This paper presents the results of research and assessment of cyber security education in higher education in Europe and the United States of America. The quantitative research data of the education curricula was gathered and mapped to NICE Cybersecurity Workforce Framework (NCWF) categories to provide a common background for data comparison and analysis. The research found the education heavily responding to and emphasizing Operate and Maintain and Securely Provision categories of the framework, with others being present, but with smaller ECTS (European Credit Transfer System) offering in the institutions providing higher education. This leaves doubt if the used framework accurately describes the workforce, or if the education fails to deliver on all categories. Based on these results, more adapt curriculum and course design can be conducted by educators focusing on cyber security.
{"title":"Assessing Cyber Security Education through NICE Cybersecurity Workforce Framework","authors":"Karo Saharinen, Jaakko Backlund, Jarmo Nevala","doi":"10.1145/3436756.3437041","DOIUrl":"https://doi.org/10.1145/3436756.3437041","url":null,"abstract":"This paper presents the results of research and assessment of cyber security education in higher education in Europe and the United States of America. The quantitative research data of the education curricula was gathered and mapped to NICE Cybersecurity Workforce Framework (NCWF) categories to provide a common background for data comparison and analysis. The research found the education heavily responding to and emphasizing Operate and Maintain and Securely Provision categories of the framework, with others being present, but with smaller ECTS (European Credit Transfer System) offering in the institutions providing higher education. This leaves doubt if the used framework accurately describes the workforce, or if the education fails to deliver on all categories. Based on these results, more adapt curriculum and course design can be conducted by educators focusing on cyber security.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122964646","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}
Due to the advancements in Information and Communication Technologies (ICT) in university education, e-learning has become an essential part of Architecture, Engineering, and Construction (AEC) education programs. Building Information Modeling (BIM) is an ICT that can be used as a powerful didactic method approach to improve e-learning outcomes. A collaborative BIM tool was implemented in a project design class in a civil engineering course. This study aims to analyze the way BIM technology supported resource sharing within and across project groups, reinforced the forms of group collaboration, and improved e-learning outcomes. This study was developed under the framework of the new educational model Tec 21 in the Tecnologico de Monterrey university system in Mexico. This study was evaluated using both qualitative (e.g., pyramid discussion) and quantitative methods (e.g., survey). The results showed that BIM helped to improve communication in the group, group sharing of resources, and supported different kinds of group collaboration. The collaborative BIM tool provided a location-independent central virtual workspace, whereas the BIM software provided enough individual capability and resources for accurate building modeling. The paper discusses the importance of embedding supportive ICTs, such as BIM, to improve e-learning in civil engineering courses, as well as the limitations and needs in this field.
{"title":"Using BIM as a collaborative platform to improve e-learning in civil engineering","authors":"B. Sanchez, M. Rodríguez-Paz","doi":"10.1145/3436756.3437015","DOIUrl":"https://doi.org/10.1145/3436756.3437015","url":null,"abstract":"Due to the advancements in Information and Communication Technologies (ICT) in university education, e-learning has become an essential part of Architecture, Engineering, and Construction (AEC) education programs. Building Information Modeling (BIM) is an ICT that can be used as a powerful didactic method approach to improve e-learning outcomes. A collaborative BIM tool was implemented in a project design class in a civil engineering course. This study aims to analyze the way BIM technology supported resource sharing within and across project groups, reinforced the forms of group collaboration, and improved e-learning outcomes. This study was developed under the framework of the new educational model Tec 21 in the Tecnologico de Monterrey university system in Mexico. This study was evaluated using both qualitative (e.g., pyramid discussion) and quantitative methods (e.g., survey). The results showed that BIM helped to improve communication in the group, group sharing of resources, and supported different kinds of group collaboration. The collaborative BIM tool provided a location-independent central virtual workspace, whereas the BIM software provided enough individual capability and resources for accurate building modeling. The paper discusses the importance of embedding supportive ICTs, such as BIM, to improve e-learning in civil engineering courses, as well as the limitations and needs in this field.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134286928","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}
Socially-Oriented Technologies (SOTs) has taken the world by storm. People from all generations, professions, personal, and academic backgrounds gravitate to social and information communication technologies (ICTs). These SOTs are used as a source of increasing social wealth, educational level, professional careers, and self. Not only that, SOTs have allowed diverse individuals and groups to unite and connect, hence removing geographical and travel constraints, while systematically and simultaneously alleviating ill-psychological feelings, those related to stress, anxiety, and loneliness. Harbouring a sense of belongingness and connectedness has also been linked to SOTs and ICTs usage. Research has pointed out how ICTs and other social infrastructures can both be advantageous and harmful. They can also be compulsory. This article highlights some benefits and challenges related to ICTs and SOTs, human gravitation, education integrations, acceptance, adoption, attractability, and usability. It also shows that even though individuals use SOTs and ICTs for the sake of social enrichment and personal gain, personally and intellectually, excessive use can affect the same person physically, psychologically, and neurologically. The Social Penetration Theory (SPT) is used to determine the nature of socialization and self-disclosure to sustain interpersonal connections with familiar and strange others in a technology-based social setting and technology-driven world. Implications are also addressed. Although there is no distinctive header, this is the abstract. This submission template allows authors to submit their papers for review to an ACM Conference or Journal without any output design specifications incorporated at this point in the process. The ACM manuscript template is a single column document that allows authors to type their content into the pre-existing set of paragraph formatting styles applied to the sample placeholder text here. Throughout the document you will find further instructions on how to format your text.
{"title":"Socially-Oriented Technologies Attractability Influence on Individuals Academically and Neurologically","authors":"A. Pearce","doi":"10.1145/3436756.3437040","DOIUrl":"https://doi.org/10.1145/3436756.3437040","url":null,"abstract":"Socially-Oriented Technologies (SOTs) has taken the world by storm. People from all generations, professions, personal, and academic backgrounds gravitate to social and information communication technologies (ICTs). These SOTs are used as a source of increasing social wealth, educational level, professional careers, and self. Not only that, SOTs have allowed diverse individuals and groups to unite and connect, hence removing geographical and travel constraints, while systematically and simultaneously alleviating ill-psychological feelings, those related to stress, anxiety, and loneliness. Harbouring a sense of belongingness and connectedness has also been linked to SOTs and ICTs usage. Research has pointed out how ICTs and other social infrastructures can both be advantageous and harmful. They can also be compulsory. This article highlights some benefits and challenges related to ICTs and SOTs, human gravitation, education integrations, acceptance, adoption, attractability, and usability. It also shows that even though individuals use SOTs and ICTs for the sake of social enrichment and personal gain, personally and intellectually, excessive use can affect the same person physically, psychologically, and neurologically. The Social Penetration Theory (SPT) is used to determine the nature of socialization and self-disclosure to sustain interpersonal connections with familiar and strange others in a technology-based social setting and technology-driven world. Implications are also addressed. Although there is no distinctive header, this is the abstract. This submission template allows authors to submit their papers for review to an ACM Conference or Journal without any output design specifications incorporated at this point in the process. The ACM manuscript template is a single column document that allows authors to type their content into the pre-existing set of paragraph formatting styles applied to the sample placeholder text here. Throughout the document you will find further instructions on how to format your text.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123501655","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}
An analysis comparing short and long periods of video vignettes intervention and a follow-up evaluation has been applied to measure the compared impact and the durability of this kind of visual tools in the financial literacy (FL) levels of the participants. The participants have been involved in a story reacting with the question-answer related to the house, car, and pension plan choosing as the key financial decisions (KFD). The four video vignettes build on video animated response-based simulations, in a case format, contain 20 questions about knowledge, self-efficacy, and confidence dimensions; all of them, as a feedback system to measure Its impact on a randomized sample of university students. Their FL score ex-ante vs. ex-post with a tested FL scale was analyzed to conclude the FL effect is higher and positive in the four-weeks session (long intervention) vs. one-week course (short intervention). The same trend was observed within the follow-up evaluation applied six months after the durability confirmed. A parametric and non-parametric test confirms these results. The findings and its effects on public policy and the Implications for future research must be discussed.
{"title":"Is the dosed video-vignettes intervention more effective with a longer-lasting effect? A financial literacy Study.","authors":"S. M. M. Prado, P. Everaert, M. Valcke","doi":"10.1145/3436756.3437055","DOIUrl":"https://doi.org/10.1145/3436756.3437055","url":null,"abstract":"An analysis comparing short and long periods of video vignettes intervention and a follow-up evaluation has been applied to measure the compared impact and the durability of this kind of visual tools in the financial literacy (FL) levels of the participants. The participants have been involved in a story reacting with the question-answer related to the house, car, and pension plan choosing as the key financial decisions (KFD). The four video vignettes build on video animated response-based simulations, in a case format, contain 20 questions about knowledge, self-efficacy, and confidence dimensions; all of them, as a feedback system to measure Its impact on a randomized sample of university students. Their FL score ex-ante vs. ex-post with a tested FL scale was analyzed to conclude the FL effect is higher and positive in the four-weeks session (long intervention) vs. one-week course (short intervention). The same trend was observed within the follow-up evaluation applied six months after the durability confirmed. A parametric and non-parametric test confirms these results. The findings and its effects on public policy and the Implications for future research must be discussed.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127239948","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}
Social software is widely used in college students, while overuse will affect their academic performance and interpersonal communication. This study explored the relationship between undergraduates' use of social software and their academic performance. It was found that the frequency of using social software had a negative predictive effect on academic performance, while the degree of engagement had a positive predictive effect on academic performance. In the use of social software, posting updates, chatting and private messages, following group announcements and share (logs, photos, videos), micro- business agent had a positive predictive effect on academic engagement. Game playing had a negative predictive effect on academic performance. This study is helpful for undergraduates to manage social software usage and thus to upgrade their academic performance.
{"title":"Relationship between College Students’ Engagement and Social Software Use","authors":"Jian Cao, Lingyu Li, Yong Xie","doi":"10.1145/3436756.3437047","DOIUrl":"https://doi.org/10.1145/3436756.3437047","url":null,"abstract":"Social software is widely used in college students, while overuse will affect their academic performance and interpersonal communication. This study explored the relationship between undergraduates' use of social software and their academic performance. It was found that the frequency of using social software had a negative predictive effect on academic performance, while the degree of engagement had a positive predictive effect on academic performance. In the use of social software, posting updates, chatting and private messages, following group announcements and share (logs, photos, videos), micro- business agent had a positive predictive effect on academic engagement. Game playing had a negative predictive effect on academic performance. This study is helpful for undergraduates to manage social software usage and thus to upgrade their academic performance.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126340212","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}
Floor-volleyball is one of the common sports for visually impaired people, including the blind in Japan. Its history started from the 1960s and most of young students in the special schools for the blind have experience of this sport in a class of physical education or a club activity. However, there is not an appropriate way to recognize motions of players by their own, because of their visual impairments. Therefore, sensing the motion of the Floor-volleyball player and developing a tactile device which shows the motion was carried out in this research. Using a three-dimensional motion capture system, four visually impaired players’ data were collected and analyzed. The results showed that each player has each character of the motion. The significant difference was observed in the back-swing speed. To display the difference to the blind players, a small wireless tactile display device was successfully developed. It equips 384 refreshable tactile pins which are arranged in 36 by 12. These pins are driven by piezo actuators same as the common braille display. The main feature of the device is that the controller equips ESP-WROOM-02 Wi-Fi module and AAA batteries. The device is perfectly wireless and suitable for the physical education field.
{"title":"Floor-Volleyball Motion Feedback System for Visually Impaired Players","authors":"M. Kobayashi, H. Tatsumi","doi":"10.1145/3436756.3437020","DOIUrl":"https://doi.org/10.1145/3436756.3437020","url":null,"abstract":"Floor-volleyball is one of the common sports for visually impaired people, including the blind in Japan. Its history started from the 1960s and most of young students in the special schools for the blind have experience of this sport in a class of physical education or a club activity. However, there is not an appropriate way to recognize motions of players by their own, because of their visual impairments. Therefore, sensing the motion of the Floor-volleyball player and developing a tactile device which shows the motion was carried out in this research. Using a three-dimensional motion capture system, four visually impaired players’ data were collected and analyzed. The results showed that each player has each character of the motion. The significant difference was observed in the back-swing speed. To display the difference to the blind players, a small wireless tactile display device was successfully developed. It equips 384 refreshable tactile pins which are arranged in 36 by 12. These pins are driven by piezo actuators same as the common braille display. The main feature of the device is that the controller equips ESP-WROOM-02 Wi-Fi module and AAA batteries. The device is perfectly wireless and suitable for the physical education field.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"76 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129352167","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}
With the advancements in Artificial Intelligence (AI), ‘Automated Essay Scoring’ (AES) systems have become more and more prevalent in recent years. This research proposes an extension to the Coh-Metrix algorithm AES, with a focus on feature lists. Technical features, such as, referential cohesion, lexical diversity, and syntactic complexity are evaluated. Furthermore, it proposes the use of four novel semantic measures, including estimating the topic overlap between an essay and its brief. A prototype implementation, using neural networks, is used to test the individual and comparative performance of the newly proposed AES system. The results show a considerable improvement on the results obtained in the existing research for the original Coh-Metrix algorithm; from an adjacent accuracy of 91%, to an adjacent accuracy of 97.5% (and a QWK of 0.822). This suggests that the new features and the proposed system have the potential to improve essay grading and would be a good area for further research
{"title":"Automated Essay Scoring (AES); A Semantic Analysis Inspired Machine Learning Approach: An automated essay scoring system using semantic analysis and machine learning is presented in this research","authors":"Ahsan Ikram, Bill Castle","doi":"10.1145/3436756.3437036","DOIUrl":"https://doi.org/10.1145/3436756.3437036","url":null,"abstract":"With the advancements in Artificial Intelligence (AI), ‘Automated Essay Scoring’ (AES) systems have become more and more prevalent in recent years. This research proposes an extension to the Coh-Metrix algorithm AES, with a focus on feature lists. Technical features, such as, referential cohesion, lexical diversity, and syntactic complexity are evaluated. Furthermore, it proposes the use of four novel semantic measures, including estimating the topic overlap between an essay and its brief. A prototype implementation, using neural networks, is used to test the individual and comparative performance of the newly proposed AES system. The results show a considerable improvement on the results obtained in the existing research for the original Coh-Metrix algorithm; from an adjacent accuracy of 91%, to an adjacent accuracy of 97.5% (and a QWK of 0.822). This suggests that the new features and the proposed system have the potential to improve essay grading and would be a good area for further research","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131451914","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}
Web-based instruction was developed and implemented to improve performance and learning skills of students in pharmaceutical analysis laboratory since there are not sufficient instruments required for the experiment. The Web-based instruction provided an online platform for presenting laboratory instruction and demonstrating the procedure in graphic images and videos to support learning process. Implementation of this tool blended with laboratory in the academic year 2018 and 2019 has demonstrated that it can promote self-pace learning, self-directed learning and online learning. In addition, the assessment of students’ performance showed that cognitive skills and psychomotor skills were also enhanced according to this blended laboratory.
{"title":"Implementation of Web-based Instruction with Blended Laboratory","authors":"L. Sriphong","doi":"10.1145/3436756.3437031","DOIUrl":"https://doi.org/10.1145/3436756.3437031","url":null,"abstract":"Web-based instruction was developed and implemented to improve performance and learning skills of students in pharmaceutical analysis laboratory since there are not sufficient instruments required for the experiment. The Web-based instruction provided an online platform for presenting laboratory instruction and demonstrating the procedure in graphic images and videos to support learning process. Implementation of this tool blended with laboratory in the academic year 2018 and 2019 has demonstrated that it can promote self-pace learning, self-directed learning and online learning. In addition, the assessment of students’ performance showed that cognitive skills and psychomotor skills were also enhanced according to this blended laboratory.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124669191","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}
Rosa A. Silva, M. Chauca, Eduardo Huaccha, Jorge S. Zuniga, Fernando H. Layza, Enio E. Tena
The purpose of the study is to prove if the development of soft skills improves the resilience of undergraduates, the present study is quantitative, non-experimental, descriptive, comparative and cross-sectional correlation al, the sample was 66 students between 18 and 20 years old, the sampling used was non-probabilistic, the population was students from the Faculty of Electrical and Electronic Engineering of the University National of Callao. A survey was the technique used and the instruments were applied to the students of I and II term of electrical engineering, the instrument for data collection of Social Skills was the Arnold Goldstein checklist and evaluation of Arnold Goldstein and for Resilience the Walning and Young questionnaire, the questionnaire was conducted virtually due to the coronavirus pandemic. According to the results obtained between two groups of I and II term, it is concluded by saying that the teaching of social skills improves resilience in undergrates.
{"title":"Development of Soft Skills and Resilience in the Integral Formation of University Students based on Goldstein's Analysis","authors":"Rosa A. Silva, M. Chauca, Eduardo Huaccha, Jorge S. Zuniga, Fernando H. Layza, Enio E. Tena","doi":"10.1145/3436756.3437043","DOIUrl":"https://doi.org/10.1145/3436756.3437043","url":null,"abstract":"The purpose of the study is to prove if the development of soft skills improves the resilience of undergraduates, the present study is quantitative, non-experimental, descriptive, comparative and cross-sectional correlation al, the sample was 66 students between 18 and 20 years old, the sampling used was non-probabilistic, the population was students from the Faculty of Electrical and Electronic Engineering of the University National of Callao. A survey was the technique used and the instruments were applied to the students of I and II term of electrical engineering, the instrument for data collection of Social Skills was the Arnold Goldstein checklist and evaluation of Arnold Goldstein and for Resilience the Walning and Young questionnaire, the questionnaire was conducted virtually due to the coronavirus pandemic. According to the results obtained between two groups of I and II term, it is concluded by saying that the teaching of social skills improves resilience in undergrates.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124022570","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}
Rapid development of technology and the use of mobile learning enable students to choose the most effective device and application as a learning tool to improve their language skills. WhatsApp as a feasible application is nowadays taken into consideration since they often use it in their learning during Covid-19 Pandemic. This study aimed to investigate the EFL university students’ perceptions on using WhatsApp application in their language learning. 21 EFL students from English Department who joined a Qualitative Data Analysis class were involved as the participants of this study. Questionnaires and semi-structured interviews were employed as the data collection instruments. The findings indicated that WhatsApp seemed to be used well as a medium of learning by students and it could help students to improve their language skills particularly in writing and reading skills. It was proved from their positive response and comments on using that application. However, the students faced some challenges dealing with their concentration on messages since they were distracted by the other messages delivered and the mobile internet connection problem.
{"title":"Mobile Learning through WhatsApp: EFL Students’ Perceptions","authors":"Melita Sari Purba, S. Setyarini","doi":"10.1145/3436756.3437016","DOIUrl":"https://doi.org/10.1145/3436756.3437016","url":null,"abstract":"Rapid development of technology and the use of mobile learning enable students to choose the most effective device and application as a learning tool to improve their language skills. WhatsApp as a feasible application is nowadays taken into consideration since they often use it in their learning during Covid-19 Pandemic. This study aimed to investigate the EFL university students’ perceptions on using WhatsApp application in their language learning. 21 EFL students from English Department who joined a Qualitative Data Analysis class were involved as the participants of this study. Questionnaires and semi-structured interviews were employed as the data collection instruments. The findings indicated that WhatsApp seemed to be used well as a medium of learning by students and it could help students to improve their language skills particularly in writing and reading skills. It was proved from their positive response and comments on using that application. However, the students faced some challenges dealing with their concentration on messages since they were distracted by the other messages delivered and the mobile internet connection problem.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122250056","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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