Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111373
Jeevanithya Krishnan, Shalini Nagaratnam
The context of higher education is changing. The emerge of social, technical, and intellectual forces has pushed higher education to the point of a significant transformation (Garrison & Vaughn, 2008). Technology enhanced learning have raised concerns about the quality of education and learning environment. For the traditional classroom-based teaching and learning, the breakthrough came during the emerge of Covid-19 pandemic. Online learning, once a separated learning system, was fully integrated into teaching and learning to continue providing education amidst the lockdown. Post the reopening of higher education institutions, hybrid learning was widely implemented in almost all universities across the world, to accommodate students’ diverse range of learning needs in the post pandemic era. This case study is intended to gain insights regarding the learning experiences, challenges, and benefits in hybrid learning from both the lecturers’ and students’ perspective. Based from the gathered qualitative data, results show that both students and lecturers have mixed reviews regarding hybrid learning experience. One of the main findings is that hybrid learning creates a more flexible, engaging learning environment compared to traditional face-to-face learning. Lecturers generally feel that hybrid learning has several pedagogical and technological challenges. However, issues concerning quality of lecture delivery and academic malpractice during online assessments has found to be a concern among lecturers and students. In overall, lecturers and students feel that hybrid learning needs to be evaluated from time to time to address the drawback for continuous improvement towards better quality of learning.
{"title":"Hybrid Learning: A Boon or Bane","authors":"Jeevanithya Krishnan, Shalini Nagaratnam","doi":"10.1109/ICIET56899.2023.10111373","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111373","url":null,"abstract":"The context of higher education is changing. The emerge of social, technical, and intellectual forces has pushed higher education to the point of a significant transformation (Garrison & Vaughn, 2008). Technology enhanced learning have raised concerns about the quality of education and learning environment. For the traditional classroom-based teaching and learning, the breakthrough came during the emerge of Covid-19 pandemic. Online learning, once a separated learning system, was fully integrated into teaching and learning to continue providing education amidst the lockdown. Post the reopening of higher education institutions, hybrid learning was widely implemented in almost all universities across the world, to accommodate students’ diverse range of learning needs in the post pandemic era. This case study is intended to gain insights regarding the learning experiences, challenges, and benefits in hybrid learning from both the lecturers’ and students’ perspective. Based from the gathered qualitative data, results show that both students and lecturers have mixed reviews regarding hybrid learning experience. One of the main findings is that hybrid learning creates a more flexible, engaging learning environment compared to traditional face-to-face learning. Lecturers generally feel that hybrid learning has several pedagogical and technological challenges. However, issues concerning quality of lecture delivery and academic malpractice during online assessments has found to be a concern among lecturers and students. In overall, lecturers and students feel that hybrid learning needs to be evaluated from time to time to address the drawback for continuous improvement towards better quality of learning.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"28 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131437277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111418
Ramon Rodriguez, Joseph Marvin Imperial, Myron Darrel Montefalcon, Jay Rhald Padilla, Arlene O. Trillanes, Mideth B. Abisado
The main objective of internship programs of every university is to enable students to learn the skills needed in a workplace regardless of the modality. Students want to experience the actual work environment in preparation for joining the knowledge workers after finishing the program. With the disruptions in education due to the pandemic, universities are trying to redesign the modality of the delivery of instruction and the internship program. The shift from regular face-to-face to virtual internship modalities was adopted by higher education institutions worldwide. However, virtual internship modalities have already been adopted, especially in the Information, Communication, and Technology field in various companies in developed countries, but only sometimes done in developing countries. This study primarily wants to understand the experiences of computing students who underwent a traditional and virtual internship program based on their reflection essays. The qualitative data analysis method, specifically thematic and content analysis, was used to compare students’ experiences in the pre-pandemic and during the pandemic era. This comparison aims to deeply understand the patterns and themes and discover insights from students’ perspectives. The study’s outcome can enhance the computing curriculum and adopt new modalities of the internship program for the university. Automated tools were used to discover the patterns, insights, and themes.
{"title":"Comparative Thematic Analysis of Reflections from Physical and Virtual Internship Experiences of Computing Undergraduates Students","authors":"Ramon Rodriguez, Joseph Marvin Imperial, Myron Darrel Montefalcon, Jay Rhald Padilla, Arlene O. Trillanes, Mideth B. Abisado","doi":"10.1109/ICIET56899.2023.10111418","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111418","url":null,"abstract":"The main objective of internship programs of every university is to enable students to learn the skills needed in a workplace regardless of the modality. Students want to experience the actual work environment in preparation for joining the knowledge workers after finishing the program. With the disruptions in education due to the pandemic, universities are trying to redesign the modality of the delivery of instruction and the internship program. The shift from regular face-to-face to virtual internship modalities was adopted by higher education institutions worldwide. However, virtual internship modalities have already been adopted, especially in the Information, Communication, and Technology field in various companies in developed countries, but only sometimes done in developing countries. This study primarily wants to understand the experiences of computing students who underwent a traditional and virtual internship program based on their reflection essays. The qualitative data analysis method, specifically thematic and content analysis, was used to compare students’ experiences in the pre-pandemic and during the pandemic era. This comparison aims to deeply understand the patterns and themes and discover insights from students’ perspectives. The study’s outcome can enhance the computing curriculum and adopt new modalities of the internship program for the university. Automated tools were used to discover the patterns, insights, and themes.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114580267","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 work is the implementation of Virtual Reality (VR) and a Digital Twin (DT) of a Flexible Manufacturing Cell (FMC) to develop hard competences within the Industrial Robotics (IR) field. In this work, Robo DK (RDK) was used along with SolidWorks (SW) as a CAD software. The DT is made by placing all FMC 3D models in RDK. An industrial process is programmed into a VR DT environment for safe interaction and error detection. After the process is validated in VR, the students replicate it in the physical FMC. VR also allowed for interaction with different types of industrial robots. It is concluded from the results that the use of VR and a FMC DT allows for the students to have a safer, more organized and extensive experience with industrial robots; and therefore, they tend to propose solutions that improve quality, productivity, and efficiency in industrial processes.
{"title":"Digital Twins and Virtual Reality as Means for Teaching Industrial Robotics: A Case Study","authors":"Iyari Alejandro Nava-Téllez, Milton Carlos Elias-Espinosa, Eduardo Bastida Escamilla, Arturo Hernández Saavedra","doi":"10.1109/ICIET56899.2023.10111361","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111361","url":null,"abstract":"The purpose of this work is the implementation of Virtual Reality (VR) and a Digital Twin (DT) of a Flexible Manufacturing Cell (FMC) to develop hard competences within the Industrial Robotics (IR) field. In this work, Robo DK (RDK) was used along with SolidWorks (SW) as a CAD software. The DT is made by placing all FMC 3D models in RDK. An industrial process is programmed into a VR DT environment for safe interaction and error detection. After the process is validated in VR, the students replicate it in the physical FMC. VR also allowed for interaction with different types of industrial robots. It is concluded from the results that the use of VR and a FMC DT allows for the students to have a safer, more organized and extensive experience with industrial robots; and therefore, they tend to propose solutions that improve quality, productivity, and efficiency in industrial processes.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115994230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111118
Chunpeng Zhai, S. Wibowo, Michael Cowling
Artificial intelligence (AI) dialogue systems are gaining popularity in education for enhancing user experience and achieving learning outcomes. However, there is a limited study on AI dialogue systems can dynamically generate humorous interactions and empathetic responses to learners' emotions while considering their cultural diversity. This work-in-progress paper presents an interactive adversarial learning system, the MACHE-Bot, based on Wasserstein's generative adversarial network (WGAN) that uses user input to determine whether the generated responses entail humor, empathy, and culture in learning. The significance of the MACHE-Bot is: (1) it can trigger humorous and empathetic interactions and consider learners' cultural varieties, (2) it is able to capture the subtleties of user emotion, (3) it is capable of expressing multimodal humorous responses by recalling prior context and external knowledge, and (4) it is embedded with a corpus of cultural contexts, semantic properties, and language editions to enhance learning experience and outcomes. This study is useful because the ability of the MACHE-Bot to generate responses that are tailored to the user's emotions and cultural background can greatly enhance the learning experience and lead to better learning outcomes. Additionally, the use of a WGAN and the incorporation of external knowledge and cultural context makes the MACHE-Bot a unique and innovative system that has the potential to improve the overall effectiveness of AI-powered educational systems.
{"title":"An Innovative Tool for Education: An Adversarial Dialogue System Embedded with Humor, Empathy and Culture","authors":"Chunpeng Zhai, S. Wibowo, Michael Cowling","doi":"10.1109/ICIET56899.2023.10111118","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111118","url":null,"abstract":"Artificial intelligence (AI) dialogue systems are gaining popularity in education for enhancing user experience and achieving learning outcomes. However, there is a limited study on AI dialogue systems can dynamically generate humorous interactions and empathetic responses to learners' emotions while considering their cultural diversity. This work-in-progress paper presents an interactive adversarial learning system, the MACHE-Bot, based on Wasserstein's generative adversarial network (WGAN) that uses user input to determine whether the generated responses entail humor, empathy, and culture in learning. The significance of the MACHE-Bot is: (1) it can trigger humorous and empathetic interactions and consider learners' cultural varieties, (2) it is able to capture the subtleties of user emotion, (3) it is capable of expressing multimodal humorous responses by recalling prior context and external knowledge, and (4) it is embedded with a corpus of cultural contexts, semantic properties, and language editions to enhance learning experience and outcomes. This study is useful because the ability of the MACHE-Bot to generate responses that are tailored to the user's emotions and cultural background can greatly enhance the learning experience and lead to better learning outcomes. Additionally, the use of a WGAN and the incorporation of external knowledge and cultural context makes the MACHE-Bot a unique and innovative system that has the potential to improve the overall effectiveness of AI-powered educational systems.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128499487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111276
Rita Pusvitasari, C. Viriyavejakul, Piyapong Sumettikoon
Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience.
{"title":"Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?","authors":"Rita Pusvitasari, C. Viriyavejakul, Piyapong Sumettikoon","doi":"10.1109/ICIET56899.2023.10111276","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111276","url":null,"abstract":"Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129334634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111106
Shuyan He, Jing Wen, Fan Yang
The current study explored the impact of digital games on a group of year one engineering students’ academic vocabulary learning in a Chinese university. Participants were randomly assigned into control group (N=21) and experiment group (N=20). Both groups used the Quizlet Flashcard and Gravity games to study and review vocabulary but the latter had eight competitions using Quizlet Live platform every two weeks. A mixed method of pre/posttest, quantitative and qualitative design was adopted. Data from the participants’ pre/posttests, questionnaire, reflection reports and writing practice were analyzed. The findings show that: (1) digital educational games effectively improved students’ vocabulary learning effect (both receptive and productive knowledge) in both groups; (2) students in the experiment group showed a more obvious progress in terms of productive vocabulary acquisition and an increased awareness toward the accurate use of vocabulary in writing; (3) the vast majority of participants favored Quizlet and would use it themselves and recommend it to others. Findings of this research could shed light on other digital-game based vocabulary learning and research.
{"title":"Digital Gamification in EAP: Enhancing University Students’ Academic Vocabulary Learning via Quizlet","authors":"Shuyan He, Jing Wen, Fan Yang","doi":"10.1109/ICIET56899.2023.10111106","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111106","url":null,"abstract":"The current study explored the impact of digital games on a group of year one engineering students’ academic vocabulary learning in a Chinese university. Participants were randomly assigned into control group (N=21) and experiment group (N=20). Both groups used the Quizlet Flashcard and Gravity games to study and review vocabulary but the latter had eight competitions using Quizlet Live platform every two weeks. A mixed method of pre/posttest, quantitative and qualitative design was adopted. Data from the participants’ pre/posttests, questionnaire, reflection reports and writing practice were analyzed. The findings show that: (1) digital educational games effectively improved students’ vocabulary learning effect (both receptive and productive knowledge) in both groups; (2) students in the experiment group showed a more obvious progress in terms of productive vocabulary acquisition and an increased awareness toward the accurate use of vocabulary in writing; (3) the vast majority of participants favored Quizlet and would use it themselves and recommend it to others. Findings of this research could shed light on other digital-game based vocabulary learning and research.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129644257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111329
Minmin Feng, Xue Xia
During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers’ technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers’ personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers’ personal teaching efficacy significantly and positively predicted all the TPACK dimensions; meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed.
{"title":"Examining the Association Between Pre-service Teachers’ Self-efficacy and TPACK Competencies in Online Internships Under COVID-19","authors":"Minmin Feng, Xue Xia","doi":"10.1109/ICIET56899.2023.10111329","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111329","url":null,"abstract":"During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers’ technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers’ personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers’ personal teaching efficacy significantly and positively predicted all the TPACK dimensions; meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126218565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111298
Honghong Shi, Y. Gong
The wide application of artificial intelligence (AI) technology in education and teaching has widely changed the means and methods of distance network teaching. However, most intelligent network teaching systems and intelligent education platforms do not consider psychological factors such as learners' cognition, perception and emotions. This research studies the psychology factors of learners and the influence in the human-computer interaction (HCI) on the network teaching system. We hope to put forward the intelligent education platform based on HCI psychology design theory and a network teaching system design, while using AI technology to build software module and implement the network teaching system. Through the network teaching test, the test data of the ordinary network teaching system and the HCI psychology-based intelligent education platform are compared and analyzed. The analysis results show that the network teaching system based on HCI psychology improves the learning efficiency, knowledge acquisition rate and learning performance of learners. It shows that the combined application of AI technology and educational psychology is an important reform method of network teaching and intelligent education platform.
{"title":"Network Teaching System Design Based on Human-Computer Interaction Psychology and Artificial Intelligent Technologies","authors":"Honghong Shi, Y. Gong","doi":"10.1109/ICIET56899.2023.10111298","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111298","url":null,"abstract":"The wide application of artificial intelligence (AI) technology in education and teaching has widely changed the means and methods of distance network teaching. However, most intelligent network teaching systems and intelligent education platforms do not consider psychological factors such as learners' cognition, perception and emotions. This research studies the psychology factors of learners and the influence in the human-computer interaction (HCI) on the network teaching system. We hope to put forward the intelligent education platform based on HCI psychology design theory and a network teaching system design, while using AI technology to build software module and implement the network teaching system. Through the network teaching test, the test data of the ordinary network teaching system and the HCI psychology-based intelligent education platform are compared and analyzed. The analysis results show that the network teaching system based on HCI psychology improves the learning efficiency, knowledge acquisition rate and learning performance of learners. It shows that the combined application of AI technology and educational psychology is an important reform method of network teaching and intelligent education platform.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122540084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111353
Caitranggana Nareswari, Irsyad Thalib Abdillah, A. Kurniawati, A. F. Rizana
Knowledge management is a concept for managing existing knowledge so that a company does not lose knowledge. Knowledge is needed when carrying out work activities or developing an organization's or company's business. Some companies need to manage knowledge to support the manufacturing of customized products. This is because companies usually have difficulties in documenting and distributing knowledge in companies, especially regarding the type of Special Order (Customized Product). One effort that can be made to improve the mastery of knowledge is by implementing knowledge management-based e-learning. E-learning can assist organizations in improving knowledge transfer and management of e-learning and documenting knowledge. This research aims to design e-learning content for the special-order production process using the SECI and ADDIE methods. SECI is used in the design stage in ADDIE. The data used was obtained through direct interviews with the company's experts. This research is expected to produce e-learning to assist in studying the production processes that occur in the company. The output of this research is e-learning content which is a best practice for the four main stages of Special-Order shoe production, including patterning, upper making, bottoming, and final assembly.
{"title":"Design of E-Learning Content to Support Special Order Footwear Production","authors":"Caitranggana Nareswari, Irsyad Thalib Abdillah, A. Kurniawati, A. F. Rizana","doi":"10.1109/ICIET56899.2023.10111353","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111353","url":null,"abstract":"Knowledge management is a concept for managing existing knowledge so that a company does not lose knowledge. Knowledge is needed when carrying out work activities or developing an organization's or company's business. Some companies need to manage knowledge to support the manufacturing of customized products. This is because companies usually have difficulties in documenting and distributing knowledge in companies, especially regarding the type of Special Order (Customized Product). One effort that can be made to improve the mastery of knowledge is by implementing knowledge management-based e-learning. E-learning can assist organizations in improving knowledge transfer and management of e-learning and documenting knowledge. This research aims to design e-learning content for the special-order production process using the SECI and ADDIE methods. SECI is used in the design stage in ADDIE. The data used was obtained through direct interviews with the company's experts. This research is expected to produce e-learning to assist in studying the production processes that occur in the company. The output of this research is e-learning content which is a best practice for the four main stages of Special-Order shoe production, including patterning, upper making, bottoming, and final assembly.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126107173","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}
Representational Flexibility (RF) is an individual cognitive ability to select, coordinate and create alternative representations during information processing. Students with autism spectrum disorder (ASD) typically lack representational flexibility and therefore are underrepresented in the field of stem education. Research has used virtual reality-based (VR) 3D simulations to promote RF development in ASD adolescent learners. However, to promote RF development through VR, the need to be able to track RF throughout the sessions is critical. In this paper we describe the development of neural network classifiers, designed to track RF subsets throughout the session. We trained these classifies using different modes of data collected from 178 session recordings with eight ASD participants. Our empirical results show the promise and potential of using deep learning to provide real-time tracking of the cognitive-affective states of students with ASD. To the best of our knowledge, this is the first research effort to combine VR-training, educational data mining and deep learning to provide a nurturing and adaptive learning environment for students with ASD.
{"title":"Using Deep Learning to Track Representational Flexibility Development of Children with Autism in a Virtual World","authors":"Zlatko Sokolikj, Fengfeng Ke, Shayok Chakraborty, Jewoong Moon","doi":"10.1109/ICIET56899.2023.10111218","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111218","url":null,"abstract":"Representational Flexibility (RF) is an individual cognitive ability to select, coordinate and create alternative representations during information processing. Students with autism spectrum disorder (ASD) typically lack representational flexibility and therefore are underrepresented in the field of stem education. Research has used virtual reality-based (VR) 3D simulations to promote RF development in ASD adolescent learners. However, to promote RF development through VR, the need to be able to track RF throughout the sessions is critical. In this paper we describe the development of neural network classifiers, designed to track RF subsets throughout the session. We trained these classifies using different modes of data collected from 178 session recordings with eight ASD participants. Our empirical results show the promise and potential of using deep learning to provide real-time tracking of the cognitive-affective states of students with ASD. To the best of our knowledge, this is the first research effort to combine VR-training, educational data mining and deep learning to provide a nurturing and adaptive learning environment for students with ASD.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"87 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113954829","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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