Pub Date : 2023-03-18DOI: 10.1109/ICIET56899.2023.10111163
Yong Zheng, Alejandro Susillo Ridao
To enhance students’ academic performance, it’s crucial to identify knowledge gaps early. Educators can then provide support, such as remedial materials, to help students better understand course content. This paper explores the correlation between in-class emotions and assignment performance as a means of predicting knowledge gaps. Results showed that emotions at the beginning of a knowledge point are significantly related to assignment performance. This suggests that it is possible to identify knowledge gaps through in-class emotions, rather than waiting for assignment results. This could inspire future tech advancements in academic learning.
{"title":"A Study of Dependency Between Students’ In-Class Emotions and Academic Performance","authors":"Yong Zheng, Alejandro Susillo Ridao","doi":"10.1109/ICIET56899.2023.10111163","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111163","url":null,"abstract":"To enhance students’ academic performance, it’s crucial to identify knowledge gaps early. Educators can then provide support, such as remedial materials, to help students better understand course content. This paper explores the correlation between in-class emotions and assignment performance as a means of predicting knowledge gaps. Results showed that emotions at the beginning of a knowledge point are significantly related to assignment performance. This suggests that it is possible to identify knowledge gaps through in-class emotions, rather than waiting for assignment results. This could inspire future tech advancements in academic learning.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"5 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":"134101347","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/ICIET56899.2023.10111190
R. N. Auliya, Jirarat Sitthiworachart, P. Isaías
Most Indonesian schools have to close immediately because of the COVID-19 pandemic, and there will be a quick transition to distance learning, requiring the usage of digital interventions. But the country's digital education infrastructure, particularly in rural schools, is not sufficiently developed to maintain and enhance students’ learning outcomes. To address these problems Plickers (students response system) offers students an opportunity for a high-quality education while potentially reducing the cost of technology resources. This study enhanced integrated Plickers for learning mathematics in rural secondary schools. A quantitative and qualitative approach was used to examine how students participated in the learning and their perception, preferences, and motivation for using Plickers. The study involved 50 seventh graders, and 15 of them volunteered to participate in interviews. A paired samples t-test revealed a significant difference between learning engagement on paper-based tests and learning engagement on Plickers-based tests. The majority of students also had positive opinions of Plickers, noting its usability, capacity to make learning more enjoyable, increase engagement in problem-solving, promote comprehension of the subject, and help students maintain their interest during class. While some students struggled to focus and thought Plickers was just a quiz tool that couldn't motivate them to learn.
{"title":"Learning Mathematics with Plickers as an Assessment Tool in Rural Secondary School","authors":"R. N. Auliya, Jirarat Sitthiworachart, P. Isaías","doi":"10.1109/ICIET56899.2023.10111190","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111190","url":null,"abstract":"Most Indonesian schools have to close immediately because of the COVID-19 pandemic, and there will be a quick transition to distance learning, requiring the usage of digital interventions. But the country's digital education infrastructure, particularly in rural schools, is not sufficiently developed to maintain and enhance students’ learning outcomes. To address these problems Plickers (students response system) offers students an opportunity for a high-quality education while potentially reducing the cost of technology resources. This study enhanced integrated Plickers for learning mathematics in rural secondary schools. A quantitative and qualitative approach was used to examine how students participated in the learning and their perception, preferences, and motivation for using Plickers. The study involved 50 seventh graders, and 15 of them volunteered to participate in interviews. A paired samples t-test revealed a significant difference between learning engagement on paper-based tests and learning engagement on Plickers-based tests. The majority of students also had positive opinions of Plickers, noting its usability, capacity to make learning more enjoyable, increase engagement in problem-solving, promote comprehension of the subject, and help students maintain their interest during class. While some students struggled to focus and thought Plickers was just a quiz tool that couldn't motivate them to learn.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"53 2 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":"132673410","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/ICIET56899.2023.10111429
E. Blancaflor, Nathaniel James M. David, Dafydd Azrael S. Olarte, Clarence Jelo E. Padon, Princess Sikorsky A. Remo
Along with hitting certain regions of the country, the COVID-19 outbreak substantially impacted all academic institutions, prompting the traditional classroom structure to be adjusted immediately. Governments have shifted to a virtual learning environment to alleviate separation from educational activities and boost involvement. The primary objective of this research is to examine the different learning techniques used by senior high school students at a Philippine University when they engage in online learning. This study investigates the underlying pedagogies and instructional designs employed in the production and delivery of online courses. Numerous challenges, including infrastructure and school readiness for a rapid transition to distant education, would develop due to the rapid transformation in education. The researchers employed a descriptive technique in conducting this study and set survey questions to collect data from respondents. The non-probability sampling approach is used in this study, and the results are analyzed using a 5-point Likert scale to determine the mean and standard deviation. The study's results indicate that although students are dissatisfied with the online setting due to its performance differences from the traditional approach, they believe the course material to be fascinating and relevant for the future. It is also indicated that the online learning materials have a significant impact and are convenient to their education. The researchers recommend that institutions arrange asynchronous and synchronous sessions throughout the week and that institutions pay more attention to course design. Finally, students should investigate the school's potential for online instruction.
{"title":"A Quantitative Analysis of Different Learning Strategies for Senior High School Students in the \"New Normal\"","authors":"E. Blancaflor, Nathaniel James M. David, Dafydd Azrael S. Olarte, Clarence Jelo E. Padon, Princess Sikorsky A. Remo","doi":"10.1109/ICIET56899.2023.10111429","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111429","url":null,"abstract":"Along with hitting certain regions of the country, the COVID-19 outbreak substantially impacted all academic institutions, prompting the traditional classroom structure to be adjusted immediately. Governments have shifted to a virtual learning environment to alleviate separation from educational activities and boost involvement. The primary objective of this research is to examine the different learning techniques used by senior high school students at a Philippine University when they engage in online learning. This study investigates the underlying pedagogies and instructional designs employed in the production and delivery of online courses. Numerous challenges, including infrastructure and school readiness for a rapid transition to distant education, would develop due to the rapid transformation in education. The researchers employed a descriptive technique in conducting this study and set survey questions to collect data from respondents. The non-probability sampling approach is used in this study, and the results are analyzed using a 5-point Likert scale to determine the mean and standard deviation. The study's results indicate that although students are dissatisfied with the online setting due to its performance differences from the traditional approach, they believe the course material to be fascinating and relevant for the future. It is also indicated that the online learning materials have a significant impact and are convenient to their education. The researchers recommend that institutions arrange asynchronous and synchronous sessions throughout the week and that institutions pay more attention to course design. Finally, students should investigate the school's potential for online instruction.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"19 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":"133339723","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/ICIET56899.2023.10111242
Zhicheng Dai, Rongjin Chen, Kui Zhang, Fuming Zhu
The quality of environmental temperature in smart classrooms affects the working and learning status of both teaching parties. Realizing accurate prediction of environmental temperature in smart classrooms can timely adjust the HVAC, lighting and other equipment in smart classrooms according to the prediction results, and solve the problem of lagging effect of environmental regulation, so that teaching activities can always be carried out in an environment that makes teachers and students feel comfortable and satisfied. Therefore, this paper designs an SSA-RF-LSTM model based on Random Forest (RF) algorithm, Long Short-Term Memory Neural Network (LSTM) and Sparrow Search Algorithm (SSA) to achieve accurate prediction of factors influencing the environmental comfort of smart classrooms. The root means square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE) are used to compare and analyze the prediction performance of SSA-RF-LSTM model with LSTM model and RF-LSTM model, and the experimental results show that SSA-RF-LSTM model has the best performance in predicting the temperature in smart classrooms.
{"title":"Predicting the Temperature of Smart Classroom Environment Based on SSA-RF-LSTM Model","authors":"Zhicheng Dai, Rongjin Chen, Kui Zhang, Fuming Zhu","doi":"10.1109/ICIET56899.2023.10111242","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111242","url":null,"abstract":"The quality of environmental temperature in smart classrooms affects the working and learning status of both teaching parties. Realizing accurate prediction of environmental temperature in smart classrooms can timely adjust the HVAC, lighting and other equipment in smart classrooms according to the prediction results, and solve the problem of lagging effect of environmental regulation, so that teaching activities can always be carried out in an environment that makes teachers and students feel comfortable and satisfied. Therefore, this paper designs an SSA-RF-LSTM model based on Random Forest (RF) algorithm, Long Short-Term Memory Neural Network (LSTM) and Sparrow Search Algorithm (SSA) to achieve accurate prediction of factors influencing the environmental comfort of smart classrooms. The root means square error (RMSE), mean absolute error (MAE), and mean absolute percentage error (MAPE) are used to compare and analyze the prediction performance of SSA-RF-LSTM model with LSTM model and RF-LSTM model, and the experimental results show that SSA-RF-LSTM model has the best performance in predicting the temperature in smart classrooms.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"115 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":"131822734","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/ICIET56899.2023.10111345
Noraisikin Sabani, Anita Jimmie, S. Salleh
This study aims to explore the different factors that may influence undergraduates' behavioural intention to use digital technology to personalize their learning, both in formal and informal spheres. The data collection included a survey questionnaire, inculcating items relating to the respondents' demographic profiling, and twenty-two items based on The Unified Theory of Acceptance and Use of Technology 2 theoretical framework. The sampling involves 203 East Malaysian undergraduates studying in two public universities in Sabah. The findings indicated that the respondents are of various demographic profiling. In addition, factor analysis extraction indicated only 6 components of the 7 variables are deemed significant, based on Promax rotation. Multiple linear regression analysis showed only three factors significantly correlated to the behavioural intention of using digital learning personalization: performance expectancy, facilitating conditions and social influence.
{"title":"Factors Influencing the Use of Digital Learning Personalisation","authors":"Noraisikin Sabani, Anita Jimmie, S. Salleh","doi":"10.1109/ICIET56899.2023.10111345","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111345","url":null,"abstract":"This study aims to explore the different factors that may influence undergraduates' behavioural intention to use digital technology to personalize their learning, both in formal and informal spheres. The data collection included a survey questionnaire, inculcating items relating to the respondents' demographic profiling, and twenty-two items based on The Unified Theory of Acceptance and Use of Technology 2 theoretical framework. The sampling involves 203 East Malaysian undergraduates studying in two public universities in Sabah. The findings indicated that the respondents are of various demographic profiling. In addition, factor analysis extraction indicated only 6 components of the 7 variables are deemed significant, based on Promax rotation. Multiple linear regression analysis showed only three factors significantly correlated to the behavioural intention of using digital learning personalization: performance expectancy, facilitating conditions and social influence.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"15 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":"133058111","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/ICIET56899.2023.10111462
M. Mahmud, Shiau Foong Wong
The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education.
{"title":"Through the Lens of Students: MS Teams as a Sustainable Pedagogical Tool","authors":"M. Mahmud, Shiau Foong Wong","doi":"10.1109/ICIET56899.2023.10111462","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111462","url":null,"abstract":"The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"59 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":"133451238","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/ICIET56899.2023.10111158
Neha, Eunyoung Kim
Relevant interaction plays a crucial role in the learning process of MOOCs (Massive open online courses). The investigation was carried out to study relevant interaction among learners and instructors in asynchronous academic writing (AW) course using summative content analysis. The results showed the detailed impact of the AW course on the learners through discussion forum posts and types of interaction. These findings add substantially to our understanding of structured knowledge and better performance in the subject area. This study contributes to the field of asynchronous learning by highlighting the importance of relevant posts in discussion forums through the CoI framework. Furthermore, the study provides a recommendation model that can be adopted by researchers, facilitators, and designers of MOOCs platform for a better learning process.
在mooc (Massive open online courses)的学习过程中，相关互动起着至关重要的作用。采用总结性内容分析法，对异步学术写作课程中学习者与教师之间的相关互动进行了研究。结果通过论坛帖子和互动类型显示了AW课程对学习者的详细影响。这些发现大大增加了我们对结构化知识的理解和在学科领域的更好表现。本研究通过CoI框架强调了论坛中相关帖子的重要性，从而为异步学习领域做出了贡献。此外，本研究还提供了一种推荐模型，可供mooc平台的研究者、促进者和设计者采用，以实现更好的学习过程。
{"title":"Relevant Interaction among Learners and Instructors in Asynchronous Academic Writing Course","authors":"Neha, Eunyoung Kim","doi":"10.1109/ICIET56899.2023.10111158","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111158","url":null,"abstract":"Relevant interaction plays a crucial role in the learning process of MOOCs (Massive open online courses). The investigation was carried out to study relevant interaction among learners and instructors in asynchronous academic writing (AW) course using summative content analysis. The results showed the detailed impact of the AW course on the learners through discussion forum posts and types of interaction. These findings add substantially to our understanding of structured knowledge and better performance in the subject area. This study contributes to the field of asynchronous learning by highlighting the importance of relevant posts in discussion forums through the CoI framework. Furthermore, the study provides a recommendation model that can be adopted by researchers, facilitators, and designers of MOOCs platform for a better learning process.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"27 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":"132391895","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/ICIET56899.2023.10111383
M. Datta
Work-integrated learning (WIL) is a key component of current higher education learning and teaching to train globally employable engineering graduates. However, COVID-19 imposed significant challenges to delivering WIL face-to-face at the workplace. One of the solutions to these challenges is the simulated WIL which can be delivered online or in hybrid mode. This paper presents a project-based innovative simulated work integrated learning (WIL), successfully introduced in the renewable energy course at the time of COVID-19, tackling all the issues related to online deliveries and simulated WIL. The project is on the practical design of renewable energy-based community microgrids where students need to collect real-world data for the design and use professional software to finalise their designs in collaboration with the course coordinator and an industry expert. Student surveys and external reviews show that the simulated WIL is well received to replace the traditional WIL.
{"title":"Experiences of Project-Based Simulated Work-Integrated Learning in Renewable Energy Course during COVID-19","authors":"M. Datta","doi":"10.1109/ICIET56899.2023.10111383","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111383","url":null,"abstract":"Work-integrated learning (WIL) is a key component of current higher education learning and teaching to train globally employable engineering graduates. However, COVID-19 imposed significant challenges to delivering WIL face-to-face at the workplace. One of the solutions to these challenges is the simulated WIL which can be delivered online or in hybrid mode. This paper presents a project-based innovative simulated work integrated learning (WIL), successfully introduced in the renewable energy course at the time of COVID-19, tackling all the issues related to online deliveries and simulated WIL. The project is on the practical design of renewable energy-based community microgrids where students need to collect real-world data for the design and use professional software to finalise their designs in collaboration with the course coordinator and an industry expert. Student surveys and external reviews show that the simulated WIL is well received to replace the traditional WIL.","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"45 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":"123894738","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/ICIET56899.2023.10111415
Yi Zhang, Shuying Zhao, Xiangzhang Tian, Hao-Lun Sun
As one of the main research directions of artificial intelligence (AI), natural language processing (NLP) contributes to the development of the education industry in the fields of educational application development, teaching text processing, and teaching question and answer. Based on the machine reading comprehension (MRC) technology in NLP, this research has designed and developed a knowledge question-answering system for teaching material content, and combined the "Pagebook" knowledge index function, teaching content voice interaction mode, etc., to form a "virtual AI teacher" to assist students in learning. This study mainly introduces MRC model building and training, AIQA data set building, "Pagebook" and voice interaction interface development. The main application object of this study is primary and secondary school students. It is applied to the in-class and out-of-class scenes of AI popularization education. The system scheme of "virtual AI teacher" also supports the customization and expansion of teaching in other subjects.
{"title":"Design and Development of \"Virtual AI Teacher\" System Based on NLP","authors":"Yi Zhang, Shuying Zhao, Xiangzhang Tian, Hao-Lun Sun","doi":"10.1109/ICIET56899.2023.10111415","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111415","url":null,"abstract":"As one of the main research directions of artificial intelligence (AI), natural language processing (NLP) contributes to the development of the education industry in the fields of educational application development, teaching text processing, and teaching question and answer. Based on the machine reading comprehension (MRC) technology in NLP, this research has designed and developed a knowledge question-answering system for teaching material content, and combined the \"Pagebook\" knowledge index function, teaching content voice interaction mode, etc., to form a \"virtual AI teacher\" to assist students in learning. This study mainly introduces MRC model building and training, AIQA data set building, \"Pagebook\" and voice interaction interface development. The main application object of this study is primary and secondary school students. It is applied to the in-class and out-of-class scenes of AI popularization education. The system scheme of \"virtual AI teacher\" also supports the customization and expansion of teaching in other subjects.","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":"130306657","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/ICIET56899.2023.10111214
Pigultong M., Noppadol Prammanee
The Learning management system (LMS) is a significant potential learning instrument to improve cognitive scores of undergraduate students. The research objectives aim to (1) determine the qualification of LMS, (2) identify the difference of cognitive scores before and after using the LMS, and (3) identify the rate of changes of cognitive scores before and after using the LMS. The population comprised 46 bachelor's degree students who enrolled in Educational Audio Production Courses. The samples were divided into three groups based on Chung-Teh Fan's 27% technique. The research instruments included (1) the LMS, (2) a semi-structured interview form, and (3) an achievement test. The data interpretation statistics included One-way ANOVA and content analysis techniques. The results showed that the qualification of the LMS consisted of five components: (1) a communication channel between learners and instructor, (2) a communication channel among learners, (3) a learning condition to achieve each lesson, (4) a learning progression through the self-regulation process, and (5) the results of the study showed that all groups had no difference score in the pre-test results (F=.558, p=.576). However, after using the LMS, all groups had a statistically significant difference in post-test scores at the level of .05 (F=5.011, p=.011). When comparing the post-test results among the three groups, there was no difference between the high and medium groups (p=.406). The high and low groups had a statistically significant difference at the level of .05. (p=.005), the medium and low groups had a statistically significant difference at the level of .05 (p=.014). The effectiveness of using the LMS found that the cognitive scores of all groups were improved 92.45% (H), 97.53% (M), and 85.66% (L).
{"title":"The Effectiveness of Self-regulated Learning Management System for Cognitive Scores Improvements of Undergraduate Students","authors":"Pigultong M., Noppadol Prammanee","doi":"10.1109/ICIET56899.2023.10111214","DOIUrl":"https://doi.org/10.1109/ICIET56899.2023.10111214","url":null,"abstract":"The Learning management system (LMS) is a significant potential learning instrument to improve cognitive scores of undergraduate students. The research objectives aim to (1) determine the qualification of LMS, (2) identify the difference of cognitive scores before and after using the LMS, and (3) identify the rate of changes of cognitive scores before and after using the LMS. The population comprised 46 bachelor's degree students who enrolled in Educational Audio Production Courses. The samples were divided into three groups based on Chung-Teh Fan's 27% technique. The research instruments included (1) the LMS, (2) a semi-structured interview form, and (3) an achievement test. The data interpretation statistics included One-way ANOVA and content analysis techniques. The results showed that the qualification of the LMS consisted of five components: (1) a communication channel between learners and instructor, (2) a communication channel among learners, (3) a learning condition to achieve each lesson, (4) a learning progression through the self-regulation process, and (5) the results of the study showed that all groups had no difference score in the pre-test results (F=.558, p=.576). However, after using the LMS, all groups had a statistically significant difference in post-test scores at the level of .05 (F=5.011, p=.011). When comparing the post-test results among the three groups, there was no difference between the high and medium groups (p=.406). The high and low groups had a statistically significant difference at the level of .05. (p=.005), the medium and low groups had a statistically significant difference at the level of .05 (p=.014). The effectiveness of using the LMS found that the cognitive scores of all groups were improved 92.45% (H), 97.53% (M), and 85.66% (L).","PeriodicalId":332586,"journal":{"name":"2023 11th International Conference on Information and Education Technology (ICIET)","volume":"11 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":"129051312","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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