Today, technological developments for people with disabilities worldwide can also, directly and indirectly, help them in education. In developing countries, if meticulous planning is done, it may be possible to overcome some of the inadequacies. Therefore, it is essential to analyse the available data on education and the disabled with accurate analysis.. Metadata obtained by the Turkish Statistical Institute (TUIK) is used in this study. Firstly, chi-square analysis was used to determine whether there was a relationship between disability type and education level. Then correspondence analysis was applied to see the relationship between the categories. The result is that those people with speech and language barriers are generally literate but do not have a diploma. Secondly, it is seen that those with chronic diseases tend to have completed primary school on average. Thirdly, it is observed that the visually impaired, orthopedically disabled, and those with mental and emotional disabilities tend to have high school and higher education levels. In this context, one of the most critical developments in technology and the medical field is the Cochlear Implant application. Therefore, the first disability group that needs to be invested in is those with speech and language disabilities.
{"title":"Evaluation of Educational Status by Disability Types and Technological Support Suggestions","authors":"Ceren Karaatmaca, Semra Erbaş, Ayşe Gözde Karaatmaca","doi":"10.1109/ICALT55010.2022.00086","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00086","url":null,"abstract":"Today, technological developments for people with disabilities worldwide can also, directly and indirectly, help them in education. In developing countries, if meticulous planning is done, it may be possible to overcome some of the inadequacies. Therefore, it is essential to analyse the available data on education and the disabled with accurate analysis.. Metadata obtained by the Turkish Statistical Institute (TUIK) is used in this study. Firstly, chi-square analysis was used to determine whether there was a relationship between disability type and education level. Then correspondence analysis was applied to see the relationship between the categories. The result is that those people with speech and language barriers are generally literate but do not have a diploma. Secondly, it is seen that those with chronic diseases tend to have completed primary school on average. Thirdly, it is observed that the visually impaired, orthopedically disabled, and those with mental and emotional disabilities tend to have high school and higher education levels. In this context, one of the most critical developments in technology and the medical field is the Cochlear Implant application. Therefore, the first disability group that needs to be invested in is those with speech and language disabilities.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116613464","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00076
Sylvio Rüdian, Niels Pinkwart
The combination of gaming and language learning is not new, but it has not been applied in open education adventure games. Although it is known that especially young people aim to play games, their combination with learning is mainly limited to simulations. This does not have a high impact on intrinsic motivation. This paper provides an engine to create adventure games with a virtual world based on images and a dialog-based storyline. Learners interact with virtual entities in plausible contexts using the foreign language only. If learners are unaware of a word’s meaning, cheating is possible, enhancing the user model. Based on that, learning material can be generated to practice unknown vocab by regularly interrupting the game. The generated micro-course needs to be finished before the game continues. We tested a game created using the engine and got wide acceptance.
{"title":"Game-Centered Language Learning based on Tasks, Dialogs and Cheating","authors":"Sylvio Rüdian, Niels Pinkwart","doi":"10.1109/ICALT55010.2022.00076","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00076","url":null,"abstract":"The combination of gaming and language learning is not new, but it has not been applied in open education adventure games. Although it is known that especially young people aim to play games, their combination with learning is mainly limited to simulations. This does not have a high impact on intrinsic motivation. This paper provides an engine to create adventure games with a virtual world based on images and a dialog-based storyline. Learners interact with virtual entities in plausible contexts using the foreign language only. If learners are unaware of a word’s meaning, cheating is possible, enhancing the user model. Based on that, learning material can be generated to practice unknown vocab by regularly interrupting the game. The generated micro-course needs to be finished before the game continues. We tested a game created using the engine and got wide acceptance.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116645604","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00092
Dipshikha Podder, Manjira Sinha, A. Basu
Reading is an essential component of language skills. But with dyslexia, people face difficulty in reading. As it is a language-based disability, it can be found while reading any language. In the case of Bangla and Hindi, the presence of diphthongs, triphthongs, and nasal vowels increase the difficulty. To address these problems and help the children with dyslexia to read sentences in Bangla and Hindi, the proposed system was developed to offer reading through a multisensory teaching approach using seeing, hearing, speaking, and writing. It teaches sentences using a word-by-word manner, which increases the effectiveness of learning. The proposed system makes the learning experience interactive by offering a feedback mechanism that uses three measures, reading accuracy, writing accuracy, and response time. For each sentence, the response time is being stored in the database in the form of a chart for future evaluation of the user. Using a multisensory teaching approach, the proposed system helps the special educators by reducing their effort, and the performance chart will help the educators to design the future lesson plan for the user.
{"title":"Teaching Sentence in Hindi and Bangla with An Assistive System to The Children with Dyslexia","authors":"Dipshikha Podder, Manjira Sinha, A. Basu","doi":"10.1109/ICALT55010.2022.00092","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00092","url":null,"abstract":"Reading is an essential component of language skills. But with dyslexia, people face difficulty in reading. As it is a language-based disability, it can be found while reading any language. In the case of Bangla and Hindi, the presence of diphthongs, triphthongs, and nasal vowels increase the difficulty. To address these problems and help the children with dyslexia to read sentences in Bangla and Hindi, the proposed system was developed to offer reading through a multisensory teaching approach using seeing, hearing, speaking, and writing. It teaches sentences using a word-by-word manner, which increases the effectiveness of learning. The proposed system makes the learning experience interactive by offering a feedback mechanism that uses three measures, reading accuracy, writing accuracy, and response time. For each sentence, the response time is being stored in the database in the form of a chart for future evaluation of the user. Using a multisensory teaching approach, the proposed system helps the special educators by reducing their effort, and the performance chart will help the educators to design the future lesson plan for the user.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121398000","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00018
Joseph Keene, H. Jamil
Computational thinking is considered critical for learning to code in K-12 education standards. The logic-first, syntax-later argument has been instrumental in promoting block-based languages such as Snap! and Scratch with limited success. In contrast, we believe that expressing the logic of computational problems in the student’s language is more convenient and natural. In such an environment, learners will experience the least impedance mismatch between their conceptual view and the target code they write. In this paper, a new natural language-based programming system, called TryPL (Try Programming in Logic), is introduced and discussed. We demonstrate that TryPL helps to identify gaps in logic and assists in validating learners’ mental models of abstract algorithms. An argument is also made as to why using a natural language-based programming environment and a learning model to teach computational thinking could be more effective and appealing to K-12 and first-year college students.
在K-12教育标准中，计算思维被认为是学习编程的关键。逻辑优先，语法后的论点在推广基于块的语言(如Snap!和Scratch，但收效甚微。相比之下，我们认为用学生的语言表达计算问题的逻辑更方便、更自然。在这样的环境中，学习者将体验到他们的概念视图和他们编写的目标代码之间最小的阻抗不匹配。本文介绍并讨论了一种新的基于自然语言的程序设计系统，称为TryPL (Try programming In Logic)。我们证明，TryPL有助于识别逻辑中的空白，并有助于验证学习者对抽象算法的心理模型。为什么使用基于自然语言的编程环境和学习模型来教授计算思维对K-12和大学一年级的学生更有效、更有吸引力?
{"title":"Natural Language Programming with TryPL","authors":"Joseph Keene, H. Jamil","doi":"10.1109/ICALT55010.2022.00018","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00018","url":null,"abstract":"Computational thinking is considered critical for learning to code in K-12 education standards. The logic-first, syntax-later argument has been instrumental in promoting block-based languages such as Snap! and Scratch with limited success. In contrast, we believe that expressing the logic of computational problems in the student’s language is more convenient and natural. In such an environment, learners will experience the least impedance mismatch between their conceptual view and the target code they write. In this paper, a new natural language-based programming system, called TryPL (Try Programming in Logic), is introduced and discussed. We demonstrate that TryPL helps to identify gaps in logic and assists in validating learners’ mental models of abstract algorithms. An argument is also made as to why using a natural language-based programming environment and a learning model to teach computational thinking could be more effective and appealing to K-12 and first-year college students.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122920269","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00079
R. Shadiev, Taoying Liu, Narzikul Shadiev, Xueying Wang, Meng-ke Yang, M. Fayziev, R. Zhussupova
We explored the effects of familiarity with mobile-assisted language learning environments (MALLE) on creativity. We administered English as a foreign language (EFL) course to university students. They learned EFL in class and then used new knowledge to apply it to the real world using mobile technology after class. All students were assigned to 3 groups: (1) students who learned in unfamiliar MALLE, (2) students who learned in familiar MALLE, and (3) students who learned in unfamiliar MALLE but with familiarization strategies. We evaluated and compared content of essays composed by students from 3 groups to explore the effects of familiarity with MALLE on students’ creativity. Our results evealed that students in the second and third groups (i.e. those who were already familiar with MALLE and those who become familiar with MALLE thanks to familiarization strategies) outperformed students in the first group (i.e. those who were not familiar with MALLE). This result may suggest that creativity of students was affected by their familiarity with MALLE. Based on this finding we suggest that instructors consider familiarization of students with MALLE when their language learning process takes place in the real world.
{"title":"The effects of familiarity with mobile-assisted language learning environments on creativity","authors":"R. Shadiev, Taoying Liu, Narzikul Shadiev, Xueying Wang, Meng-ke Yang, M. Fayziev, R. Zhussupova","doi":"10.1109/ICALT55010.2022.00079","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00079","url":null,"abstract":"We explored the effects of familiarity with mobile-assisted language learning environments (MALLE) on creativity. We administered English as a foreign language (EFL) course to university students. They learned EFL in class and then used new knowledge to apply it to the real world using mobile technology after class. All students were assigned to 3 groups: (1) students who learned in unfamiliar MALLE, (2) students who learned in familiar MALLE, and (3) students who learned in unfamiliar MALLE but with familiarization strategies. We evaluated and compared content of essays composed by students from 3 groups to explore the effects of familiarity with MALLE on students’ creativity. Our results evealed that students in the second and third groups (i.e. those who were already familiar with MALLE and those who become familiar with MALLE thanks to familiarization strategies) outperformed students in the first group (i.e. those who were not familiar with MALLE). This result may suggest that creativity of students was affected by their familiarity with MALLE. Based on this finding we suggest that instructors consider familiarization of students with MALLE when their language learning process takes place in the real world.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116499445","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00034
Siddharth Srivastava, T. Prabhakar
A lecture aims to explain a topic. This topic is composed of several concepts and sub-concepts. These concepts and sub-concepts can be grouped to form a knowledge point (KP) structure. These KPs are further arranged in the form of a hierarchy called KP-Hierarchy. The order in which teachers explain these KPs to the students is called the traversal order. A traversal order plays a significant role in deciding the success of a lecture because different traversal orders suit different types of students. While lecturing, experienced teachers tune their lectures by finding appropriate traversal orders based on the class response. Whereas new or inexperienced teachers struggle hard to identify different traversal orders to teach different types of students. Can we automate the traversal order identification process concerning different types of students? This research provides a handle to address this problem. This research proposes a KP-Traversal scheme that automates the traversal order generation process. We believe that this research helps the education industry to develop pedagogically effective personalized learning systems.
{"title":"The KP-Traversal Scheme","authors":"Siddharth Srivastava, T. Prabhakar","doi":"10.1109/ICALT55010.2022.00034","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00034","url":null,"abstract":"A lecture aims to explain a topic. This topic is composed of several concepts and sub-concepts. These concepts and sub-concepts can be grouped to form a knowledge point (KP) structure. These KPs are further arranged in the form of a hierarchy called KP-Hierarchy. The order in which teachers explain these KPs to the students is called the traversal order. A traversal order plays a significant role in deciding the success of a lecture because different traversal orders suit different types of students. While lecturing, experienced teachers tune their lectures by finding appropriate traversal orders based on the class response. Whereas new or inexperienced teachers struggle hard to identify different traversal orders to teach different types of students. Can we automate the traversal order identification process concerning different types of students? This research provides a handle to address this problem. This research proposes a KP-Traversal scheme that automates the traversal order generation process. We believe that this research helps the education industry to develop pedagogically effective personalized learning systems.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125211046","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 : 2022-07-01DOI: 10.1109/icalt55010.2022.00006
{"title":"Chairs and PC Members","authors":"","doi":"10.1109/icalt55010.2022.00006","DOIUrl":"https://doi.org/10.1109/icalt55010.2022.00006","url":null,"abstract":"","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125907693","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00049
Ibtissem Bennacer, Rémi Venant, S. Iksal
While learning management systems have spread for the last decades, many teachers still struggle to fully operate a LMS within their teaching, beyond its role of a simple resources repository. Teachers need to engage themselves as learners of their own environment, to improve their techno-pedagogical skills. To this end, we propose a behavioral model based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. The present article focuses on the model we designed on the basis of (i) a qualitative analysis from interviews we had with several instructional designers and (ii) a quantitative analysis we conducted on teachers’ LMS activities. We used this model to define three teaching analytics indicators and build a peer recommendation system in order to encourage teachers to improve their skills in the LMS.
{"title":"A behavioral model to support teachers’ self-assessment and improve their LMS mastery","authors":"Ibtissem Bennacer, Rémi Venant, S. Iksal","doi":"10.1109/ICALT55010.2022.00049","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00049","url":null,"abstract":"While learning management systems have spread for the last decades, many teachers still struggle to fully operate a LMS within their teaching, beyond its role of a simple resources repository. Teachers need to engage themselves as learners of their own environment, to improve their techno-pedagogical skills. To this end, we propose a behavioral model based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. The present article focuses on the model we designed on the basis of (i) a qualitative analysis from interviews we had with several instructional designers and (ii) a quantitative analysis we conducted on teachers’ LMS activities. We used this model to define three teaching analytics indicators and build a peer recommendation system in order to encourage teachers to improve their skills in the LMS.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126855403","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00038
Shuoh-Chwen Ong, Fang-Fang Chua
Educational games are games explicitly designed with educational purposes and aims to balance learning and playing. These educational games help people to learn and improve as they play. However, there is a lack of gameplay monitoring process whereby the real-time information of game progress is not being reflected. Most of the existing educational games do not consolidate with learning analytics dashboards which leads to no visualization of gameplay information and inadequate gameplay analysis. When players have information on how to improve their performance, they will be encouraged to revisit the game. Hence, an educational game with learning analytics dashboard, ChemistLab, is developed for learners to learn chemistry. The dashboard will visualize the performance and skills changes overtime which reflect the players’ learning patterns and strategies used to improve their performance for better learning. The learning content of the game is extracted from the Malaysia Upper Secondary Education (Form 4) Chemistry syllabus. The expected output of the game is to allow users to observe their gameplay performance through the dashboard and gaining new knowledge through the game with the achievement of learning objectives.
{"title":"ChemistLab: An Educational Game with Learning Analytics Dashboard","authors":"Shuoh-Chwen Ong, Fang-Fang Chua","doi":"10.1109/ICALT55010.2022.00038","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00038","url":null,"abstract":"Educational games are games explicitly designed with educational purposes and aims to balance learning and playing. These educational games help people to learn and improve as they play. However, there is a lack of gameplay monitoring process whereby the real-time information of game progress is not being reflected. Most of the existing educational games do not consolidate with learning analytics dashboards which leads to no visualization of gameplay information and inadequate gameplay analysis. When players have information on how to improve their performance, they will be encouraged to revisit the game. Hence, an educational game with learning analytics dashboard, ChemistLab, is developed for learners to learn chemistry. The dashboard will visualize the performance and skills changes overtime which reflect the players’ learning patterns and strategies used to improve their performance for better learning. The learning content of the game is extracted from the Malaysia Upper Secondary Education (Form 4) Chemistry syllabus. The expected output of the game is to allow users to observe their gameplay performance through the dashboard and gaining new knowledge through the game with the achievement of learning objectives.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121492030","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00066
M. Sat, K. Cagiltay
The purpose of this study is to delve into the teachers’ experiences of hands-on e-textiles projects and identify the dynamics holding the pillars of an educational STEAM camp. A STEAM (science, technology, engineering, arts, mathematics) program was prepared and then applied in two camps with two different science teachers who gathered from schools located in various districts. The interviews with teachers were triangulated with observations, camp evaluation forms, surveys, and design artifacts. The qualitative and quantitative data analysis shed light on five themes: experiences and opinions, expectations and satisfaction, perceived benefits, challenges, and suggestions. The results of this study have important implications for those (individuals and institutions) interested in using e-textiles focused STEAM camps as a means of supporting interdisciplinary learning.
{"title":"The design of educational wearable technologies with teachers: Issues, challenges, and suggestions","authors":"M. Sat, K. Cagiltay","doi":"10.1109/ICALT55010.2022.00066","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00066","url":null,"abstract":"The purpose of this study is to delve into the teachers’ experiences of hands-on e-textiles projects and identify the dynamics holding the pillars of an educational STEAM camp. A STEAM (science, technology, engineering, arts, mathematics) program was prepared and then applied in two camps with two different science teachers who gathered from schools located in various districts. The interviews with teachers were triangulated with observations, camp evaluation forms, surveys, and design artifacts. The qualitative and quantitative data analysis shed light on five themes: experiences and opinions, expectations and satisfaction, perceived benefits, challenges, and suggestions. The results of this study have important implications for those (individuals and institutions) interested in using e-textiles focused STEAM camps as a means of supporting interdisciplinary learning.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127771224","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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