Phenomenal growth in mobile technology with affordability has created a pervasive device extension associated with students. This is blended with both desired and distracting components. These significant ramifications of rise in mobile device usage motivates to focus the study to evaluate the ongoing research activity pertinent to the pedagogical inclusion of mobile devices in classroom interaction. This study represents the review of refereed articles about mobile device utility in classroom interaction during the year 2013-19. The research articles selected for assessment confined in the areas of interaction design, the usefulness of mobile devices in the traditional education system, adaptive web-based educational systems and potential distraction of the devices. Most of the works tried to emphasis the positive response about the context-dependent use of mobile devices' integration in the classroom. On the contrary significant claims on the interference of portable devices and causal effects have also been highlighted by many researchers. The quantitative and qualitative findings of the survey help in identifying the outright spaces and regulated use of mobile devices in face to face classroom interaction. This will also help in designing active research informative interaction with an imminent effect to enhance device mediated classroom learning.
{"title":"Imminent Prospects of Mobile Mediated Learning Interaction in Traditional Classroom: A Survey 2013-19","authors":"S. Deb, Barnita Debnath, Pooja Kumari","doi":"10.1109/T4E.2019.00-32","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-32","url":null,"abstract":"Phenomenal growth in mobile technology with affordability has created a pervasive device extension associated with students. This is blended with both desired and distracting components. These significant ramifications of rise in mobile device usage motivates to focus the study to evaluate the ongoing research activity pertinent to the pedagogical inclusion of mobile devices in classroom interaction. This study represents the review of refereed articles about mobile device utility in classroom interaction during the year 2013-19. The research articles selected for assessment confined in the areas of interaction design, the usefulness of mobile devices in the traditional education system, adaptive web-based educational systems and potential distraction of the devices. Most of the works tried to emphasis the positive response about the context-dependent use of mobile devices' integration in the classroom. On the contrary significant claims on the interference of portable devices and causal effects have also been highlighted by many researchers. The quantitative and qualitative findings of the survey help in identifying the outright spaces and regulated use of mobile devices in face to face classroom interaction. This will also help in designing active research informative interaction with an imminent effect to enhance device mediated classroom learning.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127611888","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}
Students often dread to fail in an academic course and are worried about the consequence that follows. Failure seems to have a negative connotation among students at large. While the literature on organizational learning, innovation, and entrepreneurship often focus on failure as a critical ingredient to learning. What makes academic failure less acceptable to that of corporate? In this paper, we explore the importance of failure in the learning process and how the frequency of failure impacts learning and academic outcome. We conducted an experiment with sixty management students who played a business simulation game. We measured their academic response to failure, their perception about their performance, and the perceived importance & relevance of the task. We found that in a situated learning environment, students tend to persist in the event of encountering failure and not relent.
{"title":"Introducing Failure as a Deliberate Instructional Strategy to Enhance Learning and Academic Outcomes","authors":"R. SandeepP., Deepa Gupta","doi":"10.1109/T4E.2019.00020","DOIUrl":"https://doi.org/10.1109/T4E.2019.00020","url":null,"abstract":"Students often dread to fail in an academic course and are worried about the consequence that follows. Failure seems to have a negative connotation among students at large. While the literature on organizational learning, innovation, and entrepreneurship often focus on failure as a critical ingredient to learning. What makes academic failure less acceptable to that of corporate? In this paper, we explore the importance of failure in the learning process and how the frequency of failure impacts learning and academic outcome. We conducted an experiment with sixty management students who played a business simulation game. We measured their academic response to failure, their perception about their performance, and the perceived importance & relevance of the task. We found that in a situated learning environment, students tend to persist in the event of encountering failure and not relent.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122712514","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}
Aaditya Singh, Swetha Mohan, V. Singhal, R. Krishnan, R. Rajendran
This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance
{"title":"What Factors Affect a Primary Student's Performance?","authors":"Aaditya Singh, Swetha Mohan, V. Singhal, R. Krishnan, R. Rajendran","doi":"10.1109/T4E.2019.00077","DOIUrl":"https://doi.org/10.1109/T4E.2019.00077","url":null,"abstract":"This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133713536","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}
Manikutty Gayathri, L. M. Frey, N. Amritha, Udayalakshmi Chilakapati, V. Vennila, R. R. Bhavani
In this world of rapidly evolving technology and technological artifacts, there is an urgent need to bridge the digital divide between those online and offline, especially in developing countries. In this paper, we propose a low-cost educational package for teaching robotics to secondary school students in rural India to motivate youth interest in learning STEAM subjects. As rural India lacks technologically trained teachers, the self paced learning approach and carefully designed program guides allow the teacher to be a facilitator even without prior technology experience. The children demonstrated enthusiasm and engagement in activities, successfully attaining the defined outcomes based upon the application of STEAM concepts. The workshop curriculum proved to be a valid approach to promote interest in STEAM subjects in rural schools of India.
{"title":"I Can Also Make Robots! Inspiring Rural Indian Children to Learn Robotics","authors":"Manikutty Gayathri, L. M. Frey, N. Amritha, Udayalakshmi Chilakapati, V. Vennila, R. R. Bhavani","doi":"10.1109/T4E.2019.00022","DOIUrl":"https://doi.org/10.1109/T4E.2019.00022","url":null,"abstract":"In this world of rapidly evolving technology and technological artifacts, there is an urgent need to bridge the digital divide between those online and offline, especially in developing countries. In this paper, we propose a low-cost educational package for teaching robotics to secondary school students in rural India to motivate youth interest in learning STEAM subjects. As rural India lacks technologically trained teachers, the self paced learning approach and carefully designed program guides allow the teacher to be a facilitator even without prior technology experience. The children demonstrated enthusiasm and engagement in activities, successfully attaining the defined outcomes based upon the application of STEAM concepts. The workshop curriculum proved to be a valid approach to promote interest in STEAM subjects in rural schools of India.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115954963","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}
Arnav Nigam, K. Bhagat, M. Chandrakar, Pramod Goswami
Children at the age of 3 to 5 years, start to learn language writing by tracing over alphabets. They start by joining the dots marked on books to create an alphabet. However, this learning process is not very effective in engaging children for active and creative learning. In this paper, we present an Augmented Reality Tracing (ART) application that creates an interactive learning environment for kids. Although the basic idea of tracing remains the same, ART allows children to recognize the mistracing or deviation and encourages them to trace better in the next trial. Therefore, the application would enhance children's language writing experience and motivate them for self-learning.
{"title":"Design and Development of an Augmented Reality Tracing Application for Kindergarten Students","authors":"Arnav Nigam, K. Bhagat, M. Chandrakar, Pramod Goswami","doi":"10.1109/T4E.2019.00-14","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-14","url":null,"abstract":"Children at the age of 3 to 5 years, start to learn language writing by tracing over alphabets. They start by joining the dots marked on books to create an alphabet. However, this learning process is not very effective in engaging children for active and creative learning. In this paper, we present an Augmented Reality Tracing (ART) application that creates an interactive learning environment for kids. Although the basic idea of tracing remains the same, ART allows children to recognize the mistracing or deviation and encourages them to trace better in the next trial. Therefore, the application would enhance children's language writing experience and motivate them for self-learning.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117023740","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}
Students in 32,000 college departments were invited to participate in a project through a postal campaign, to be selected as FOSSEE Fellows. Out of the 500 students who completed this work, 90 were taken as FOSSEE Fellows for a duration of six weeks. When assigned to work on a related project, these Fellows produced good work, even though they were not top rankers in their colleges. Project based selection is better than examination based selection for short duration internships, as it produces a good combination of academic performance and motivation.
{"title":"FOSSEE Fellowship 2019: Results of Crowdsourcing and Performance Based Selection","authors":"K. Moudgalya, U. Viswanathan, Vineeta Ghavri","doi":"10.1109/T4E.2019.00-43","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-43","url":null,"abstract":"Students in 32,000 college departments were invited to participate in a project through a postal campaign, to be selected as FOSSEE Fellows. Out of the 500 students who completed this work, 90 were taken as FOSSEE Fellows for a duration of six weeks. When assigned to work on a related project, these Fellows produced good work, even though they were not top rankers in their colleges. Project based selection is better than examination based selection for short duration internships, as it produces a good combination of academic performance and motivation.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128214696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.
{"title":"Hierarchical Mind Map Generation from Video Lectures","authors":"Anusha Vimalaksha, Siddarth Vinay, N. S. Kumar","doi":"10.1109/T4E.2019.00-40","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-40","url":null,"abstract":"With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131050991","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}
We have developed a web-based feedback system that students can use to report difficult, easy, engaging, and boring sections of a lecture in real-time. Such feedback can identify potentially problematic lecture content, track cognitive-affective dynamics in a classroom, and assist instructors in retrospective self-evaluation. We use a mixed-method approach within a design-based research (DBR) framework. In this paper, we discuss initial development and implementation of the feedback system, which constitutes the first cycle of DBR in the project. We discuss potential use-cases of such data and follow the DBR framework to identify strengths and weaknesses in the current prototype and its implementation. Based on such an analysis we come up with a list of modifications for the next cycle of DBR.
{"title":"Developing a Student Feedback System using a Design-Based Research Approach","authors":"Pankaj S. Chavan, R. Mitra","doi":"10.1109/T4E.2019.00-59","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-59","url":null,"abstract":"We have developed a web-based feedback system that students can use to report difficult, easy, engaging, and boring sections of a lecture in real-time. Such feedback can identify potentially problematic lecture content, track cognitive-affective dynamics in a classroom, and assist instructors in retrospective self-evaluation. We use a mixed-method approach within a design-based research (DBR) framework. In this paper, we discuss initial development and implementation of the feedback system, which constitutes the first cycle of DBR in the project. We discuss potential use-cases of such data and follow the DBR framework to identify strengths and weaknesses in the current prototype and its implementation. Based on such an analysis we come up with a list of modifications for the next cycle of DBR.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"130 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128693994","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}
Arti Utikar, Vinita V. Yerande, A. Patil, S. RajshreeR.
in this paper, Game pedagogy in technical learning is implemented effectively on open source moodle: GNOMIO. Subject specific technical questions are asked while designing the game. This will provide the knowledge enhancement of students. It will be helpful in improving skill set of students. The game pedagogy can attract much concentration of learners. Higher thinking order questions can be framed while designing the game, which can achieve the competency in the learners. In this paper, crossword game is explained as a case study. If the game is to be designed in moodle: Gnomio, it should be equipped with glossary which must have all the questions with respect to Bloom's Taxonomy. The questions can be fetched from glossary for game design purpose.
{"title":"Game Pedagogy with TPACK Model: A Learner Centric Method","authors":"Arti Utikar, Vinita V. Yerande, A. Patil, S. RajshreeR.","doi":"10.1109/T4E.2019.000-7","DOIUrl":"https://doi.org/10.1109/T4E.2019.000-7","url":null,"abstract":"in this paper, Game pedagogy in technical learning is implemented effectively on open source moodle: GNOMIO. Subject specific technical questions are asked while designing the game. This will provide the knowledge enhancement of students. It will be helpful in improving skill set of students. The game pedagogy can attract much concentration of learners. Higher thinking order questions can be framed while designing the game, which can achieve the competency in the learners. In this paper, crossword game is explained as a case study. If the game is to be designed in moodle: Gnomio, it should be equipped with glossary which must have all the questions with respect to Bloom's Taxonomy. The questions can be fetched from glossary for game design purpose.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128124420","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}
Maiga Chang, S. Graf, J. Seaton, Scott McQuiod, T. Ross
Meta-cognitive skills, like problem solving skills, are extremely important for people. According to recent research done by The Conference Board of Canada, problem solving in technology-rich environments nowadays is positively associated with the probability of participating in the labour market and being employed. Research also shows that a student can be a more confident and independent learner when he or she has better meta-cognitive skills. This research aims to design and develop an educational game that aims at improving four meta-cognitive skills while people are playing. Those skills are: (1) problem solving, (2) associative reasoning, (3) planning and organization and (4) accuracy and evaluation. The research team has a proper evaluation plan designed and research ethics approval obtained for recruiting participants to use OMEGA. This paper also explains the details of the evaluation plan and the instruments of data collection.
{"title":"OMEGA: A Multiplayer Online Game for Improving User's Meta-Cognitive Skills","authors":"Maiga Chang, S. Graf, J. Seaton, Scott McQuiod, T. Ross","doi":"10.1109/T4E.2019.00-26","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-26","url":null,"abstract":"Meta-cognitive skills, like problem solving skills, are extremely important for people. According to recent research done by The Conference Board of Canada, problem solving in technology-rich environments nowadays is positively associated with the probability of participating in the labour market and being employed. Research also shows that a student can be a more confident and independent learner when he or she has better meta-cognitive skills. This research aims to design and develop an educational game that aims at improving four meta-cognitive skills while people are playing. Those skills are: (1) problem solving, (2) associative reasoning, (3) planning and organization and (4) accuracy and evaluation. The research team has a proper evaluation plan designed and research ethics approval obtained for recruiting participants to use OMEGA. This paper also explains the details of the evaluation plan and the instruments of data collection.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114487309","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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