Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00091
Cindy Zagita, J. Sun
This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.
{"title":"The Effect of Instructional and Interactive Feedback on EFL Students’ Cognitive Load in Digital Storytelling","authors":"Cindy Zagita, J. Sun","doi":"10.1109/ICALT52272.2021.00091","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00091","url":null,"abstract":"This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124768691","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/ICALT52272.2021.00029
Fabrizio Palmas, G. Klinker
The perseverance when using established but outdated learning systems and approaches in a constantly changing society leads to reduced effectiveness when attempting to reach younger generations. Applying future-oriented solutions, which differ from established learning methods, could support the success of new learning approaches. In this paper, we want to introduce a novel learning concept by combining in-game advertising and learning.
{"title":"Defining Adverlearning: a Novel Concept to Enhance Learning Using In-Game Advertising","authors":"Fabrizio Palmas, G. Klinker","doi":"10.1109/ICALT52272.2021.00029","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00029","url":null,"abstract":"The perseverance when using established but outdated learning systems and approaches in a constantly changing society leads to reduced effectiveness when attempting to reach younger generations. Applying future-oriented solutions, which differ from established learning methods, could support the success of new learning approaches. In this paper, we want to introduce a novel learning concept by combining in-game advertising and learning.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131318703","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/ICALT52272.2021.00017
Zi Wang, A. Alsam, Donn Morrison, K. A. Strand
In this research, we developed a methodology for automatic evaluation of coding style and estimate its effectiveness compared to human evaluation. To achieve this, we developed 179 features spanning 8 categories to capture code structure and other stylistic properties. Results based on a set of student assignments and code from a Python textbook validate the features as effective in classification tasks. The features were further used to optimise classifiers to predict the teacher’s evaluation of the student code and obtain good classification accuracy. The proposed feature set and experimental results provide a first step towards providing students with automatic coding style feedback.
{"title":"Toward automatic feedback of coding style for programming courses","authors":"Zi Wang, A. Alsam, Donn Morrison, K. A. Strand","doi":"10.1109/ICALT52272.2021.00017","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00017","url":null,"abstract":"In this research, we developed a methodology for automatic evaluation of coding style and estimate its effectiveness compared to human evaluation. To achieve this, we developed 179 features spanning 8 categories to capture code structure and other stylistic properties. Results based on a set of student assignments and code from a Python textbook validate the features as effective in classification tasks. The features were further used to optimise classifiers to predict the teacher’s evaluation of the student code and obtain good classification accuracy. The proposed feature set and experimental results provide a first step towards providing students with automatic coding style feedback.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131952787","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/ICALT52272.2021.00007
Diana Andone, M. Frydenberg
Using Open Educational Resources (OER) provides further opportunities for collaboration both in higher education, especially during the last year, in pandemic times. Many universities have embraced video conferencing tools such as Zoom, WebEx, Teams, Skype and Google Meet for everyday learning activities with students. Virtual Mobility (VM) has a great potential to contribute to the internationalization, innovation and inclusion in higher education. This paper describes an ongoing collaboration between two universities, one in the United States and the other in Romania, where students use synchronous and asynchronous communication tools to work in a project-based learning model in information technology. Team members demonstrate, share, compare, and discuss their work, a virtual reality product, using online communication tools of their choice.
{"title":"Adapting Project-Based Learning through Virtual Mobilities in Pandemic Times - TalkTech Project Revisited","authors":"Diana Andone, M. Frydenberg","doi":"10.1109/ICALT52272.2021.00007","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00007","url":null,"abstract":"Using Open Educational Resources (OER) provides further opportunities for collaboration both in higher education, especially during the last year, in pandemic times. Many universities have embraced video conferencing tools such as Zoom, WebEx, Teams, Skype and Google Meet for everyday learning activities with students. Virtual Mobility (VM) has a great potential to contribute to the internationalization, innovation and inclusion in higher education. This paper describes an ongoing collaboration between two universities, one in the United States and the other in Romania, where students use synchronous and asynchronous communication tools to work in a project-based learning model in information technology. Team members demonstrate, share, compare, and discuss their work, a virtual reality product, using online communication tools of their choice.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120847668","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/ICALT52272.2021.00043
Andreas Lingnau, Carolin Straßmann, André Helgert, Malin Benjes, Alicia Neumann
The increase of social isolation amongst students due to remote teaching during the COVID-19 pandemic leads to decreased learning efficiency as well as extenuated satisfaction with students’ learning experiences. In this paper we present an approach to tackle these problems by providing a tool that helps students organise collaborative learning with videos.
{"title":"Learnflix: A Tool for Collaborative Synchronous Video Based Online Learning","authors":"Andreas Lingnau, Carolin Straßmann, André Helgert, Malin Benjes, Alicia Neumann","doi":"10.1109/ICALT52272.2021.00043","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00043","url":null,"abstract":"The increase of social isolation amongst students due to remote teaching during the COVID-19 pandemic leads to decreased learning efficiency as well as extenuated satisfaction with students’ learning experiences. In this paper we present an approach to tackle these problems by providing a tool that helps students organise collaborative learning with videos.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133331978","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/ICALT52272.2021.00112
Zoe Y. R. Chen, Anna Y. Q. Huang, Owen H. T. Lu, Stephen J. H. Yang
Nowadays, there are more and more researches focused on prediction of learning outcome, and most of them applied quantitate type of analysis approaches. Thus, we want to apply another type of analysis approach to do early prediction. In this research, we applied temporal features and analysis approach to predict students’ learning outcomes and identify at-risk students. The result shows that using temporal features is effective on early prediction of learning outcome and there exists differences of learning behaviors between students which have different learning background.
{"title":"Considering Temporal Features in Early Prediction of at-risk students","authors":"Zoe Y. R. Chen, Anna Y. Q. Huang, Owen H. T. Lu, Stephen J. H. Yang","doi":"10.1109/ICALT52272.2021.00112","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00112","url":null,"abstract":"Nowadays, there are more and more researches focused on prediction of learning outcome, and most of them applied quantitate type of analysis approaches. Thus, we want to apply another type of analysis approach to do early prediction. In this research, we applied temporal features and analysis approach to predict students’ learning outcomes and identify at-risk students. The result shows that using temporal features is effective on early prediction of learning outcome and there exists differences of learning behaviors between students which have different learning background.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133132921","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/ICALT52272.2021.00094
R. Priyadarshini, Indrayani Nishane, Nagesh Pokle, Ulfa Khwaja, C. Dasgupta
Sources of knowledge about environmental education are bounded to textbooks, documentaries, animated videos, and a few games for school children. However, it was observed that children’s knowledge about Carbon Footprint (CF) and its implications was very limited. To address the gap in the connection of the users with the outcomes of their actions, another mode of awareness through digital games has been used for some time. These games have a simpler means of conveying complex topics in an interactive way which has been employed to teach topics such as sustainability to the users. Existing games help justify most addressed issues in the conventional methods but are still a step behind in making adequate personalized and usable connections with the users which are mainly adults. Carbon Warrior is an interactive application for school children to help users learn about CF and its impact on sustainability. This study has focused on validating the usability of game elements of Carbon Warrior. The users appreciated the elements of the game encouraging the further extension of the work.
{"title":"Carbon Warrior: A game-based environment to understand Carbon Footprint and its effect on Sustainable living","authors":"R. Priyadarshini, Indrayani Nishane, Nagesh Pokle, Ulfa Khwaja, C. Dasgupta","doi":"10.1109/ICALT52272.2021.00094","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00094","url":null,"abstract":"Sources of knowledge about environmental education are bounded to textbooks, documentaries, animated videos, and a few games for school children. However, it was observed that children’s knowledge about Carbon Footprint (CF) and its implications was very limited. To address the gap in the connection of the users with the outcomes of their actions, another mode of awareness through digital games has been used for some time. These games have a simpler means of conveying complex topics in an interactive way which has been employed to teach topics such as sustainability to the users. Existing games help justify most addressed issues in the conventional methods but are still a step behind in making adequate personalized and usable connections with the users which are mainly adults. Carbon Warrior is an interactive application for school children to help users learn about CF and its impact on sustainability. This study has focused on validating the usability of game elements of Carbon Warrior. The users appreciated the elements of the game encouraging the further extension of the work.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133164607","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/ICALT52272.2021.00118
Yuko Toyokawa, Rwitajit Majumdar, Louis Lecailliez, Changhao Liang, H. Ogata
Jigsaw learning is one of the popular cooperative learning methods which has been utilized in many English as Foreign Language (EFL) classrooms. In recent years, utilization of technology in education has accelerated. In this study, Jigsaw+, a new jigsaw learning approach with an e-book reader, was proposed to explore how the learning design can be applied for English vocabulary acquisition, reading comprehension, and students’ engagement in group activities. A quasi-experimental study was conducted at a high school in Japan for advanced and standard class students. Participants read and comprehend a story in English through BookRoll, an e-book platform with an analysis tool embedded. Two research questions were investigated; 1) to what extent did Jigsaw+ affect students’ English vocabulary knowledge and reading comprehension? and 2) to what extent did Jigsaw+ promote students’ reading engagement in the jigsaw group activities? The results revealed that Jigsaw+ learning tasks assisted to improve students’ vocabulary and reading comprehension for both the advanced and standard groups. Moreover, it facilitated students’ engagements in activities. Some limitations of the study are also discussed.
{"title":"Technology Enhanced Jigsaw Activity Design for Active Reading in English","authors":"Yuko Toyokawa, Rwitajit Majumdar, Louis Lecailliez, Changhao Liang, H. Ogata","doi":"10.1109/ICALT52272.2021.00118","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00118","url":null,"abstract":"Jigsaw learning is one of the popular cooperative learning methods which has been utilized in many English as Foreign Language (EFL) classrooms. In recent years, utilization of technology in education has accelerated. In this study, Jigsaw+, a new jigsaw learning approach with an e-book reader, was proposed to explore how the learning design can be applied for English vocabulary acquisition, reading comprehension, and students’ engagement in group activities. A quasi-experimental study was conducted at a high school in Japan for advanced and standard class students. Participants read and comprehend a story in English through BookRoll, an e-book platform with an analysis tool embedded. Two research questions were investigated; 1) to what extent did Jigsaw+ affect students’ English vocabulary knowledge and reading comprehension? and 2) to what extent did Jigsaw+ promote students’ reading engagement in the jigsaw group activities? The results revealed that Jigsaw+ learning tasks assisted to improve students’ vocabulary and reading comprehension for both the advanced and standard groups. Moreover, it facilitated students’ engagements in activities. Some limitations of the study are also discussed.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128390790","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/ICALT52272.2021.00016
Xiaojie Niu, Jingjing Zhang, Kate M. Xu, Xuan Wang
Videos are being used increasingly to deliver subject knowledge in online learning, but their use has long been criticsed for a lack of learner-to-learner interaction, which can result in high dropout rates. This highlights the need to reconsider instructional approaches and the design of online enviornments. Productive failure is an instructional approach that uses students' cognitive conflicts to enhance their learning, usually in a "practice-teach" sequence. The present experimental study investigated the effect of productive failure in a hypervideo environment which provided timeline comments for learners to navigate different part of videos. Forty-one students particiaped the experiment, randomly assighed into the experimental group - productive failure and the control group - direct instructional. A post-test and cognitive load scale was used to assess the performance of students. It was found that, compared to direct instructional methods, productive failure strategies significantly improved learner performance, reducing intrinsic cognitive load. The study contributes to the design of hypervideos to facilitate learner-to-learner interactons, while preventing learners from becoming overloaded.
{"title":"The Impact of Productive Failure on Learning Performance and Cognitive Load: Using Hypervideo to Facilitate Online Interactions","authors":"Xiaojie Niu, Jingjing Zhang, Kate M. Xu, Xuan Wang","doi":"10.1109/ICALT52272.2021.00016","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00016","url":null,"abstract":"Videos are being used increasingly to deliver subject knowledge in online learning, but their use has long been criticsed for a lack of learner-to-learner interaction, which can result in high dropout rates. This highlights the need to reconsider instructional approaches and the design of online enviornments. Productive failure is an instructional approach that uses students' cognitive conflicts to enhance their learning, usually in a \"practice-teach\" sequence. The present experimental study investigated the effect of productive failure in a hypervideo environment which provided timeline comments for learners to navigate different part of videos. Forty-one students particiaped the experiment, randomly assighed into the experimental group - productive failure and the control group - direct instructional. A post-test and cognitive load scale was used to assess the performance of students. It was found that, compared to direct instructional methods, productive failure strategies significantly improved learner performance, reducing intrinsic cognitive load. The study contributes to the design of hypervideos to facilitate learner-to-learner interactons, while preventing learners from becoming overloaded.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133672436","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/ICALT52272.2021.00120
Miriela M. Cárdenas, I. Álvarez, Alejandro Romero-Hernández, Borja Manero
This paper addresses the use of Virtual Reality (VR) in the training of Secondary Education teachers in Spain as an integral part of the new ecology of learning and proposes some premises from which to design a training program to improve teachers’ communicative competence and their ability to manage conflict affecting the classroom climate. First, the paper explains the experiential and experimental potential in which VR immerses us, its ability to create challenging and personalized virtual worlds, as well as the possibility to generate instant feedback and feedforward. Finally, an example of a prototype scenario designed on this conceptual basis is provided and some ideas are discussed to introduce VR into initial teacher training.
{"title":"A Teacher Training Proposal for Classroom Conflict Management through Virtual Reality","authors":"Miriela M. Cárdenas, I. Álvarez, Alejandro Romero-Hernández, Borja Manero","doi":"10.1109/ICALT52272.2021.00120","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00120","url":null,"abstract":"This paper addresses the use of Virtual Reality (VR) in the training of Secondary Education teachers in Spain as an integral part of the new ecology of learning and proposes some premises from which to design a training program to improve teachers’ communicative competence and their ability to manage conflict affecting the classroom climate. First, the paper explains the experiential and experimental potential in which VR immerses us, its ability to create challenging and personalized virtual worlds, as well as the possibility to generate instant feedback and feedforward. Finally, an example of a prototype scenario designed on this conceptual basis is provided and some ideas are discussed to introduce VR into initial teacher training.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116089540","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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