract":"The purpose of this research was to explore how learners' non-cognitive abilities (including attention, engagement, presence, curiosity) differ in the learning process and the final learning results in VR and non-VR learning environments. This can be used to explain how the learning process of the learner in the VR environment occurs and changes, and the impact of the VR learning environment on the learner's non-cognitive ability. At the same time, it provided suggestions for the wider application of VR in education and the further development of personalized learning in education. Therefore, this research identified two research questions. The first one was whether the learning results of learners were different in VR and non-VR learning environments. The second was through the description of multimodal data such as eye movements and GSR. What was the relationship between the learner's non-cognitive abilities (attention, presence, engagement) and learning outcomes during the learning process? This study measured the curiosity of learners using a questionnaire before the experiment and measured the presence and engagement, compared scores between experimental group's and control groups' to understand how is immersed environment learning.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133481555","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00129
Mariella Farella, M. Arrigo, G. Chiazzese, C. Tosto, L. Seta, D. Taibi
The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.
{"title":"Integrating xAPI in AR applications for Positive Behaviour Intervention and Support","authors":"Mariella Farella, M. Arrigo, G. Chiazzese, C. Tosto, L. Seta, D. Taibi","doi":"10.1109/ICALT52272.2021.00129","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00129","url":null,"abstract":"The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133836910","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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