Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00026
M. Pokorný
As a result of COVID-19 pandemic, the methods of teaching at Slovak universities have significantly changed. Before 2019, majority of subjects was taught by face-to-face instruction. Despite positive experience with utilization of modern technologies in education, only a little number of subjects was taught bye-learning or blended learning. In the paper, we summarize our experience with teaching the subject Basics of Graph Theory. In the winter term of the academic year 2021/2022, due to restrictions caused by COVID-19, full-time students had to be taught by a combination of pre-recorded video lessons, synchronous online lessons, and e-learning course, while part-time students were taught only by video lessons and e-learning course. A comparison of students' results in the final test reveals that online learning is a suitable method to teach Basics of Graph Theory, as there is no significant difference compared to the results of the students taught by blended learning two years ago. Further, this method is equally suitable for both full-time and part-time students, since there is no significant gap in the level of their knowledge. Moreover, answers of students in a questionnaire reveal other benefits of this method.
{"title":"Online Learning of Basics of Graph Theory","authors":"M. Pokorný","doi":"10.1109/ISET55194.2022.00026","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00026","url":null,"abstract":"As a result of COVID-19 pandemic, the methods of teaching at Slovak universities have significantly changed. Before 2019, majority of subjects was taught by face-to-face instruction. Despite positive experience with utilization of modern technologies in education, only a little number of subjects was taught bye-learning or blended learning. In the paper, we summarize our experience with teaching the subject Basics of Graph Theory. In the winter term of the academic year 2021/2022, due to restrictions caused by COVID-19, full-time students had to be taught by a combination of pre-recorded video lessons, synchronous online lessons, and e-learning course, while part-time students were taught only by video lessons and e-learning course. A comparison of students' results in the final test reveals that online learning is a suitable method to teach Basics of Graph Theory, as there is no significant difference compared to the results of the students taught by blended learning two years ago. Further, this method is equally suitable for both full-time and part-time students, since there is no significant gap in the level of their knowledge. Moreover, answers of students in a questionnaire reveal other benefits of this method.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124247725","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 the rapid popularization of online learning systems, the impact of data breach risk on the willingness to continue learn in online learning systems has become the focus of attention. Based on the privacy calculus theory, four influencing factors were proposed: risk perception, benefit perception, trust perception and privacy perception. Qualitative comparative analysis (QCA) was used to conduct configuration analysis on the questionnaire results, and to obtain the configurations of good or poor learning willingness. The results showed that, (i) the learners' perception of the existence of benefit and trust in the online learning system helps to improve continuous learning willingness, but this is not a necessary condition, (ii) risk aversion and preventing privacy breach are the urgent needs of online learning systems. The paper highlights the direction of future efforts for online learning systems from the perspective of data breach.
{"title":"Exploring the Continuous Learning Willingness Under the Risk of Data Breach in Online Learning System: A Fuzzy-Set QCA Approach","authors":"Yuwei Jiang, Qingtang Liu, Shufan Yu, Jingjing Ma, Linjing Wu","doi":"10.1109/ISET55194.2022.00028","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00028","url":null,"abstract":"With the rapid popularization of online learning systems, the impact of data breach risk on the willingness to continue learn in online learning systems has become the focus of attention. Based on the privacy calculus theory, four influencing factors were proposed: risk perception, benefit perception, trust perception and privacy perception. Qualitative comparative analysis (QCA) was used to conduct configuration analysis on the questionnaire results, and to obtain the configurations of good or poor learning willingness. The results showed that, (i) the learners' perception of the existence of benefit and trust in the online learning system helps to improve continuous learning willingness, but this is not a necessary condition, (ii) risk aversion and preventing privacy breach are the urgent needs of online learning systems. The paper highlights the direction of future efforts for online learning systems from the perspective of data breach.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121224497","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 : 2022-07-01DOI: 10.1109/ISET55194.2022.00068
Jinping Zhong, Yunxiang Zheng
As the edu-metaverse enters the educational field, the future shape of education will be more intelligence, digitalization and virtualization. Characterized by its comprehensive perception, dynamic intelligence, and virtual-real integration, edu-metaverse provides new possibilities for innovation in learning environments and resources, teaching forms, and educational content, and will definitely promote profound changes in education and empower the future of education. However, under the technology boom, what challenges will the education metaverse face deserves in-depth consideration. This research firstly compares the concept of edu-metaverse and its application value and potential to education. Then, it analyzes some challenges to the development of education supported by edu-metaverse technology from three aspects: public opinion creation, technological concerns and safety ethics, which can provide references for the study of edu-Edu-metaverse.
{"title":"Empowering Future Education: Learning in the Edu-Metaverse","authors":"Jinping Zhong, Yunxiang Zheng","doi":"10.1109/ISET55194.2022.00068","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00068","url":null,"abstract":"As the edu-metaverse enters the educational field, the future shape of education will be more intelligence, digitalization and virtualization. Characterized by its comprehensive perception, dynamic intelligence, and virtual-real integration, edu-metaverse provides new possibilities for innovation in learning environments and resources, teaching forms, and educational content, and will definitely promote profound changes in education and empower the future of education. However, under the technology boom, what challenges will the education metaverse face deserves in-depth consideration. This research firstly compares the concept of edu-metaverse and its application value and potential to education. Then, it analyzes some challenges to the development of education supported by edu-metaverse technology from three aspects: public opinion creation, technological concerns and safety ethics, which can provide references for the study of edu-Edu-metaverse.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128693120","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 : 2022-07-01DOI: 10.1109/iset55194.2022.00001
{"title":"Proceedings 2022 International Symposium on Educational Technology","authors":"","doi":"10.1109/iset55194.2022.00001","DOIUrl":"https://doi.org/10.1109/iset55194.2022.00001","url":null,"abstract":"","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123792428","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 : 2022-07-01DOI: 10.1109/ISET55194.2022.00019
Yinghui Shi, Kexin Jia, Ling Chen, Jiayi Duan, H. Yang
This study describes an overview of the effects of self-regulated learning (SRL) on students' learning outcomes and provides direction for future research on this topic. Seven databases were used to search for research and 24 relevant articles were identified. The content analysis method was employed to examine the selected articles. The results showed that SRL can positively influence students' cognitive, affective, and behavioral learning outcomes. SRL can not only enhance students' learning achievement, but also help them to train various skills and capacities, meanwhile, their engagement and self-efficacy will get highly improved. More research using controlled trials is needed to investigate the effects of SRL in the future.
{"title":"The Effects of Self-Regulated Learning on College Students' Learning Outcomes: A Literature Review","authors":"Yinghui Shi, Kexin Jia, Ling Chen, Jiayi Duan, H. Yang","doi":"10.1109/ISET55194.2022.00019","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00019","url":null,"abstract":"This study describes an overview of the effects of self-regulated learning (SRL) on students' learning outcomes and provides direction for future research on this topic. Seven databases were used to search for research and 24 relevant articles were identified. The content analysis method was employed to examine the selected articles. The results showed that SRL can positively influence students' cognitive, affective, and behavioral learning outcomes. SRL can not only enhance students' learning achievement, but also help them to train various skills and capacities, meanwhile, their engagement and self-efficacy will get highly improved. More research using controlled trials is needed to investigate the effects of SRL in the future.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127874423","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 : 2022-07-01DOI: 10.1109/ISET55194.2022.00059
Jinbin Li, Jia-kun Xie
In order to solve the problems of low efficiency, small scale, and data reliability in the traditional manual counting method, a method using mask region convolutional neural network (Mask R-CNN) to automatically calculate attendance was proposed. In order to extract deeper image information, the feature extraction network is designed as ResNet101, and feature map fusion is performed on multi-level feature maps. In order to make up for the lack of recognition of the objects whose body parts are occluded, the Mask R-CNN algorithm is used for the second recognition. The experimental results on the self-built classroom monitoring screenshot data set show that compared with the method of directly using the Mask R-CNN algorithm for recognition, the secondary recognition method can identify more targets and improve the accuracy of identifying the number of people.
{"title":"Algorithm for Counting the Number of Students in Class Based on Mask-RCNN Optimization","authors":"Jinbin Li, Jia-kun Xie","doi":"10.1109/ISET55194.2022.00059","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00059","url":null,"abstract":"In order to solve the problems of low efficiency, small scale, and data reliability in the traditional manual counting method, a method using mask region convolutional neural network (Mask R-CNN) to automatically calculate attendance was proposed. In order to extract deeper image information, the feature extraction network is designed as ResNet101, and feature map fusion is performed on multi-level feature maps. In order to make up for the lack of recognition of the objects whose body parts are occluded, the Mask R-CNN algorithm is used for the second recognition. The experimental results on the self-built classroom monitoring screenshot data set show that compared with the method of directly using the Mask R-CNN algorithm for recognition, the secondary recognition method can identify more targets and improve the accuracy of identifying the number of people.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125991849","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 : 2022-07-01DOI: 10.1109/ISET55194.2022.00017
Shuang Yu, Linjing Wu, Qingtang Liu, Xinqian Ma, Junmin Ye
Mind mapping training has been carried out in many countries. However, the teacher training did not achieve the desired effect. After relevant training, teachers often do not continue to use mind mapping in-class teaching. Based on Self-Determination Theory, Technology Acceptance Model, and Expectation Confirmation Model, this paper used the structural equation model to explore the influencing factors of teachers' intention to continue using mind-mapping service teaching after participating in training. Through the questionnaire analysis of 203 teachers participating in the teacher training, result indicates that teachers' perceived ease of use and perceived usefulness had a positive influence on students' satisfaction with mind mapping. Teachers' satisfaction has a significant positive impact on their intention to continue using mind mapping in teaching. Unexpectedly, teachers' intrinsic motivation did not have a significant influence on the satisfaction with mind mapping. This implies that the trainer should choose the clear version of information technology tools, combine the successful case about the tools, and give the teachers more rights to select on their own. The above conclusions have important guiding significance for the teacher training related to information technology tools.
{"title":"Factors Influencing Teachers' Intention to Continue Using Mind Mapping","authors":"Shuang Yu, Linjing Wu, Qingtang Liu, Xinqian Ma, Junmin Ye","doi":"10.1109/ISET55194.2022.00017","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00017","url":null,"abstract":"Mind mapping training has been carried out in many countries. However, the teacher training did not achieve the desired effect. After relevant training, teachers often do not continue to use mind mapping in-class teaching. Based on Self-Determination Theory, Technology Acceptance Model, and Expectation Confirmation Model, this paper used the structural equation model to explore the influencing factors of teachers' intention to continue using mind-mapping service teaching after participating in training. Through the questionnaire analysis of 203 teachers participating in the teacher training, result indicates that teachers' perceived ease of use and perceived usefulness had a positive influence on students' satisfaction with mind mapping. Teachers' satisfaction has a significant positive impact on their intention to continue using mind mapping in teaching. Unexpectedly, teachers' intrinsic motivation did not have a significant influence on the satisfaction with mind mapping. This implies that the trainer should choose the clear version of information technology tools, combine the successful case about the tools, and give the teachers more rights to select on their own. The above conclusions have important guiding significance for the teacher training related to information technology tools.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127646861","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}
There has been an increased emphasis on cultivating talents with core literacy and scientific innovation ability. STEM education helps to cultivate such talents. This study used Delphi method to construct “Analytical Metrics for STEM Teaching Cases” to analyze the 51 STEM teaching cases collected in China. Findings indicate that these cases met the needs of innovative talents, course activities were carried out in a project-based learning style, new technologies were used to support STEM teaching, but the material support was insufficient. Based on the analysis of these cases, four implications were drawn to optimize STEM education.
{"title":"Analysis on the Characteristics of STEM Teaching Cases","authors":"Xinru Yang, Yidong Guo, Xinxin Qiu, Xiunan Jin, Xianfei Luo, Yunxiang Zheng","doi":"10.1109/ISET55194.2022.00053","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00053","url":null,"abstract":"There has been an increased emphasis on cultivating talents with core literacy and scientific innovation ability. STEM education helps to cultivate such talents. This study used Delphi method to construct “Analytical Metrics for STEM Teaching Cases” to analyze the 51 STEM teaching cases collected in China. Findings indicate that these cases met the needs of innovative talents, course activities were carried out in a project-based learning style, new technologies were used to support STEM teaching, but the material support was insufficient. Based on the analysis of these cases, four implications were drawn to optimize STEM education.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128910279","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}
Media literacy, the skills that enable individuals to effectively find, evaluate, and communicate information in various mediums, has become the new essential for English learners. In particular, Business English graduates with business skills, language competence and media literacy have been in high demand. However, it remains unclear how media literacy is developed in Business English programs. Since textbooks provide content knowledge and class activities that reflect the philosophy of syllabus, this study aims to investigate the embodiment and cultivation of media literacy in Business English textbooks. Via a corpus-driven approach, we analyzed 52 representative headwords via #LancsBox in a self-built textbook corpus. Results showed a relatively high occurrence and richness of vocabularies indicative of media literacy, and the integration of business concepts and media literacy into the design of instructional activities. This study explored how corpus was employed to evaluate media literacy in Business English textbooks and shed new lights on cross-discipline research. Pedagogical and methodological implications were drawn for corpus-driven textbook analysis and Business English instruction.
{"title":"Embodiment and Cultivation of Media Literacy in the Business English Teaching Context: A Corpus-Driven Study on Textbooks","authors":"Yinqiang Feng, Shuquan Li, Jingru Huang, Manfei Xu","doi":"10.1109/ISET55194.2022.00052","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00052","url":null,"abstract":"Media literacy, the skills that enable individuals to effectively find, evaluate, and communicate information in various mediums, has become the new essential for English learners. In particular, Business English graduates with business skills, language competence and media literacy have been in high demand. However, it remains unclear how media literacy is developed in Business English programs. Since textbooks provide content knowledge and class activities that reflect the philosophy of syllabus, this study aims to investigate the embodiment and cultivation of media literacy in Business English textbooks. Via a corpus-driven approach, we analyzed 52 representative headwords via #LancsBox in a self-built textbook corpus. Results showed a relatively high occurrence and richness of vocabularies indicative of media literacy, and the integration of business concepts and media literacy into the design of instructional activities. This study explored how corpus was employed to evaluate media literacy in Business English textbooks and shed new lights on cross-discipline research. Pedagogical and methodological implications were drawn for corpus-driven textbook analysis and Business English instruction.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115140566","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 : 2022-07-01DOI: 10.1109/ISET55194.2022.00018
Can Zuo, Xuan Wang, Min Zou, Han Wang, Daiqi Wang
Parental support plays a very important role in students” development from the aspects of academic achievement, cognitive style, wellbeing, etc. In fact, parental support is a long-lasting strength for all students through different learning stages. However, several studies have examined the impact of parental support on primary and secondary school students, but less is known about the role of parental support on college students. The phase of college is embedded in the developmental stage of emerging adulthood. Due to the changing nature of emerging adulthood, college students need to adapt to the new environment and learn to be independent and autonomous, and self-regulation ability is of great value to college students. Therefore, the current study aims to explore the influence of parental support (emotional, informational, financial support) on college students' self-regulation ability. By using linear regression analysis and variance analysis, this study finds: (1) Parental emotional support has a significant positive effect on college students' self-regulation ability. (2) Parental informational support has a significant positive effect on college students' self-regulation ability, and the parents who received higher education can provide more informational support to their children. (3) Parental financial support has a significant positive effect on college students' self-regulation ability.
{"title":"Research on the Influence of Parental Support on College Students' Self-Regulation Ability","authors":"Can Zuo, Xuan Wang, Min Zou, Han Wang, Daiqi Wang","doi":"10.1109/ISET55194.2022.00018","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00018","url":null,"abstract":"Parental support plays a very important role in students” development from the aspects of academic achievement, cognitive style, wellbeing, etc. In fact, parental support is a long-lasting strength for all students through different learning stages. However, several studies have examined the impact of parental support on primary and secondary school students, but less is known about the role of parental support on college students. The phase of college is embedded in the developmental stage of emerging adulthood. Due to the changing nature of emerging adulthood, college students need to adapt to the new environment and learn to be independent and autonomous, and self-regulation ability is of great value to college students. Therefore, the current study aims to explore the influence of parental support (emotional, informational, financial support) on college students' self-regulation ability. By using linear regression analysis and variance analysis, this study finds: (1) Parental emotional support has a significant positive effect on college students' self-regulation ability. (2) Parental informational support has a significant positive effect on college students' self-regulation ability, and the parents who received higher education can provide more informational support to their children. (3) Parental financial support has a significant positive effect on college students' self-regulation ability.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"22 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121280150","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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