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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
With the advancement of education informatization in China, online education has begun to take shape, and the research on online education is increasing year by year. Instructional design is an important part of teaching in online education. In order to adapt to the new form of online education, researchers began to study instructional design of online education. Therefore, Citespace software is used to review the literature related to online education teaching design in WoS database and CNKI. The research popularity in this field can be shown through the publication time distribution of literature, and the domestic research situation and the influence of various countries can be shown through the country and institution distribution of literature. Keywords co-occurrence analysis can show the hot research content in this field. After comparing the analysis of Chinese and foreign literature, this paper discusses the development of online education instructional design, and discusses the hot spots and frontiers in this field in the future.
{"title":"Bibliometric Analysis of Instructional Design in Online Education Based on Citespace","authors":"Zijie Li, Jun Wang, Shuang Shi","doi":"10.1145/3498765.3498808","DOIUrl":"https://doi.org/10.1145/3498765.3498808","url":null,"abstract":"With the advancement of education informatization in China, online education has begun to take shape, and the research on online education is increasing year by year. Instructional design is an important part of teaching in online education. In order to adapt to the new form of online education, researchers began to study instructional design of online education. Therefore, Citespace software is used to review the literature related to online education teaching design in WoS database and CNKI. The research popularity in this field can be shown through the publication time distribution of literature, and the domestic research situation and the influence of various countries can be shown through the country and institution distribution of literature. Keywords co-occurrence analysis can show the hot research content in this field. After comparing the analysis of Chinese and foreign literature, this paper discusses the development of online education instructional design, and discusses the hot spots and frontiers in this field in the future.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125975885","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}
Analyzing and diagnosing the classroom teaching structure is the fundamental way to improve the quality of education and teaching. However, traditional analysis methods have limitations such as over-reliance on experts, low analysis efficiency, and difficulty in scale. The purpose of this study is to use artificial intelligence technology to improve the efficiency of classroom teaching diagnosis. Based on the TESTII (Teaching Events, SPS, Time coding, Interpretation, Improvement) framework, using such as speech recognition, natural language understanding, combined with artificial labeling and proofreading, identifying teaching events, dividing teaching stages, and exploring whole-class teaching methods The order of the structure. The study found that text extraction can greatly improve the analysis efficiency of the teaching event coding method, and the analysis results can directly serve as a reference for ST coding and ITIAS coding; the Sequencing of Pedagogical Structure matches the role tags of teachers and students, which is a necessary supplement to SPS and aso forms a classroom The premise of the results of teaching analysis; This study conducted a small sample analysis of 12 course examples, and the results were very similar to the award distribution results evaluated by human experts.
对课堂教学结构进行分析与诊断是提高教育教学质量的根本途径。然而，传统的分析方法存在着过分依赖专家、分析效率低、难以规模化等局限性。本研究的目的是利用人工智能技术提高课堂教学诊断的效率。基于TESTII (Teaching Events, SPS, Time coding, Interpretation, Improvement)框架，运用语音识别、自然语言理解等方法，结合人工标注和校对，识别教学事件，划分教学阶段，探索课堂教学方法的顺序结构。研究发现，文本提取可以大大提高教学事件编码方法的分析效率，分析结果可以直接作为ST编码和ITIAS编码的参考;教学结构的排序匹配了教师和学生的角色标签，是对SPS的必要补充，也构成了课堂教学分析结果的前提;本研究对12个课程实例进行了小样本分析，结果与人类专家评估的奖项分配结果非常相似。
{"title":"Intelligent Diagnosis of Classroom Teaching Structure under TESTII Framework","authors":"Feiyun Xu, Zhong Sun","doi":"10.1145/3498765.3498772","DOIUrl":"https://doi.org/10.1145/3498765.3498772","url":null,"abstract":"Analyzing and diagnosing the classroom teaching structure is the fundamental way to improve the quality of education and teaching. However, traditional analysis methods have limitations such as over-reliance on experts, low analysis efficiency, and difficulty in scale. The purpose of this study is to use artificial intelligence technology to improve the efficiency of classroom teaching diagnosis. Based on the TESTII (Teaching Events, SPS, Time coding, Interpretation, Improvement) framework, using such as speech recognition, natural language understanding, combined with artificial labeling and proofreading, identifying teaching events, dividing teaching stages, and exploring whole-class teaching methods The order of the structure. The study found that text extraction can greatly improve the analysis efficiency of the teaching event coding method, and the analysis results can directly serve as a reference for ST coding and ITIAS coding; the Sequencing of Pedagogical Structure matches the role tags of teachers and students, which is a necessary supplement to SPS and aso forms a classroom The premise of the results of teaching analysis; This study conducted a small sample analysis of 12 course examples, and the results were very similar to the award distribution results evaluated by human experts.","PeriodicalId":273698,"journal":{"name":"Proceedings of the 13th International Conference on Education Technology and Computers","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124803253","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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