This study reports on the employment data between 2017 and 2021 for the engineering students in a double degree joint programme between a university in Beijing and a university in London. The purpose was to use regression analysis to forecast the employment outcomes of the joint programme graduates for 2021. Data were collected from five cohorts of students from 2017 to 2021. The researcher found that although there had been an increase in employment rate before 2020, the year 2020 was the watershed where the employment rate went down both in work and in postgraduate education. The impact of COVID-19 might be the major reason for such a decrease. Data analysis also shows that other factors influencing employment results include place of origin and countries (overseas graduate schools). Furthermore, the regression analysis model forecasts the employment rate for 2021 graduates.
{"title":"Employment Trends and Forecast (2017-2021) for Engineering Students in a Double Degree Joint Programme","authors":"Li Cheng","doi":"10.1145/3498765.3498825","DOIUrl":"https://doi.org/10.1145/3498765.3498825","url":null,"abstract":"This study reports on the employment data between 2017 and 2021 for the engineering students in a double degree joint programme between a university in Beijing and a university in London. The purpose was to use regression analysis to forecast the employment outcomes of the joint programme graduates for 2021. Data were collected from five cohorts of students from 2017 to 2021. The researcher found that although there had been an increase in employment rate before 2020, the year 2020 was the watershed where the employment rate went down both in work and in postgraduate education. The impact of COVID-19 might be the major reason for such a decrease. Data analysis also shows that other factors influencing employment results include place of origin and countries (overseas graduate schools). Furthermore, the regression analysis model forecasts the employment rate for 2021 graduates.","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":"124601941","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}
Aiming at the contemporary problems in the construction and application of digital teaching resources in colleges and universities, this paper deeply analyzes the main reasons. Focusing on aims to improve the classroom teaching effect, this paper forms the framework of the “classroom revolution”, which puts forward the practical designs of promoting the construction of resource database with performance evaluation. The solution presents the specific path of the construction of digital teaching resource database, urges students to “return to the acquisition of basic knowledge”, teachers “return to their duties” and improve the quality of talent cultivation.
{"title":"On the Construction Path of Digital Teaching Resource Database under the Background of “Classroom Revolution”","authors":"Huannian Meng, Huaiyu Fan, Cuiying Lin","doi":"10.1145/3498765.3498806","DOIUrl":"https://doi.org/10.1145/3498765.3498806","url":null,"abstract":"Aiming at the contemporary problems in the construction and application of digital teaching resources in colleges and universities, this paper deeply analyzes the main reasons. Focusing on aims to improve the classroom teaching effect, this paper forms the framework of the “classroom revolution”, which puts forward the practical designs of promoting the construction of resource database with performance evaluation. The solution presents the specific path of the construction of digital teaching resource database, urges students to “return to the acquisition of basic knowledge”, teachers “return to their duties” and improve the quality of talent cultivation.","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":"126497260","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 purpose of this study was to investigate the effects of two different gamified learning platforms (i.e. Kahoot and Quizizz) on students’ learning outcomes, and to further explore their application differences in different knowledge types and disciplines. Based on the theory of gamified learning, the present study used the meta-analysis method to analyze 36 independent experiments, and found that Kahoot and Quizizz had a moderate-to-large positive effect on learning outcome (combined effect value 0.775). From the perspective of game characteristics, Quizizz's application effect is better than Kahoot's. From the perspective of instructional content, it is more effective to apply Kahoot and Quizizz in procedural knowledge learning or humanities and social sciences learning. According to the meta-analysis results, three specific suggestions are put forward to providing some reference to the application of gamified learning platforms.
{"title":"Effects of Gamified Learning Platforms on Students' Learning Outcomes: A Meta-analysis Taking Kahoot and Quizizz as Examples","authors":"Yinyu Wang, Yufei Qiao, Xue Wang","doi":"10.1145/3498765.3498781","DOIUrl":"https://doi.org/10.1145/3498765.3498781","url":null,"abstract":"The purpose of this study was to investigate the effects of two different gamified learning platforms (i.e. Kahoot and Quizizz) on students’ learning outcomes, and to further explore their application differences in different knowledge types and disciplines. Based on the theory of gamified learning, the present study used the meta-analysis method to analyze 36 independent experiments, and found that Kahoot and Quizizz had a moderate-to-large positive effect on learning outcome (combined effect value 0.775). From the perspective of game characteristics, Quizizz's application effect is better than Kahoot's. From the perspective of instructional content, it is more effective to apply Kahoot and Quizizz in procedural knowledge learning or humanities and social sciences learning. According to the meta-analysis results, three specific suggestions are put forward to providing some reference to the application of gamified learning platforms.","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":"121026702","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 network analysis is widely used in the study of interactive behaviors in online collaborative learning activities. It explores the rules of group networks and finds the rules of personal development through community graphs and average degree equivalents. Using social network analysis methods to study collaborative learning is conducive to exploration the nature of the collaborative learning process which provides valuable practical support for the development of online collaborative learning. This study took 47 second-year undergraduates majoring in educational technology as the research objects, and carried out research-based collaborative learning activities based on Tencent online documents in small groups. We recorded the dialogue behavior of each student during the online collaboration process. And we classified the information into information sharing, approval, Disagreement, interrogative, comprehensive, and field-controlled discussions. We use Gephi software to build a classified comprehensive social network, and analyze the characteristics of the collaborative network based on average degree, graph density, average path length, and average clustering coefficient value, and Combining group role characteristics. We explore the relationship between group, group role, and academic performance. The results of the research show that most of the group's dialogue activities are more inclined to general information sharing and discussion. The group with high cohesion may not achieve the highest results, and the role of the group leader as a leader may not be the best in academic performance.
{"title":"Role Analysis of CSCL Online Synchronous Dialogue from the Perspective of Social Network Analysis: Researching Collaborative Learning based on Tencent Online Documents as An Example","authors":"Wen-Xuan Wang, Jing Li, Xiaoxuan Zhang","doi":"10.1145/3498765.3498797","DOIUrl":"https://doi.org/10.1145/3498765.3498797","url":null,"abstract":"Social network analysis is widely used in the study of interactive behaviors in online collaborative learning activities. It explores the rules of group networks and finds the rules of personal development through community graphs and average degree equivalents. Using social network analysis methods to study collaborative learning is conducive to exploration the nature of the collaborative learning process which provides valuable practical support for the development of online collaborative learning. This study took 47 second-year undergraduates majoring in educational technology as the research objects, and carried out research-based collaborative learning activities based on Tencent online documents in small groups. We recorded the dialogue behavior of each student during the online collaboration process. And we classified the information into information sharing, approval, Disagreement, interrogative, comprehensive, and field-controlled discussions. We use Gephi software to build a classified comprehensive social network, and analyze the characteristics of the collaborative network based on average degree, graph density, average path length, and average clustering coefficient value, and Combining group role characteristics. We explore the relationship between group, group role, and academic performance. The results of the research show that most of the group's dialogue activities are more inclined to general information sharing and discussion. The group with high cohesion may not achieve the highest results, and the role of the group leader as a leader may not be the best in academic performance.","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":"117155052","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 continuous popularity of online learning, it is difficult for learners to decide how to learn when they face a large number of learning resources, especially when they must balance the limited learning time available and multiple learning objectives under different learning scenarios. This paper presents a learning path recommendation using lesson sequence and learning object based on course graph. This paper tries to get a more personalized and suitable learning path from three aspects. First, this paper realizes the semantic association between knowledge points and resources by constructing a multi-relational course knowledge graph based on lesson layer with three-layered content hierarchy. Second, AprioriAll algorithm is applied to dig out the target knowledge point (start lesson) with the highest confidence level in the current knowledge point of the learning record from the learners' interactive data. Third, we provide flexible ways to continue learning by evaluating the learners' knowledge mastery, such as providing auxiliary learning paths to enhance the current knowledge. More importantly, the learner's interaction data and learning preferences are considered throughout the recommendation process, and some personalized parameters are allowed to be dynamically updated, which will make the recommendations more and more personalized and accurate with the increasing use.
{"title":"Learning Path Recommendation Using Lesson Sequence and Learning Object based on Course Graph","authors":"Juxiang Zhou, Xiaoyu Ma, Peipei Shan, Jun Wang","doi":"10.1145/3498765.3498767","DOIUrl":"https://doi.org/10.1145/3498765.3498767","url":null,"abstract":"With the continuous popularity of online learning, it is difficult for learners to decide how to learn when they face a large number of learning resources, especially when they must balance the limited learning time available and multiple learning objectives under different learning scenarios. This paper presents a learning path recommendation using lesson sequence and learning object based on course graph. This paper tries to get a more personalized and suitable learning path from three aspects. First, this paper realizes the semantic association between knowledge points and resources by constructing a multi-relational course knowledge graph based on lesson layer with three-layered content hierarchy. Second, AprioriAll algorithm is applied to dig out the target knowledge point (start lesson) with the highest confidence level in the current knowledge point of the learning record from the learners' interactive data. Third, we provide flexible ways to continue learning by evaluating the learners' knowledge mastery, such as providing auxiliary learning paths to enhance the current knowledge. More importantly, the learner's interaction data and learning preferences are considered throughout the recommendation process, and some personalized parameters are allowed to be dynamically updated, which will make the recommendations more and more personalized and accurate with the increasing use.","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":"126960943","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}
Aiming at the problems existing in the traditional classroom teaching mode adopted in the teaching of big data courses in financial universities: fail to reflect "student-centered", unable to cultivate students' autonomous learning ability, and lack of students' learning time and thinking time, we study a blended teaching method for big data course in financial universities, and design the implementation scheme of blended teaching from three stages: before class, in class and after class. At the same time, a specific teaching example is given, and the evaluation method of blended teaching is further put forward.
{"title":"Research on Online and Offline Blended Teaching Method for Big Data Course in Financial Universities","authors":"M. Hai, Haifeng Li, Yangyang Huang","doi":"10.1145/3498765.3498785","DOIUrl":"https://doi.org/10.1145/3498765.3498785","url":null,"abstract":"Aiming at the problems existing in the traditional classroom teaching mode adopted in the teaching of big data courses in financial universities: fail to reflect \"student-centered\", unable to cultivate students' autonomous learning ability, and lack of students' learning time and thinking time, we study a blended teaching method for big data course in financial universities, and design the implementation scheme of blended teaching from three stages: before class, in class and after class. At the same time, a specific teaching example is given, and the evaluation method of blended teaching is further put forward.","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":"124107151","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}
Xinyue Jiao, C. Yi, Chunping Liu, Yong Xie, Ning Ma
The ability of innovation, critical thinking, communication and cooperation are highly emphasized. Knowledge construction has been recognized as a crucial collaborative process contributing to individuals' learning and to high-productivity collaboration. Cognitive style is an important factor that affects the knowledge construction of students. This research aims to explore how the combination of people with different cognitive styles affects students’ collaborative knowledge construction. The intuition-analysis cognitive style classification is used as the basis for grouping. There are eight groups in four different combination which include all-analysts, two intuitivists & one analysts, two analysts & one intuitivist, and all-intuitivists. They were asked to take part in a collaborative argumentation which were recorded for further analysis. The results show that, the group with different cognitive style students performs better than those with same cognitive style members in knowledge construction in the collaborative argumentation. In the group of mixed cognitive styles, the more analytic students, the higher and more logical the entire group’ knowledge construction is. Therefore, it is recommended that teachers adopt the heterogeneous cognitive styles grouping strategy.
{"title":"How Different Cognitive Style Groups Affect Learners’ Knowledge Construction in Collaborative Argumentation","authors":"Xinyue Jiao, C. Yi, Chunping Liu, Yong Xie, Ning Ma","doi":"10.1145/3498765.3498831","DOIUrl":"https://doi.org/10.1145/3498765.3498831","url":null,"abstract":"The ability of innovation, critical thinking, communication and cooperation are highly emphasized. Knowledge construction has been recognized as a crucial collaborative process contributing to individuals' learning and to high-productivity collaboration. Cognitive style is an important factor that affects the knowledge construction of students. This research aims to explore how the combination of people with different cognitive styles affects students’ collaborative knowledge construction. The intuition-analysis cognitive style classification is used as the basis for grouping. There are eight groups in four different combination which include all-analysts, two intuitivists & one analysts, two analysts & one intuitivist, and all-intuitivists. They were asked to take part in a collaborative argumentation which were recorded for further analysis. The results show that, the group with different cognitive style students performs better than those with same cognitive style members in knowledge construction in the collaborative argumentation. In the group of mixed cognitive styles, the more analytic students, the higher and more logical the entire group’ knowledge construction is. Therefore, it is recommended that teachers adopt the heterogeneous cognitive styles grouping strategy.","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":"126647962","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}
Resolving the reference phenomenon in application problems is a key step to realize the understanding of mathematical problems. Compared with the Chinese corpus in the general field, this study analyzed the characteristics of reference resolution in mathematical stratified sampling word problems, and explored key factors by combining the C4.5 decision tree algorithm. On this basis, the study proposed a CRF-based sequence labeling algorithm, which was exploited to identify the to-be-solved items of the stratified sampling problem and resolved them. The experimental data is the stratified sampling word problems collected from the math problems in the Chinese college entrance examination and the test problems in the textbook from 2012 to 2020. The results show that the F-values for the antecedents and anaphors of the mathematical stratified sampling word problems based on CRF sequence labeling can reach 81.29% and 90.69%, respectively, and the F-values for reference resolution can reach 84.84%, which is higher than the traditional Bayesian method.
{"title":"Research on the CRF-based Sequence Labeling Algorithm Used in Reference Resolution of Mathematical Word Problem Understanding","authors":"Qingtang Liu, Xinqian Ma, Peng Zhou, Linjing Wu, Shuang Yu, Xueyan Yang","doi":"10.1145/3498765.3498769","DOIUrl":"https://doi.org/10.1145/3498765.3498769","url":null,"abstract":"Resolving the reference phenomenon in application problems is a key step to realize the understanding of mathematical problems. Compared with the Chinese corpus in the general field, this study analyzed the characteristics of reference resolution in mathematical stratified sampling word problems, and explored key factors by combining the C4.5 decision tree algorithm. On this basis, the study proposed a CRF-based sequence labeling algorithm, which was exploited to identify the to-be-solved items of the stratified sampling problem and resolved them. The experimental data is the stratified sampling word problems collected from the math problems in the Chinese college entrance examination and the test problems in the textbook from 2012 to 2020. The results show that the F-values for the antecedents and anaphors of the mathematical stratified sampling word problems based on CRF sequence labeling can reach 81.29% and 90.69%, respectively, and the F-values for reference resolution can reach 84.84%, which is higher than the traditional Bayesian method.","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":"132435017","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}
Children's art education is closely related to the cultural environment. In consideration of the interconnection and interaction between education and culture, the impact of traditional culture on art education could not be underestimated. VR technology can break the limit of time and space to restore the history, and provide traditional culture and art education for children with vivid images. The advantages of VR technology in creating immersive teaching situation for children's traditional culture and art education can overcome limitations of teaching space and provide technical support for the creation of immersive learning situation. VR technology can realize the content dynamization and visualization of traditional culture in children's art education, stimulate students’ learning initiative, improve the quality and efficiency of Chinese children's traditional culture and art education, and provide feasibility for the formation of Chinese traditional culture in children's art education resources and the reform of teaching methods.
{"title":"The Application of VR Technology in Traditional Culture and Art Immersive Teaching for Chinese Children","authors":"Ying-Chien Chu","doi":"10.1145/3498765.3498780","DOIUrl":"https://doi.org/10.1145/3498765.3498780","url":null,"abstract":"Children's art education is closely related to the cultural environment. In consideration of the interconnection and interaction between education and culture, the impact of traditional culture on art education could not be underestimated. VR technology can break the limit of time and space to restore the history, and provide traditional culture and art education for children with vivid images. The advantages of VR technology in creating immersive teaching situation for children's traditional culture and art education can overcome limitations of teaching space and provide technical support for the creation of immersive learning situation. VR technology can realize the content dynamization and visualization of traditional culture in children's art education, stimulate students’ learning initiative, improve the quality and efficiency of Chinese children's traditional culture and art education, and provide feasibility for the formation of Chinese traditional culture in children's art education resources and the reform of teaching methods.","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":"128802159","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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