Masaki Takeda, S. Suto, Takafumi Sakamoto, A. Nameda, Tatsuhiro Konishi
In this study, we clarified how anxiety during learning in e-learning affects active class attitude. Furthermore, we clarified mechanisms by which the causal relationship between anxiety and active class attitude. At that time, based on results of our previous studies and reviews of previous studies, we analyzed anxiety during learning and active class attitude in consideration of learning strategy and willingness to learn. As a result, we found that the higher anxiety of learner at the start of semester, the lower active class attitude and deep information processing at the end of semester. On the other hand, when willingness to learn is high, willingness to learn suppresses effects of anxiety, on the contrary, enhances active class attitude. Our study suggests that the causal relationship between anxiety and active class attitude is adjusted by willingness to learn. These findings obtained in this study can be evaluated as useful for maximizing learning effects in e-learning.
{"title":"Effects of Anxiety on Active Class Attitude in E-Learning: Analysis by considering learning strategy and willingness to learn","authors":"Masaki Takeda, S. Suto, Takafumi Sakamoto, A. Nameda, Tatsuhiro Konishi","doi":"10.1145/3498765.3498793","DOIUrl":"https://doi.org/10.1145/3498765.3498793","url":null,"abstract":"In this study, we clarified how anxiety during learning in e-learning affects active class attitude. Furthermore, we clarified mechanisms by which the causal relationship between anxiety and active class attitude. At that time, based on results of our previous studies and reviews of previous studies, we analyzed anxiety during learning and active class attitude in consideration of learning strategy and willingness to learn. As a result, we found that the higher anxiety of learner at the start of semester, the lower active class attitude and deep information processing at the end of semester. On the other hand, when willingness to learn is high, willingness to learn suppresses effects of anxiety, on the contrary, enhances active class attitude. Our study suggests that the causal relationship between anxiety and active class attitude is adjusted by willingness to learn. These findings obtained in this study can be evaluated as useful for maximizing learning effects in e-learning.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115437121","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}
Based on existing knowledge about the post-truth era, this study aims to explore how educators should perceive and respond when students are confused by various messages from other sources in this particular era. The pedagogical approaches adopted by educators and their perspectives on this specific era were collected and analyzed through email interviews with four university in-service teachers, taking into account existing scholarship in the fields of politics and media, as well as existing approaches to the 'political classroom' and 'virtue education'. Finally, the shortcomings and deficiencies of this study are pointed out, and guidelines are given for further systematic research in the future.
{"title":"The Role of Teachers in Helping to Shape Students’ Cognitive Processes in a Post-Truth Era","authors":"Yi Sang","doi":"10.1145/3498765.3498838","DOIUrl":"https://doi.org/10.1145/3498765.3498838","url":null,"abstract":"Based on existing knowledge about the post-truth era, this study aims to explore how educators should perceive and respond when students are confused by various messages from other sources in this particular era. The pedagogical approaches adopted by educators and their perspectives on this specific era were collected and analyzed through email interviews with four university in-service teachers, taking into account existing scholarship in the fields of politics and media, as well as existing approaches to the 'political classroom' and 'virtue education'. Finally, the shortcomings and deficiencies of this study are pointed out, and guidelines are given for further systematic research in the future.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126016095","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}
Desi Indrawati, Yella Dezas Perdani, F. Nadelia, M. Moloney
Since March 2020, the outbreak of COVID-19 became a global pandemic. Therefore, Indonesian students, schools, and universities turned to online teaching and learning. This research was motivated by the fact that some students got low scores in English proficiency tests when they enrolled in their study. Thus, it was necessary to use a novel method such as a MG learning model to assist students in improving their English learning outcomes. The purpose of the research was to determine whether there were significant differences in English learning outcomes between students who acquired knowledge through MG learning and students who receive knowledge through video-based learning. A quasi-experimental study was done with the study population being students at Bina Nusantara University. The sample was a class with 40 students as an in-class experiment and another class with 40 students as a control group. The findings indicated that motion graphics-based learning effectively improved students' English ability because it was engaging and motivating, stimulating, encouraging, informative, entertaining, and accessible. Moreover, motion graphic learning was also found to be more effective in improving students' English ability than video-based learning (VBL).
{"title":"The Effectiveness of Motion Graphics in Improving Students' English Ability during the COVID-19 Pandemic","authors":"Desi Indrawati, Yella Dezas Perdani, F. Nadelia, M. Moloney","doi":"10.1145/3498765.3498819","DOIUrl":"https://doi.org/10.1145/3498765.3498819","url":null,"abstract":"Since March 2020, the outbreak of COVID-19 became a global pandemic. Therefore, Indonesian students, schools, and universities turned to online teaching and learning. This research was motivated by the fact that some students got low scores in English proficiency tests when they enrolled in their study. Thus, it was necessary to use a novel method such as a MG learning model to assist students in improving their English learning outcomes. The purpose of the research was to determine whether there were significant differences in English learning outcomes between students who acquired knowledge through MG learning and students who receive knowledge through video-based learning. A quasi-experimental study was done with the study population being students at Bina Nusantara University. The sample was a class with 40 students as an in-class experiment and another class with 40 students as a control group. The findings indicated that motion graphics-based learning effectively improved students' English ability because it was engaging and motivating, stimulating, encouraging, informative, entertaining, and accessible. Moreover, motion graphic learning was also found to be more effective in improving students' English ability than video-based learning (VBL).","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115821717","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}
J. A. González-Mendivil, M. Rodríguez-Paz, Israel Zamora-Hernández
A caution design of a workstation must consider all the factors of Human Centered Design, because it must include the Design of the environment along with the design of the workspace but without forgetting the compliance of international and local norms established for those topics. Evaluating an operator posture is an essential part of that design because it is the study of working conditions. For this specific task, there are various methods for assessing postures in a job: RULAS, Corlett, SWAT, VIRA, ARBAN, Keyserling, etc. In this paper we will present the result of the risk evaluation of various postures by different analysts using two different methods, the RULAS method and the use of an Augmented Reality application designed for the same purpose. The goal of the study is to define if there is an effect on the quality of the risk evaluation of the posture depending on the method utilized and the level of experience of the analyst.
{"title":"Evaluating the Impact of the Use of Augmented Reality on Human Centered Design","authors":"J. A. González-Mendivil, M. Rodríguez-Paz, Israel Zamora-Hernández","doi":"10.1145/3498765.3498842","DOIUrl":"https://doi.org/10.1145/3498765.3498842","url":null,"abstract":"A caution design of a workstation must consider all the factors of Human Centered Design, because it must include the Design of the environment along with the design of the workspace but without forgetting the compliance of international and local norms established for those topics. Evaluating an operator posture is an essential part of that design because it is the study of working conditions. For this specific task, there are various methods for assessing postures in a job: RULAS, Corlett, SWAT, VIRA, ARBAN, Keyserling, etc. In this paper we will present the result of the risk evaluation of various postures by different analysts using two different methods, the RULAS method and the use of an Augmented Reality application designed for the same purpose. The goal of the study is to define if there is an effect on the quality of the risk evaluation of the posture depending on the method utilized and the level of experience of the analyst.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132211263","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}
The teaching effect of music courses in Colleges and universities is closely related to the teaching quality of teachers. Starting with the application of big data in the teaching quality evaluation system of colleges and universities, this paper objectively summarizes the application of big data in the teaching quality evaluation system of music courses in Colleges and universities. Finally, Put forward the countermeasures to strengthen the application of big data in the teaching quality evaluation system of music courses in Colleges and Universities: gradually optimize the teaching quality evaluation system and enrich the evaluation content; Optimize the display form of teaching quality evaluation and highlight the role of evaluation; At the same time, improve students' enthusiasm for participation, mobilize students' enthusiasm for participating in the evaluation, and improve the quality of the course.
{"title":"Research on the Application of Big Data in the Evaluation System of Music Teaching in Chinese Colleges and Universities","authors":"Chenyu Wang, Bai'an Jiang, Shichang Zhong","doi":"10.1145/3498765.3498846","DOIUrl":"https://doi.org/10.1145/3498765.3498846","url":null,"abstract":"The teaching effect of music courses in Colleges and universities is closely related to the teaching quality of teachers. Starting with the application of big data in the teaching quality evaluation system of colleges and universities, this paper objectively summarizes the application of big data in the teaching quality evaluation system of music courses in Colleges and universities. Finally, Put forward the countermeasures to strengthen the application of big data in the teaching quality evaluation system of music courses in Colleges and Universities: gradually optimize the teaching quality evaluation system and enrich the evaluation content; Optimize the display form of teaching quality evaluation and highlight the role of evaluation; At the same time, improve students' enthusiasm for participation, mobilize students' enthusiasm for participating in the evaluation, and improve the quality of the course.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124511932","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}
Universities are depending on faculty's job performance for their competitiveness and growth. There are, however, rising concerns in Kenya about the job performance of faculty members in its universities. Given the popularity of social media in universities, with faculty engaging in social media for teaching, research and service, the issue of its contribution to faculty job performance and the potential to use it to enhance job performance have assumed special importance. Yet, there is a gap in our knowledge regarding both the patterns and intensity of social media use in Kenyan universities and its impact on performance. This study aims to fill, in part, this gap by investigating the influence of social media use on job performance and intrinsic motivation, specifically focusing on task performance and competence- an intrinsic motivation measure. A research model was proposed and data was collected from 388 faculty members from Kenyan Private universities using online questionnaires. Results revealed that social media use positively affected both task performance and competence. In addition, social media use also influenced task performance through the mediation of competence.
{"title":"The Effect of Social Media Use On Competency and Task Performance Among Faculty in Kenya Private Universities","authors":"Jane W. Ndung’u, I. Vertinsky, J. Onyango","doi":"10.1145/3498765.3498829","DOIUrl":"https://doi.org/10.1145/3498765.3498829","url":null,"abstract":"Universities are depending on faculty's job performance for their competitiveness and growth. There are, however, rising concerns in Kenya about the job performance of faculty members in its universities. Given the popularity of social media in universities, with faculty engaging in social media for teaching, research and service, the issue of its contribution to faculty job performance and the potential to use it to enhance job performance have assumed special importance. Yet, there is a gap in our knowledge regarding both the patterns and intensity of social media use in Kenyan universities and its impact on performance. This study aims to fill, in part, this gap by investigating the influence of social media use on job performance and intrinsic motivation, specifically focusing on task performance and competence- an intrinsic motivation measure. A research model was proposed and data was collected from 388 faculty members from Kenyan Private universities using online questionnaires. Results revealed that social media use positively affected both task performance and competence. In addition, social media use also influenced task performance through the mediation of competence.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130516438","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}
In recent years, researchers begin to pay attention to the socio-emotional process in collaborative learning. This study took postgraduate students as participants and used non participatory observation method to explore the socio-emotional process in collaborative problem-solving process as well as the role of socio-emotional interaction in the process of collaborative problem solving. The findings show that although there is no obvious correlation between the quality of socio-emotional process and collaborative problem-solving results, positive social-emotional interaction can promote group members to eliminate disagreements, make the separated team members rejoin in collaboration, and make members quickly compromise when facing common difficulties.
{"title":"Exploring the Relationship Between Socio-emotional Process and Collaborative Problem Solving","authors":"Wanqing Hu, Yuqi Huang, Yujuan Jia, Ning Ma","doi":"10.1145/3498765.3498834","DOIUrl":"https://doi.org/10.1145/3498765.3498834","url":null,"abstract":"In recent years, researchers begin to pay attention to the socio-emotional process in collaborative learning. This study took postgraduate students as participants and used non participatory observation method to explore the socio-emotional process in collaborative problem-solving process as well as the role of socio-emotional interaction in the process of collaborative problem solving. The findings show that although there is no obvious correlation between the quality of socio-emotional process and collaborative problem-solving results, positive social-emotional interaction can promote group members to eliminate disagreements, make the separated team members rejoin in collaboration, and make members quickly compromise when facing common difficulties.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131237106","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}
Technology for learning has shown great potential in increasing a student's academic achievement, performance, meaning, and well-being. It has also harvested a reputation for improving collaboration and socialization among student-student and student-teacher dyads. Evidence-based learning remains limited in learning with technology, showing whether students actually learn with digitized and mobilized technologies. Smartphones and mobile technologies continue to be the device of choice for young generations, namely those who occupy traditional classrooms and those who frequently engage in distance learning platforms. Employing Martin Seligman's Well-Being Theory (WBT), the PERMA model as the theoretical foundation for this research, will demonstrate how technology for learning presents a myriad of advantages and complexities where the multidimensions of well-being is concerned. The theoretical foundation would largely contribute to the trustworthiness of this literature. This research will focus on previous pieces of literature relevant to learning with technology, collaboration, socialization, and well-being. It will attempt to diversely fill the gap illustrated by Briz-Ponce et al. of what some of the drivers are that motivates learning and teaching with innovative and emergent technologies. It is suggested that future research take a diverse and demographic approach to show how knowledge acquisition with technology influences students’ well-being, academic achievement, and opportunities for collaboration and social wealth. More importantly, future research should be respectful of culture, race, age, community, or geographic location. Limitations of this study will be addressed.
{"title":"Learning with Mobile Technologies: Their Potential to Enhance Well-being, Collaboration and Social Enrichment among Diverse Students","authors":"A. Pearce","doi":"10.1145/3498765.3498801","DOIUrl":"https://doi.org/10.1145/3498765.3498801","url":null,"abstract":"Technology for learning has shown great potential in increasing a student's academic achievement, performance, meaning, and well-being. It has also harvested a reputation for improving collaboration and socialization among student-student and student-teacher dyads. Evidence-based learning remains limited in learning with technology, showing whether students actually learn with digitized and mobilized technologies. Smartphones and mobile technologies continue to be the device of choice for young generations, namely those who occupy traditional classrooms and those who frequently engage in distance learning platforms. Employing Martin Seligman's Well-Being Theory (WBT), the PERMA model as the theoretical foundation for this research, will demonstrate how technology for learning presents a myriad of advantages and complexities where the multidimensions of well-being is concerned. The theoretical foundation would largely contribute to the trustworthiness of this literature. This research will focus on previous pieces of literature relevant to learning with technology, collaboration, socialization, and well-being. It will attempt to diversely fill the gap illustrated by Briz-Ponce et al. of what some of the drivers are that motivates learning and teaching with innovative and emergent technologies. It is suggested that future research take a diverse and demographic approach to show how knowledge acquisition with technology influences students’ well-being, academic achievement, and opportunities for collaboration and social wealth. More importantly, future research should be respectful of culture, race, age, community, or geographic location. Limitations of this study will be addressed.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"555 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134238803","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}
Computer programming is a practical basic course. In order to implement the teaching method based on the concept of engineering accreditation, this paper explores the fixed teaching pattern integrating multiple online and offline platforms in the computer programming course, and gives a reasonable course evaluation system. In accordance with the support of this course on the core quality of talents required in engineering accreditation, the course objectives, the teaching activities and implementation method are respectively established in the three stages of the class, namely, pre class, in class and after class, shifting from teaching to learning as the center of the class. A suit of teaching method integrating multiple online and offline platforms in computer programming course under the new pattern is constructed, which can not only achieve good teaching effect, cultivate students’ high-level thinking and abilities, but also help to find the weakness for purpose of continuous improvement oriented to engineering accreditation.
{"title":"Mixed Teaching Pattern Exploration Integrating Online and Offline Platforms Oriented to Continuous Improvement for Engineering Accreditation: Practice in computer programming course as a presentation case","authors":"Wei Zhao","doi":"10.1145/3498765.3498784","DOIUrl":"https://doi.org/10.1145/3498765.3498784","url":null,"abstract":"Computer programming is a practical basic course. In order to implement the teaching method based on the concept of engineering accreditation, this paper explores the fixed teaching pattern integrating multiple online and offline platforms in the computer programming course, and gives a reasonable course evaluation system. In accordance with the support of this course on the core quality of talents required in engineering accreditation, the course objectives, the teaching activities and implementation method are respectively established in the three stages of the class, namely, pre class, in class and after class, shifting from teaching to learning as the center of the class. A suit of teaching method integrating multiple online and offline platforms in computer programming course under the new pattern is constructed, which can not only achieve good teaching effect, cultivate students’ high-level thinking and abilities, but also help to find the weakness for purpose of continuous improvement oriented to engineering accreditation.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132066299","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}
Israel Zamora-Hernández, M. Rodríguez-Paz, J. A. González-Mendivil
This paper presents a methodology based on Lego construction and applications in a context of simple games, for the development of soft competencies in sixth-semester high school students and helping them in the decision of which Engineering program is best for them. These students have declared interest in enrolling at our university, particularly at the School of Engineering and Science. Soft competencies have always been a valuable resource that employers look for in students that finish a college education. Universities around the world make many efforts to attract more students into Science, Technology, Engineering and Math (STEM) programs. This work presents a simple but effective methodology that has worked for us during visits and workshops to high schools as part of our attraction process. In this work we show how some soft competencies like creativity, teamwork, stress management and goal-oriented work are developed at a basic level within a gamification context. The results of a survey answered by two hundred students show the perception of students on how those competencies were developed, how their interest in STEM programs was confirmed and also, how their self confidence in pursuing a “hard” program was strengthened. We present this work so that other universities, particularly those in developing nations, could include this type of gamification activities in their attraction process and improve on the enrolling numbers of students in STEM programs.
{"title":"A Simple but Effective Gamification Methodology Based on Lego Type Models for the Attraction of More Students into STEM Programs in Developing Nations","authors":"Israel Zamora-Hernández, M. Rodríguez-Paz, J. A. González-Mendivil","doi":"10.1145/3498765.3498788","DOIUrl":"https://doi.org/10.1145/3498765.3498788","url":null,"abstract":"This paper presents a methodology based on Lego construction and applications in a context of simple games, for the development of soft competencies in sixth-semester high school students and helping them in the decision of which Engineering program is best for them. These students have declared interest in enrolling at our university, particularly at the School of Engineering and Science. Soft competencies have always been a valuable resource that employers look for in students that finish a college education. Universities around the world make many efforts to attract more students into Science, Technology, Engineering and Math (STEM) programs. This work presents a simple but effective methodology that has worked for us during visits and workshops to high schools as part of our attraction process. In this work we show how some soft competencies like creativity, teamwork, stress management and goal-oriented work are developed at a basic level within a gamification context. The results of a survey answered by two hundred students show the perception of students on how those competencies were developed, how their interest in STEM programs was confirmed and also, how their self confidence in pursuing a “hard” program was strengthened. We present this work so that other universities, particularly those in developing nations, could include this type of gamification activities in their attraction process and improve on the enrolling numbers of students in STEM programs.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133539408","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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