Pub Date : 2022-11-17DOI: 10.1109/SIIE56031.2022.9982344
Carlos A. Lázaro Carrascosa, Maximiliano Paredes-Velasco, Irene Palomero Ylardia, Maria Del Carmen Navarro
One of the fundamental aspects of teaching history is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This paper describes an experience with Primary and Secondary students, using Augmented Reality with gamification in timeline activities in the subject of History. The results show that there was improvement in learning in several aspects: the chronological location of events in relation to BC and AD, the relationship of different historical events with ages in History and the ability to order different historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.
{"title":"Augmented Reality for teaching historical time","authors":"Carlos A. Lázaro Carrascosa, Maximiliano Paredes-Velasco, Irene Palomero Ylardia, Maria Del Carmen Navarro","doi":"10.1109/SIIE56031.2022.9982344","DOIUrl":"https://doi.org/10.1109/SIIE56031.2022.9982344","url":null,"abstract":"One of the fundamental aspects of teaching history is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This paper describes an experience with Primary and Secondary students, using Augmented Reality with gamification in timeline activities in the subject of History. The results show that there was improvement in learning in several aspects: the chronological location of events in relation to BC and AD, the relationship of different historical events with ages in History and the ability to order different historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.","PeriodicalId":202540,"journal":{"name":"2022 International Symposium on Computers in Education (SIIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130678572","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 : 2022-11-17DOI: 10.1109/SIIE56031.2022.9982326
Karina Marcon, Vitor Malaggi
This study aims to socialize students’ perception of their experiences appropriating digital network technologies in a reflective process developed in the Technology, Education, and Learning distance discipline of the Pedagogy course at Universidade do Estado de Santa Catarina. The discipline was planned for the first time in the second semester of 2019 and coimplemented by two professors in the area. The discipline was reoffered in the first half of 2021 after being rethought according to the pandemic. The data in this report were collected from ebooks and self-evaluating processes performed in four classes, three from the first offer of the discipline and one from the second one. Results showed that students had difficulties appropriating Canva but managed to produce e-books which related the studied contents and their experiences. Moreover, our planning of the discipline positively surprised students by offering reflections on how cyberculture cross their lives.
{"title":"Relations and memories between technologies, education, and learning in initial teacher training","authors":"Karina Marcon, Vitor Malaggi","doi":"10.1109/SIIE56031.2022.9982326","DOIUrl":"https://doi.org/10.1109/SIIE56031.2022.9982326","url":null,"abstract":"This study aims to socialize students’ perception of their experiences appropriating digital network technologies in a reflective process developed in the Technology, Education, and Learning distance discipline of the Pedagogy course at Universidade do Estado de Santa Catarina. The discipline was planned for the first time in the second semester of 2019 and coimplemented by two professors in the area. The discipline was reoffered in the first half of 2021 after being rethought according to the pandemic. The data in this report were collected from ebooks and self-evaluating processes performed in four classes, three from the first offer of the discipline and one from the second one. Results showed that students had difficulties appropriating Canva but managed to produce e-books which related the studied contents and their experiences. Moreover, our planning of the discipline positively surprised students by offering reflections on how cyberculture cross their lives.","PeriodicalId":202540,"journal":{"name":"2022 International Symposium on Computers in Education (SIIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134294133","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 : 2022-11-17DOI: 10.1109/siie56031.2022.9982312
{"title":"SIIE 2022 Preface","authors":"","doi":"10.1109/siie56031.2022.9982312","DOIUrl":"https://doi.org/10.1109/siie56031.2022.9982312","url":null,"abstract":"","PeriodicalId":202540,"journal":{"name":"2022 International Symposium on Computers in Education (SIIE)","volume":"295 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132280897","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 : 2022-11-17DOI: 10.1109/SIIE56031.2022.9982359
Dionísia Laranjeiro
Currently, digital technologies are an effective and prevalent means for communication, interaction and information sharing in different sectors of society. In education, technological tools are used for a multiplicity of objectives and contexts, for research, teaching and learning. An educational platform can promote debate between different actors and bring together knowledge, multidisciplinary experiences and educational resources, following open science principles. In this article, we describe the development process of the OESC Platform, which aims to be an educational platform for researchers, teachers, students, media, politicians and the public in general. We present its main areas and features, which include a content repository, social area and e-learning tools.
{"title":"Open Education Smart Campus – technological development of an educational platform","authors":"Dionísia Laranjeiro","doi":"10.1109/SIIE56031.2022.9982359","DOIUrl":"https://doi.org/10.1109/SIIE56031.2022.9982359","url":null,"abstract":"Currently, digital technologies are an effective and prevalent means for communication, interaction and information sharing in different sectors of society. In education, technological tools are used for a multiplicity of objectives and contexts, for research, teaching and learning. An educational platform can promote debate between different actors and bring together knowledge, multidisciplinary experiences and educational resources, following open science principles. In this article, we describe the development process of the OESC Platform, which aims to be an educational platform for researchers, teachers, students, media, politicians and the public in general. We present its main areas and features, which include a content repository, social area and e-learning tools.","PeriodicalId":202540,"journal":{"name":"2022 International Symposium on Computers in Education (SIIE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116542607","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 : 2022-11-17DOI: 10.1109/SIIE56031.2022.9982352
Leonardo Silva, A. J. Mendes, A. Gomes, C. Lam, Calana Chan, Gabriel Fortes
Educational software has often been used to promote self-regulated learning (SRL), a psychological construct associated with improved academic performance. In introductory programming education, high-performing students often present a solid use of SRL strategies, which aroused the interest of educators and researchers in studying this phenomenon. A typical procedure in research grounded on the SRL theory is the measurement of students’ regulatory abilities. For example, to assess modifications in SRL behavior after exposure to computer-based scaffoldings. Due to the lack of instruments that measure specific regulatory strategies related to programming learning, the Self-Regulation Programming Strategies Questionnaire (SPSQ) was developed by Lu et al. The use of this instrument depends upon its reliability and validity, aspects measured by psychometrics replications, which is missing and is our objective in this work. Ninety-five undergraduate computer science students from Macao participated in this investigation. The findings point to the SPSQ’s reliability and validity, and our study goes further by providing a confirmatory factor analysis of this instrument, which was absent in the original study.
{"title":"Reliability and Predictive Validity of the Self-regulation Programming Strategies Questionnaire","authors":"Leonardo Silva, A. J. Mendes, A. Gomes, C. Lam, Calana Chan, Gabriel Fortes","doi":"10.1109/SIIE56031.2022.9982352","DOIUrl":"https://doi.org/10.1109/SIIE56031.2022.9982352","url":null,"abstract":"Educational software has often been used to promote self-regulated learning (SRL), a psychological construct associated with improved academic performance. In introductory programming education, high-performing students often present a solid use of SRL strategies, which aroused the interest of educators and researchers in studying this phenomenon. A typical procedure in research grounded on the SRL theory is the measurement of students’ regulatory abilities. For example, to assess modifications in SRL behavior after exposure to computer-based scaffoldings. Due to the lack of instruments that measure specific regulatory strategies related to programming learning, the Self-Regulation Programming Strategies Questionnaire (SPSQ) was developed by Lu et al. The use of this instrument depends upon its reliability and validity, aspects measured by psychometrics replications, which is missing and is our objective in this work. Ninety-five undergraduate computer science students from Macao participated in this investigation. The findings point to the SPSQ’s reliability and validity, and our study goes further by providing a confirmatory factor analysis of this instrument, which was absent in the original study.","PeriodicalId":202540,"journal":{"name":"2022 International Symposium on Computers in Education (SIIE)","volume":"53 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132182125","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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