Anu Vazhayil, Radhika Shetty, R. R. Bhavani, N. Akshay
The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.
{"title":"Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings","authors":"Anu Vazhayil, Radhika Shetty, R. R. Bhavani, N. Akshay","doi":"10.1109/T4E.2019.00021","DOIUrl":"https://doi.org/10.1109/T4E.2019.00021","url":null,"abstract":"The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other 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":"126861611","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":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":"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}
R. Pillutla, S. LalitMohan, Venkatesh Choppella, Avni Jesrani, P. Raman, Y. R. Reddy
Student internships are necessary for every student to learn and apply the learning to deliver tangible and relevant outcomes. In-person internship opportunities are less in number and have major challenges in scaling such as lesser number of available projects in relevant technologies, inadequate mentorship during the internship, varying college calendars and others. This paper presents SRIP (Student Remote Internship Program) approach which focuses on the domain of programming in open source technologies and projects for the internships that are relevant to 2nd and 3rd year engineering college students. It aims to overcome the stated challenges and simultaneously make a contribution to the open source community. Virtual Labs is the open source repository that we leveraged to implement SRIP pilot study for interns to contribute and develop programming skills.
{"title":"Towards Massively Open Online Virtual Internships in Computing Education","authors":"R. Pillutla, S. LalitMohan, Venkatesh Choppella, Avni Jesrani, P. Raman, Y. R. Reddy","doi":"10.1109/T4E.2019.00-44","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-44","url":null,"abstract":"Student internships are necessary for every student to learn and apply the learning to deliver tangible and relevant outcomes. In-person internship opportunities are less in number and have major challenges in scaling such as lesser number of available projects in relevant technologies, inadequate mentorship during the internship, varying college calendars and others. This paper presents SRIP (Student Remote Internship Program) approach which focuses on the domain of programming in open source technologies and projects for the internships that are relevant to 2nd and 3rd year engineering college students. It aims to overcome the stated challenges and simultaneously make a contribution to the open source community. Virtual Labs is the open source repository that we leveraged to implement SRIP pilot study for interns to contribute and develop programming skills.","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":"129959717","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":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":"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}
similar to classical education, internet based live transmission of education are needed in e-learning environments, especially in scientific and engineering education. This paper summaries the Conceptual framework adopted in internet based education, the architecture of internet based education, key benefits of internet based education to stake holders with an analysis and interpretation of internet based education of recently concluded live transmission in Karnataka state
{"title":"An Appraisal of Internet Based Education in Karnataka State","authors":"Manjunatha B Byrappa","doi":"10.1109/T4E.2019.00053","DOIUrl":"https://doi.org/10.1109/T4E.2019.00053","url":null,"abstract":"similar to classical education, internet based live transmission of education are needed in e-learning environments, especially in scientific and engineering education. This paper summaries the Conceptual framework adopted in internet based education, the architecture of internet based education, key benefits of internet based education to stake holders with an analysis and interpretation of internet based education of recently concluded live transmission in Karnataka state","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":"117221415","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 proposed an editing history visualization system which can confirm where and how the learner modified program. We utilized this system for actual flipped classroom and stored a large amount of learning logs. This learning log contains all the source code in the process of being modified until the program is completed. We developed a debugging exercise extraction system to automatically generate problems for debugging practice from this learning log. The debugging exercise extraction tool we developed extracted 18,680 source codes (which became practice problems) that included syntactic errors that could be used as a debugging exercise from 16 weeks of program edit history data (total number is 31,562 files). The execution time was 488 seconds. Since it can be analyzed only once every six months, we believe it is a sufficiently practical execution time.
{"title":"Development of Debugging Exercise Extraction System using Learning History","authors":"K. Umezawa, M. Nakazawa, M. Goto, S. Hirasawa","doi":"10.1109/T4E.2019.00056","DOIUrl":"https://doi.org/10.1109/T4E.2019.00056","url":null,"abstract":"We have proposed an editing history visualization system which can confirm where and how the learner modified program. We utilized this system for actual flipped classroom and stored a large amount of learning logs. This learning log contains all the source code in the process of being modified until the program is completed. We developed a debugging exercise extraction system to automatically generate problems for debugging practice from this learning log. The debugging exercise extraction tool we developed extracted 18,680 source codes (which became practice problems) that included syntactic errors that could be used as a debugging exercise from 16 weeks of program edit history data (total number is 31,562 files). The execution time was 488 seconds. Since it can be analyzed only once every six months, we believe it is a sufficiently practical execution time.","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":"134283744","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, Lakshmi Sasikumar, G. Gutjahr, R. Raman, Prema Nedungadi
A standardized dyslexia screening test can help in identifying the vast number of undiagnosed dyslexics in Indian schools; needless to say, such a test should produce consistent and reproducible results. This study investigated reliability and consistency among raters of a Malayalam-English dyslexia screening in India. Paper-based tests were administered to groups of students, and four raters evaluated the answer sheets of 208 second-grade students (ages 6–7). Inter-rater agreement, intraclass agreement, and internal consistency were calculated. Our findings include good agreement among raters' appraisals for most error types and tasks. Internal consistency for a few tasks was low, possibly because these tasks evaluated more than one skill. A few error types need to be redefined and a few tasks need to be more skill-specific to enable unambiguous and fruitful interpretation by different raters in the future.
{"title":"Inter-Rater Reliability of a Dyslexia Screening Test","authors":"Mithun Haridas, Nirmala Vasudevan, Lakshmi Sasikumar, G. Gutjahr, R. Raman, Prema Nedungadi","doi":"10.1109/T4E.2019.00049","DOIUrl":"https://doi.org/10.1109/T4E.2019.00049","url":null,"abstract":"A standardized dyslexia screening test can help in identifying the vast number of undiagnosed dyslexics in Indian schools; needless to say, such a test should produce consistent and reproducible results. This study investigated reliability and consistency among raters of a Malayalam-English dyslexia screening in India. Paper-based tests were administered to groups of students, and four raters evaluated the answer sheets of 208 second-grade students (ages 6–7). Inter-rater agreement, intraclass agreement, and internal consistency were calculated. Our findings include good agreement among raters' appraisals for most error types and tasks. Internal consistency for a few tasks was low, possibly because these tasks evaluated more than one skill. A few error types need to be redefined and a few tasks need to be more skill-specific to enable unambiguous and fruitful interpretation by different raters in the future.","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":"133895123","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":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":"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}
Hardik Mahipal Surana, Giri Bhatnagar, A. Srivastava, G. Srinivasa
Non-verbal reasoning tests allow evaluators to test a diverse set of abilities in students without relying upon, or being limited by, language skills. In this paper, we present an automated system to generate a variety of non-verbal reasoning questions spanning abstract reasoning, non-verbal analogy and spatial reasoning question types with granular control over difficulty levels. Our design also generates meaningful distractors as this is an important aspect of generating better quality multiple-choice questions. We present experimental results through analytics on question feedback and performance that demonstrate that the system-generated questions indeed serve to assess and hone nonverbal reasoning skills.
{"title":"NVR Guess: Automated Question Generation for Honing NonVerbal Reasoning Skills","authors":"Hardik Mahipal Surana, Giri Bhatnagar, A. Srivastava, G. Srinivasa","doi":"10.1109/T4E.2019.00047","DOIUrl":"https://doi.org/10.1109/T4E.2019.00047","url":null,"abstract":"Non-verbal reasoning tests allow evaluators to test a diverse set of abilities in students without relying upon, or being limited by, language skills. In this paper, we present an automated system to generate a variety of non-verbal reasoning questions spanning abstract reasoning, non-verbal analogy and spatial reasoning question types with granular control over difficulty levels. Our design also generates meaningful distractors as this is an important aspect of generating better quality multiple-choice questions. We present experimental results through analytics on question feedback and performance that demonstrate that the system-generated questions indeed serve to assess and hone nonverbal reasoning skills.","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":"131892413","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}
These days variety of audio-visual presentation tools are used for teaching the millennial learners. Although such tools improve the active participation of students in teaching-learning, these are least useful in scenarios where hearing impaired students are also part of the same class. Thus, these students may be left out from rest of the class if teaching-learning tools are not made accessible for them. In this work we propose an Android application "Text-it-Loud!" that renders speaker's verbal content as text, in real-time along with the audio-visuals. Although, there are variety of tools available for speech-to-text conversion, our application is novel in the sense that it displays the speaker's voice as caption text in the foreground of any application. e.g. In a presentation the verbal contents of speaker will pop-up on top of slide contents.
{"title":"Text-it-Loud!: Real-Time Captioning and Transcribing App for Inclusive Teaching-Learning of Hearing Impaired","authors":"P. Shete, Pulin Shah, Pravar Parekh, Jaineel Shah","doi":"10.1109/T4E.2019.00066","DOIUrl":"https://doi.org/10.1109/T4E.2019.00066","url":null,"abstract":"These days variety of audio-visual presentation tools are used for teaching the millennial learners. Although such tools improve the active participation of students in teaching-learning, these are least useful in scenarios where hearing impaired students are also part of the same class. Thus, these students may be left out from rest of the class if teaching-learning tools are not made accessible for them. In this work we propose an Android application \"Text-it-Loud!\" that renders speaker's verbal content as text, in real-time along with the audio-visuals. Although, there are variety of tools available for speech-to-text conversion, our application is novel in the sense that it displays the speaker's voice as caption text in the foreground of any application. e.g. In a presentation the verbal contents of speaker will pop-up on top of slide contents.","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":"116333395","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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