Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00059
Chao Wang, Qingfeng Li, Xiao Hu
Minority college students’ learning engagement is an important perspective for improving education equity and facilitating learning. Based on responses from a large-scale experience survey among Chinese college students, this study aims to explore minority students’ engagement in nine learning activities and its relationship with learning outcomes, as well as their difference from overall student sample. Descriptive statistical analysis, single sample t-test, and multiple linear regression analysis were conducted. The results revealed: (1) Minority students’ engagement in learning activities was low, especially in formal learning activities. (2) Interaction with teachers, engagement in arts activities did not predict minority students’ learning outcomes, which was different from findings in the overall student sample. (3) Engagement in student organizations did not predict students’ learning outcomes in either sample. Based on results, suggestions were discussed for improving students’ learning engagement.
{"title":"Minority college students’ engagement in learning activities and its relationships with learning outcomes","authors":"Chao Wang, Qingfeng Li, Xiao Hu","doi":"10.1109/ICALT52272.2021.00059","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00059","url":null,"abstract":"Minority college students’ learning engagement is an important perspective for improving education equity and facilitating learning. Based on responses from a large-scale experience survey among Chinese college students, this study aims to explore minority students’ engagement in nine learning activities and its relationship with learning outcomes, as well as their difference from overall student sample. Descriptive statistical analysis, single sample t-test, and multiple linear regression analysis were conducted. The results revealed: (1) Minority students’ engagement in learning activities was low, especially in formal learning activities. (2) Interaction with teachers, engagement in arts activities did not predict minority students’ learning outcomes, which was different from findings in the overall student sample. (3) Engagement in student organizations did not predict students’ learning outcomes in either sample. Based on results, suggestions were discussed for improving students’ learning engagement.","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":"126199531","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/ICALT52272.2021.00109
Hiroshi Ueda, Ho Tan Nguyen, Huy Bui, T. Tran, Hisashi Hatakeyama, M. N. Hasnine
In higher education, learning analytics is trending for transforming teaching behavior, uncovering information on the human learning process, understanding factors for smart learning environments, and addressing artificial intelligence issues in education. During the last decade, learning analytics has been practiced in many educational institutions worldwide, resulting in many success stories. This paper is based on a pre-selected 49 articles published in the last decade where learning management systems and smart learning environments are used to collect data and analyze using data-driven methods to support learning analytics principles. However, an emphasis is given to 15 articles found between 2017 to 2020 in Asia, North and South America, the UK, and European higher educational contexts as JISC 2017 report briefed on the earlier practices. The findings from the 15 international practices are discussed and visualized using the geo-visualization method.
{"title":"Briefing and Geovisualizing on International Practices of Learning Analytics in Higher Education","authors":"Hiroshi Ueda, Ho Tan Nguyen, Huy Bui, T. Tran, Hisashi Hatakeyama, M. N. Hasnine","doi":"10.1109/ICALT52272.2021.00109","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00109","url":null,"abstract":"In higher education, learning analytics is trending for transforming teaching behavior, uncovering information on the human learning process, understanding factors for smart learning environments, and addressing artificial intelligence issues in education. During the last decade, learning analytics has been practiced in many educational institutions worldwide, resulting in many success stories. This paper is based on a pre-selected 49 articles published in the last decade where learning management systems and smart learning environments are used to collect data and analyze using data-driven methods to support learning analytics principles. However, an emphasis is given to 15 articles found between 2017 to 2020 in Asia, North and South America, the UK, and European higher educational contexts as JISC 2017 report briefed on the earlier practices. The findings from the 15 international practices are discussed and visualized using the geo-visualization method.","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":"125202665","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/ICALT52272.2021.00092
Chia-Ching Lin
This research focused on the integration of technology into task-based language teaching (TBLT), exploring learners’ attitudes towards self-regulated learning (SRL) in a gamified learning environment. This research, taking the Computer-assisted English Teaching course as an example, conducted an 18-week experiment. One of the results found that the integration of technology into TBLT had a very significant impact on SRL. The flow experience of the gamified learning process was also a significant factor on SRL. It was speculated from students’ performance in post-tests and questionnaire that technology in TBLT can enhance students’ cognition and interest in English teaching knowledge and skills. This study then put forward conclusions and suggestions based on the research results.
{"title":"The impact of technology-assisted task-based language teaching on self-regulated learning","authors":"Chia-Ching Lin","doi":"10.1109/ICALT52272.2021.00092","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00092","url":null,"abstract":"This research focused on the integration of technology into task-based language teaching (TBLT), exploring learners’ attitudes towards self-regulated learning (SRL) in a gamified learning environment. This research, taking the Computer-assisted English Teaching course as an example, conducted an 18-week experiment. One of the results found that the integration of technology into TBLT had a very significant impact on SRL. The flow experience of the gamified learning process was also a significant factor on SRL. It was speculated from students’ performance in post-tests and questionnaire that technology in TBLT can enhance students’ cognition and interest in English teaching knowledge and skills. This study then put forward conclusions and suggestions based on the research results.","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":"133920165","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/ICALT52272.2021.00106
T. Souza, M. Silva, Renato Alves, Waldir Siqueira Moura
Attention Deficit Disorder with Hyperactivity (ADHD) leads to various learning difficulties that generate academic failures. Students with this disorder have problems in the traditional education model due to their symptoms, such as excessive agitation and lack of attention. This article proposes the Framework Digital Path to provide a teaching structure with a method that contains a game associated with a Virtual Learning Environment (VLE) to improve education for children who have ADHD. The Digital Path rises from the needs of people with ADHD traced in the literature review, given the current teaching practices and an actual game. The paper presents a theoretical/bibliographic analysis used to construct a framework specialized in ADHD.
{"title":"The use of games as an educational aid to students with ADHD: a framework proposal","authors":"T. Souza, M. Silva, Renato Alves, Waldir Siqueira Moura","doi":"10.1109/ICALT52272.2021.00106","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00106","url":null,"abstract":"Attention Deficit Disorder with Hyperactivity (ADHD) leads to various learning difficulties that generate academic failures. Students with this disorder have problems in the traditional education model due to their symptoms, such as excessive agitation and lack of attention. This article proposes the Framework Digital Path to provide a teaching structure with a method that contains a game associated with a Virtual Learning Environment (VLE) to improve education for children who have ADHD. The Digital Path rises from the needs of people with ADHD traced in the literature review, given the current teaching practices and an actual game. The paper presents a theoretical/bibliographic analysis used to construct a framework specialized in ADHD.","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":"132700215","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/ICALT52272.2021.00090
Fan-Chen Tseng, P. Liu
Online informal learning of English is becoming popular with the prevalence of the internet and mobile devices. This study provides a set of concise and effective evaluation criteria for online English learning resources, and tests the reliability and validity to ensure its effectiveness. This set of criteria would help teachers and students choose quality resources to satisfy their English teaching and learning purposes.
{"title":"The Development of Effective Evaluation Criteria for Online English Learning Resources","authors":"Fan-Chen Tseng, P. Liu","doi":"10.1109/ICALT52272.2021.00090","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00090","url":null,"abstract":"Online informal learning of English is becoming popular with the prevalence of the internet and mobile devices. This study provides a set of concise and effective evaluation criteria for online English learning resources, and tests the reliability and validity to ensure its effectiveness. This set of criteria would help teachers and students choose quality resources to satisfy their English teaching and learning purposes.","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":"131044501","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/ICALT52272.2021.00011
Nanjie Rao, Sharon Lynn Chu Yew Yee
During instruction, using information that is directly relevant to students within a lesson creates a more personalized lesson that may better resonate with the students. However, in a class, each student has highly varied individual experiences and it is untenable for the teacher to remember all of the experiences. Furthermore, teaching already involves substantial multitasking that may be quite cognitively overwhelming, even with non-personalized lessons. Therefore, providing support to the teacher to incorporate students’ individual experiences is crucial to enable truly personalized teaching. We propose that visualizing students’ individual experiences for the teacher during instruction may help him or her adapt the lesson in real-time to the students in the class. This paper investigates the kind of visualization that would enable a teacher to uptake a student’s experiences the most effectively. We conducted a within-subjects study to assess the impact that three forms of visualization (plain text, graphical mind map, and story illustration) would have on visual efficiency during a hypothetical teaching scenario. Visual efficiency was measured in terms of response accuracy, response time, and mental effort. Results suggested that visual efficiency can be improved by using proper visualization design. We discuss the implications for supporting real-time personalized instruction.
{"title":"Enhancing the Visual Efficiency for communicating students’ personal relevant information","authors":"Nanjie Rao, Sharon Lynn Chu Yew Yee","doi":"10.1109/ICALT52272.2021.00011","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00011","url":null,"abstract":"During instruction, using information that is directly relevant to students within a lesson creates a more personalized lesson that may better resonate with the students. However, in a class, each student has highly varied individual experiences and it is untenable for the teacher to remember all of the experiences. Furthermore, teaching already involves substantial multitasking that may be quite cognitively overwhelming, even with non-personalized lessons. Therefore, providing support to the teacher to incorporate students’ individual experiences is crucial to enable truly personalized teaching. We propose that visualizing students’ individual experiences for the teacher during instruction may help him or her adapt the lesson in real-time to the students in the class. This paper investigates the kind of visualization that would enable a teacher to uptake a student’s experiences the most effectively. We conducted a within-subjects study to assess the impact that three forms of visualization (plain text, graphical mind map, and story illustration) would have on visual efficiency during a hypothetical teaching scenario. Visual efficiency was measured in terms of response accuracy, response time, and mental effort. Results suggested that visual efficiency can be improved by using proper visualization design. We discuss the implications for supporting real-time personalized instruction.","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":"123988003","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/ICALT52272.2021.00021
Dênis Leite, Edson Filho, J. F. L. D. Oliveira, Rodrigo E. Carneiro, Alexandre Maciel
Predicting that a student is likely to fail in a course is critical for performing early interventions, prevent dropout and increase performance on distance learning. This work investigates the most promising machine learning model to perform this task using a small (35 samples) dataset that concerns two classes of one undergraduate course subject. The results bring evidence that the implemented ensemble can perform a prediction at the end of the first week of the course, with a mean accuracy of 78%, when presented to unseen data. This paper also investigates the influence of past data on the results of the classifiers by building datasets with different time window configurations.
{"title":"Early detection of students at risk of failure from a small dataset","authors":"Dênis Leite, Edson Filho, J. F. L. D. Oliveira, Rodrigo E. Carneiro, Alexandre Maciel","doi":"10.1109/ICALT52272.2021.00021","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00021","url":null,"abstract":"Predicting that a student is likely to fail in a course is critical for performing early interventions, prevent dropout and increase performance on distance learning. This work investigates the most promising machine learning model to perform this task using a small (35 samples) dataset that concerns two classes of one undergraduate course subject. The results bring evidence that the implemented ensemble can perform a prediction at the end of the first week of the course, with a mean accuracy of 78%, when presented to unseen data. This paper also investigates the influence of past data on the results of the classifiers by building datasets with different time window configurations.","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":"116243362","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 paper focuses on the experience of design and implementation of a virtual exhibition for exhibiting the artifacts of the project done by first-year students in a design-based and Project-Based Learning course in engineering education. The authors present the advantages and challenges faced during the design and implementation of the virtual exhibition and compare it with the physical exhibition through qualitative analysis of faculty perceptions about physical and virtual exhibitions. This paper intends to help engineering educators through a set of guidelines that help them design and implement virtual exhibitions.
{"title":"Project Exhibition In Engineering: A Case Study Of Design and Implementation Of Virtual Exhibition In First-Year Project-Based Learning Course","authors":"Kaushik Mallibhat, Nandish Humbi, Doddabasappa Marebal, Gopalkrishna Joshi, Madhwacharya Kolhar","doi":"10.1109/ICALT52272.2021.00132","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00132","url":null,"abstract":"This paper focuses on the experience of design and implementation of a virtual exhibition for exhibiting the artifacts of the project done by first-year students in a design-based and Project-Based Learning course in engineering education. The authors present the advantages and challenges faced during the design and implementation of the virtual exhibition and compare it with the physical exhibition through qualitative analysis of faculty perceptions about physical and virtual exhibitions. This paper intends to help engineering educators through a set of guidelines that help them design and implement virtual exhibitions.","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":"122749448","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/ICALT52272.2021.00125
Hsin-Yun Wang, J. Sun
This study examined behavior patterns from the perspective of student engagement in VR co-creation. This causal-comparative research involved 66 tenth-grade students, including 39 males (59%) and 27 females (41%) at a public senior high school in northern Taiwan. 22 out of 66 were engaged in VR co-creation, where more than 50 hours of video data were chronologically analyzed in 5-second slots based on the Interaction Analysis Model (IAM). A total of 31,592 behavioral codes were visualized in the transition pattern. The study suggests that learners’ accumulated co-creation time and experiences may help develop cognitive attributes and preferred learning modality, resulting in significant behavioral and cognitive engagement, whereas the strength of novelty in raising VR co-creators’ initial affective responses may decline inevitably.
{"title":"Exploring Behavioral Patterns of Online Synchronous VR Co-Creation: An Analysis of Student Engagement","authors":"Hsin-Yun Wang, J. Sun","doi":"10.1109/ICALT52272.2021.00125","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00125","url":null,"abstract":"This study examined behavior patterns from the perspective of student engagement in VR co-creation. This causal-comparative research involved 66 tenth-grade students, including 39 males (59%) and 27 females (41%) at a public senior high school in northern Taiwan. 22 out of 66 were engaged in VR co-creation, where more than 50 hours of video data were chronologically analyzed in 5-second slots based on the Interaction Analysis Model (IAM). A total of 31,592 behavioral codes were visualized in the transition pattern. The study suggests that learners’ accumulated co-creation time and experiences may help develop cognitive attributes and preferred learning modality, resulting in significant behavioral and cognitive engagement, whereas the strength of novelty in raising VR co-creators’ initial affective responses may decline inevitably.","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":"126151664","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/ICALT52272.2021.00085
Melissa Mustika, Hercy N. H. Cheng, T. Chan
The challenges in the writing classroom are caused by the lack of writing process in the conventional writing classroom. Writing goals should not focus on evaluation but for communication and the writing improvement during the process. At the prewriting stage, writers find and organize their ideas.To enhance students’ writing performances and promote a long-life learning in writing, we designed a Private Social Network Learning Sites (PSNLS) system by incorporating Mindmap-Supported Writing which includes a writing E-portfolio environment. The research result indicated that this system can well facilitate the Mindmap-Supported Writing Model and effectively improve the students’ writing performance in the draft and revision step. In the future, the immediate feedback and writing performances evaluation dashboard functions are suggested to be included in the system. The reasons are for self-evaluation and to track their writing improvement real-time.
{"title":"Mindmap-Supported Writing Model: The Effect of Mind map as a Prewriting Activities on Elementary Students’ Writing Performances through Private Social Network Learning Sites","authors":"Melissa Mustika, Hercy N. H. Cheng, T. Chan","doi":"10.1109/ICALT52272.2021.00085","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00085","url":null,"abstract":"The challenges in the writing classroom are caused by the lack of writing process in the conventional writing classroom. Writing goals should not focus on evaluation but for communication and the writing improvement during the process. At the prewriting stage, writers find and organize their ideas.To enhance students’ writing performances and promote a long-life learning in writing, we designed a Private Social Network Learning Sites (PSNLS) system by incorporating Mindmap-Supported Writing which includes a writing E-portfolio environment. The research result indicated that this system can well facilitate the Mindmap-Supported Writing Model and effectively improve the students’ writing performance in the draft and revision step. In the future, the immediate feedback and writing performances evaluation dashboard functions are suggested to be included in the system. The reasons are for self-evaluation and to track their writing improvement real-time.","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":"121605739","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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