Sooraj K. Babu, P. Anitha, R. Unnikrishnan, E. S. Rahul, S. Deepu, K. Ayyappan, Roopak Seshadri, R. R. Bhavani
We introduce Kappa, an electronic tangible interface development kit designed to promote computational thinking for school students. Kappa enables students to create interactive games, animated stories and musical instruments using physical objects. We discuss the design considerations, the working mechanism and the need for such a toolkit in technology education. We also discuss results and observations from a pilot deployment of the kit in a school in urban India in a project-based learning context.
{"title":"Igniting the Maker Spirit: Design and Pilot Deployment of the Kappa Tangible Electronics Prototyping Kit","authors":"Sooraj K. Babu, P. Anitha, R. Unnikrishnan, E. S. Rahul, S. Deepu, K. Ayyappan, Roopak Seshadri, R. R. Bhavani","doi":"10.1109/T4E.2019.00013","DOIUrl":"https://doi.org/10.1109/T4E.2019.00013","url":null,"abstract":"We introduce Kappa, an electronic tangible interface development kit designed to promote computational thinking for school students. Kappa enables students to create interactive games, animated stories and musical instruments using physical objects. We discuss the design considerations, the working mechanism and the need for such a toolkit in technology education. We also discuss results and observations from a pilot deployment of the kit in a school in urban India in a project-based learning context.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129287194","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}
Prasanth Sai Gouripeddi, R. Gouripeddi, Sai Preeti Gouripeddi
There is a paradigm shift in education due to online learning approaches and virtual learning environments. Machine learning methods have been used in a limited manner previously for learning analytics. These models can predict learning outcomes and enable understanding relationships between various learning variables. The data required for such predictions are usually complex with multiple relationships. In this paper, we use Support Vector Regression and Graph representation on the Open University Learning Analytics Dataset to provide a view into the use of machine learning methods and graph databases in creating predictive models for bettering the learning approaches.
{"title":"Toward Machine Learning and Big Data Approaches for Learning Analytics","authors":"Prasanth Sai Gouripeddi, R. Gouripeddi, Sai Preeti Gouripeddi","doi":"10.1109/T4E.2019.000-6","DOIUrl":"https://doi.org/10.1109/T4E.2019.000-6","url":null,"abstract":"There is a paradigm shift in education due to online learning approaches and virtual learning environments. Machine learning methods have been used in a limited manner previously for learning analytics. These models can predict learning outcomes and enable understanding relationships between various learning variables. The data required for such predictions are usually complex with multiple relationships. In this paper, we use Support Vector Regression and Graph representation on the Open University Learning Analytics Dataset to provide a view into the use of machine learning methods and graph databases in creating predictive models for bettering the learning approaches.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126959690","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}
Mobile devices are pervasive technology that have become a vital part of human life. Wherever we go, all over the place, far and wide, the one thing that is always with us is mobile device. They are no longer used just for the communication, but also for learning and development. With the advent of mobile technologies, these phones have paved a path into our life. There are several uses of phones that are not only essential for classroom interaction but also for erudition outside the class. It allows the learner to interact with the teacher and other colleagues from any geographical location. Since mobile phones are so common these days, it is owned by maximum number of students for various interaction and feedback progression. The wide expansion of mobile devices has given a cost-effective solution for teaching-learning process. This work deals with the systematic study of the mobile devices with its uses and challenges. Introduction of these devices will give a win-win situation for both educator and learner. Also, these devices can help teachers to interact with the students sagaciously inside the classroom. Use of these devices has added wings to classroom-interaction, giving students freedom and time to interact with their teachers.
{"title":"Systematic Study to Identify the Usage and Role of Mobile Devices for Classroom-Interaction","authors":"Pooja Kumari, S. Deb, Barnita Debnath","doi":"10.1109/T4E.2019.00069","DOIUrl":"https://doi.org/10.1109/T4E.2019.00069","url":null,"abstract":"Mobile devices are pervasive technology that have become a vital part of human life. Wherever we go, all over the place, far and wide, the one thing that is always with us is mobile device. They are no longer used just for the communication, but also for learning and development. With the advent of mobile technologies, these phones have paved a path into our life. There are several uses of phones that are not only essential for classroom interaction but also for erudition outside the class. It allows the learner to interact with the teacher and other colleagues from any geographical location. Since mobile phones are so common these days, it is owned by maximum number of students for various interaction and feedback progression. The wide expansion of mobile devices has given a cost-effective solution for teaching-learning process. This work deals with the systematic study of the mobile devices with its uses and challenges. Introduction of these devices will give a win-win situation for both educator and learner. Also, these devices can help teachers to interact with the students sagaciously inside the classroom. Use of these devices has added wings to classroom-interaction, giving students freedom and time to interact with their teachers.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132092741","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}
This study focuses on contextualising the Learner-Centric MOOCs (LCM) model for an effective blending of flipped-classroom strategy alongside the in-class traditional lecturing in an undergraduate engineering physics course. The research design employed in this study is a single group, pre-test, post-test analysis. The main research problem being addressed in this study is does the flipped contents when integrated with LCM based structured learning activities lead to an improved engagement of students, thereby increasing the conceptual understanding. First, the students were primed for one full semester to get adapted with the flipped classroom method as well as the LCM activity formats. Further, few key interventions were prompted such as giving incentives, grouping, counselling of low engaged and performers, support materials, NPTel based resources, etc across the first few modules, with an aim to improve the out-of-class engagement. Our results showed that the engagement and learning effectiveness showed considerable improvement upon priming following the key interventions. Further, the students showed positive perception of learning, engagement and usefulness towards this blended technique. Few recommendations are provided for the other teachers who would like to adopt the contextualize improvisation of the LCM model for their flipped teaching-learning practices.
{"title":"Contextualising the Learner-Centric MOOCs Model for Effective Blending of Flipped-Classroom Method in Engineering Physics Course","authors":"Vijayanandhini Kannan, Sai Preeti Gouripeddi","doi":"10.1109/T4E.2019.00-51","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-51","url":null,"abstract":"This study focuses on contextualising the Learner-Centric MOOCs (LCM) model for an effective blending of flipped-classroom strategy alongside the in-class traditional lecturing in an undergraduate engineering physics course. The research design employed in this study is a single group, pre-test, post-test analysis. The main research problem being addressed in this study is does the flipped contents when integrated with LCM based structured learning activities lead to an improved engagement of students, thereby increasing the conceptual understanding. First, the students were primed for one full semester to get adapted with the flipped classroom method as well as the LCM activity formats. Further, few key interventions were prompted such as giving incentives, grouping, counselling of low engaged and performers, support materials, NPTel based resources, etc across the first few modules, with an aim to improve the out-of-class engagement. Our results showed that the engagement and learning effectiveness showed considerable improvement upon priming following the key interventions. Further, the students showed positive perception of learning, engagement and usefulness towards this blended technique. Few recommendations are provided for the other teachers who would like to adopt the contextualize improvisation of the LCM model for their flipped teaching-learning practices.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132500064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Taiwan, the traditional approach in English learning can be experienced as dull and boring. As a result, it leads to a decline in learning motivation and learning effectiveness. Some scholars have pointed out that adding games into learning could enhance the learner's motivation. However, different game strategies may have different effects on learners' learning motivation. Therefore, this study explored how different types of systems (a character-nurturing game, a competitive game and traditional practice without games) impacted learners' motivation when blending those systems into learning. In order to study this issue, the researchers first developed three systems which were a character-nurturing game-based item bank practicing system, a competitive game-based item bank practicing system and an item bank practicing system without games. Then the researchers invited 125 first-graders from a junior college in northern Taiwan taking an English course, and conducted a nine-week teaching experiment. The results showed that the learners of the competitive-game group had significantly lower confidence and satisfaction than the learners of the character-nurturing-game group.
{"title":"The Impact of Learning Motivation on Character-Nurturing and Competitive Game-Based Item Bank Practicing System","authors":"Jui-Chi Peng, Yuanxing Lai, Gwo-Haur Hwang","doi":"10.1109/T4E.2019.00-28","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-28","url":null,"abstract":"In Taiwan, the traditional approach in English learning can be experienced as dull and boring. As a result, it leads to a decline in learning motivation and learning effectiveness. Some scholars have pointed out that adding games into learning could enhance the learner's motivation. However, different game strategies may have different effects on learners' learning motivation. Therefore, this study explored how different types of systems (a character-nurturing game, a competitive game and traditional practice without games) impacted learners' motivation when blending those systems into learning. In order to study this issue, the researchers first developed three systems which were a character-nurturing game-based item bank practicing system, a competitive game-based item bank practicing system and an item bank practicing system without games. Then the researchers invited 125 first-graders from a junior college in northern Taiwan taking an English course, and conducted a nine-week teaching experiment. The results showed that the learners of the competitive-game group had significantly lower confidence and satisfaction than the learners of the character-nurturing-game group.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127163419","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}
Mithun Haridas, Nirmala Vasudevan, S. Gayathry, G. Gutjahr, R. Raman, Prema Nedungadi
In many Indian schools, a high student-teacher ratio makes it an uphill struggle for teachers to assess the knowledge of individual students and deficiencies in the students' understanding. Teachers should have a clear picture on what concepts each student has mastered, and which concepts the teacher needs to review in greater detail. This paper investigates the students' concept knowledge, based on the interaction of the students with an intelligent tutoring system. The Feature-Aware Student knowledge Tracing (FAST) algorithm was used, since the algorithm facilitates the separation of lesson-specific skills from concept knowledge. Data from 2400 first-grade students from 28 schools were used for the analysis. Findings include a moderate fit model and an easy interpretation of the model parameters.
{"title":"Feature-Aware Knowledge Tracing for Generation of Concept-Knowledge Reports in an Intelligent Tutoring System","authors":"Mithun Haridas, Nirmala Vasudevan, S. Gayathry, G. Gutjahr, R. Raman, Prema Nedungadi","doi":"10.1109/T4E.2019.00-34","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-34","url":null,"abstract":"In many Indian schools, a high student-teacher ratio makes it an uphill struggle for teachers to assess the knowledge of individual students and deficiencies in the students' understanding. Teachers should have a clear picture on what concepts each student has mastered, and which concepts the teacher needs to review in greater detail. This paper investigates the students' concept knowledge, based on the interaction of the students with an intelligent tutoring system. The Feature-Aware Student knowledge Tracing (FAST) algorithm was used, since the algorithm facilitates the separation of lesson-specific skills from concept knowledge. Data from 2400 first-grade students from 28 schools were used for the analysis. Findings include a moderate fit model and an easy interpretation of the model parameters.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129118932","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}
Durgaprasad Karnam, Harshit Agrawal, P. Parte, Saurabh Ranjan, A. Sule, S. Chandrasekharan
There have been numerous studies since Papert on the efficacy of technological interventions on students' learning of content, especially in science and mathematics. However, there seems to be a limited acknowledgement of all the affordances of the technology as reflected in the dominant usage to provide physical access. By physical access, we indicate how technology enables wider access by delivering content in the form of videos, animations, ebooks etc. We bring in a subtle different aspect of epistemic access and explore this in the context of vectors, a topic introduced in pre-university (grade-11 in India) physics and mathematics. Literature reports students' difficulties with geometrical aspects of vectors. We designed Touchy Feely Vectors (TFV), a dynamic geometric environment with carefully designed (embodied and conceptually meaningful) interactions making use of the novel affordances of interaction with the content and addressing the student difficulties with the geometric aspects. This was informed by the recent emphasis in cognitive sciences on the role of the body's interaction with the environment in cognition. We report a study in six grade-11 classrooms (3 experimental and 3 control classrooms with a total of 266 students). The results show effects on their reasoning approaches and an enhanced cognitive engagement (which we call epistemic access) in the experimental group. Using this evidence, we argue for a need for further careful explorations of affordances of digital technology to provide wider epistemic access.
{"title":"Touchy Feely Affordances of Digital Technology for Embodied Interactions Can Enhance 'Epistemic Access'","authors":"Durgaprasad Karnam, Harshit Agrawal, P. Parte, Saurabh Ranjan, A. Sule, S. Chandrasekharan","doi":"10.1109/T4E.2019.00029","DOIUrl":"https://doi.org/10.1109/T4E.2019.00029","url":null,"abstract":"There have been numerous studies since Papert on the efficacy of technological interventions on students' learning of content, especially in science and mathematics. However, there seems to be a limited acknowledgement of all the affordances of the technology as reflected in the dominant usage to provide physical access. By physical access, we indicate how technology enables wider access by delivering content in the form of videos, animations, ebooks etc. We bring in a subtle different aspect of epistemic access and explore this in the context of vectors, a topic introduced in pre-university (grade-11 in India) physics and mathematics. Literature reports students' difficulties with geometrical aspects of vectors. We designed Touchy Feely Vectors (TFV), a dynamic geometric environment with carefully designed (embodied and conceptually meaningful) interactions making use of the novel affordances of interaction with the content and addressing the student difficulties with the geometric aspects. This was informed by the recent emphasis in cognitive sciences on the role of the body's interaction with the environment in cognition. We report a study in six grade-11 classrooms (3 experimental and 3 control classrooms with a total of 266 students). The results show effects on their reasoning approaches and an enhanced cognitive engagement (which we call epistemic access) in the experimental group. Using this evidence, we argue for a need for further careful explorations of affordances of digital technology to provide wider epistemic access.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123267087","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}
Haripriya Valayaputtur, D. Agarwal, Anupama Muraleedharan
Continuous improvement of an intelligent tutoring system (ITS) involves fine-tuning its workings from time to time. We performed a series of data-driven analyses on student log data from Mindspark to understand usage patterns and identify ways to make the ITS more effective. We found that eighty percent of students did not complete all topics on Mindspark as they spent less than the recommended time on Mindspark and repeated concepts. The repetition of concepts was not because they used Mindspark insincerely. We are making improvements to the system based on the findings.
{"title":"Continuous Monitoring and Development of an Intelligent Tutoring System through Data Mining","authors":"Haripriya Valayaputtur, D. Agarwal, Anupama Muraleedharan","doi":"10.1109/T4E.2019.00060","DOIUrl":"https://doi.org/10.1109/T4E.2019.00060","url":null,"abstract":"Continuous improvement of an intelligent tutoring system (ITS) involves fine-tuning its workings from time to time. We performed a series of data-driven analyses on student log data from Mindspark to understand usage patterns and identify ways to make the ITS more effective. We found that eighty percent of students did not complete all topics on Mindspark as they spent less than the recommended time on Mindspark and repeated concepts. The repetition of concepts was not because they used Mindspark insincerely. We are making improvements to the system based on the findings.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132009010","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}
Aswathi Padmavilochanan, Balu M. Menon, Lekha Shekar, Bhavani R. Rao
Use of software solutions as a medium for data collection, monitoring and tracking of any intervention program is increasing rapidly in real-world scenarios. In this paper, we present a case study on the use of text mining on data collected through a software system in place for tracking and monitoring industry-relevant skill training programs for the youth of rural India. Insights derived through text analysis of training data from various centers is presented. The limitations and future research potentials inferred from the data analysis are also discussed.
{"title":"Text Mining of Activity Reports to Track and Monitor Rural Youth Training Programs","authors":"Aswathi Padmavilochanan, Balu M. Menon, Lekha Shekar, Bhavani R. Rao","doi":"10.1109/T4E.2019.00065","DOIUrl":"https://doi.org/10.1109/T4E.2019.00065","url":null,"abstract":"Use of software solutions as a medium for data collection, monitoring and tracking of any intervention program is increasing rapidly in real-world scenarios. In this paper, we present a case study on the use of text mining on data collected through a software system in place for tracking and monitoring industry-relevant skill training programs for the youth of rural India. Insights derived through text analysis of training data from various centers is presented. The limitations and future research potentials inferred from the data analysis are also discussed.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127236591","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}
Code comprehension is a critical skill that novice programmers must master. We develop a semi-automatic tool to help instructors rapidly create code comprehension Multiple-Choice Questions (MCQs). We conducted a preliminary survey with 10 MCQs and 10 respondents, and the results suggest that our tool can generate plausible distractors for these MCQs.
{"title":"Towards Generating Plausible Distractors for Code Comprehension Multiple-Choice Questions","authors":"Milan J. Srinivas, Michelle M. Roy, Viraj Kumar","doi":"10.1109/T4E.2019.00012","DOIUrl":"https://doi.org/10.1109/T4E.2019.00012","url":null,"abstract":"Code comprehension is a critical skill that novice programmers must master. We develop a semi-automatic tool to help instructors rapidly create code comprehension Multiple-Choice Questions (MCQs). We conducted a preliminary survey with 10 MCQs and 10 respondents, and the results suggest that our tool can generate plausible distractors for these MCQs.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124985167","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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