Pub Date : 2022-07-01DOI: 10.1109/ISET55194.2022.00031
Shaofu Li, K. Ng, Lap-Kei Lee
The study of architectural design is similar to the execution in architecture firms, and the chief designer must keep an eye on all the work progress. Before the outbreak of Covid-19, tutors can check the progress of design assignments as long as they walk into students' studios; as all design drawings or models are on the table. It is possible to save time by leaving notes for improvement. However, in distance teaching, especially in the case of being unable to meet for a long time, what communication tools can effectively maintain the connection between tutors and students is the focus of this study. After trying and experiencing various tools, our teachers and students have found that LINE, a social software, has played a great role. The second is the communication products of Google and Microsoft; the functions of these two are comparable. After several semesters of online communication, the teacher team has also accumulated a set of methods suitable for architectural and/or design learning, at least currently effective. The acceptance of digital tools by a teacher's age group also affects online quality. In addition to reflecting on various suboptimal experiences, this paper also reports improvements at this stage, especially in the interaction between teachers.
{"title":"Progress Tracking and Online Learning Assisted by Social Media Tools: A Case Study of Teaching Architectural Design","authors":"Shaofu Li, K. Ng, Lap-Kei Lee","doi":"10.1109/ISET55194.2022.00031","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00031","url":null,"abstract":"The study of architectural design is similar to the execution in architecture firms, and the chief designer must keep an eye on all the work progress. Before the outbreak of Covid-19, tutors can check the progress of design assignments as long as they walk into students' studios; as all design drawings or models are on the table. It is possible to save time by leaving notes for improvement. However, in distance teaching, especially in the case of being unable to meet for a long time, what communication tools can effectively maintain the connection between tutors and students is the focus of this study. After trying and experiencing various tools, our teachers and students have found that LINE, a social software, has played a great role. The second is the communication products of Google and Microsoft; the functions of these two are comparable. After several semesters of online communication, the teacher team has also accumulated a set of methods suitable for architectural and/or design learning, at least currently effective. The acceptance of digital tools by a teacher's age group also affects online quality. In addition to reflecting on various suboptimal experiences, this paper also reports improvements at this stage, especially in the interaction between teachers.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"180 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":"114945194","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/ISET55194.2022.00025
N. Hanakawa, M. Obana
The paper proposed a most effective lecture style based on accumulated educational data in the last 3 years. The education data includes all student scores of short tests, reports, final tests, access logs to online e-learning system, and student answers to questionnaires. As a result, in subjects that fit the drill learning style such as “IT Introduction”, the educational effectiveness of online lectures becomes high, but needed student mental consultations. In the subjects that take conceptual knowledge and skills, the educational effectiveness of online lectures becomes low. We confirmed that the online materials should be on-demand learning materials including short movies and short tests, not live streaming materials.
{"title":"Education effectiveness Comparison between Face to Face lectures and Online lectures","authors":"N. Hanakawa, M. Obana","doi":"10.1109/ISET55194.2022.00025","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00025","url":null,"abstract":"The paper proposed a most effective lecture style based on accumulated educational data in the last 3 years. The education data includes all student scores of short tests, reports, final tests, access logs to online e-learning system, and student answers to questionnaires. As a result, in subjects that fit the drill learning style such as “IT Introduction”, the educational effectiveness of online lectures becomes high, but needed student mental consultations. In the subjects that take conceptual knowledge and skills, the educational effectiveness of online lectures becomes low. We confirmed that the online materials should be on-demand learning materials including short movies and short tests, not live streaming materials.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"92 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":"127143880","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/ISET55194.2022.00067
Yanhong Li, Nadine Bachl, M. Dutoit, Thomas Weber, Sven Mayer, H. Hussmann
Students being silent during group work is a typical issue. Tangible user interfaces can bring learners together and orchestrate an active environment. Thus, they can mediate discussing conflicts among group members and facilitate as an equalizer allowing everyone to join the conversation. In this work, we used an iterative design approach to develop TalkinGlass, a tangible user interface, to help silent learners better engage in group work. In total, 28 university students took part in designing and evaluating TalkinGlass. The results show that when using TalkinGlass, silent students had a higher general and behavioral engagement than general students. In detail, we highlight three key findings: (1) The design mapping between engagement and tangible interaction could help us design a better interface for learning; (2) Increasing silent students' cognitive engagement was critical; and (3) TalkinGlass was suitable to orchestrate the group discussion when having clear activity scripts. From the human-computer interaction perspective, we provide a practical and feasible solution to help silent students in collaborative group work.
{"title":"Designing Tangible Tools to Engage Silent Students in Group Discussion","authors":"Yanhong Li, Nadine Bachl, M. Dutoit, Thomas Weber, Sven Mayer, H. Hussmann","doi":"10.1109/ISET55194.2022.00067","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00067","url":null,"abstract":"Students being silent during group work is a typical issue. Tangible user interfaces can bring learners together and orchestrate an active environment. Thus, they can mediate discussing conflicts among group members and facilitate as an equalizer allowing everyone to join the conversation. In this work, we used an iterative design approach to develop TalkinGlass, a tangible user interface, to help silent learners better engage in group work. In total, 28 university students took part in designing and evaluating TalkinGlass. The results show that when using TalkinGlass, silent students had a higher general and behavioral engagement than general students. In detail, we highlight three key findings: (1) The design mapping between engagement and tangible interaction could help us design a better interface for learning; (2) Increasing silent students' cognitive engagement was critical; and (3) TalkinGlass was suitable to orchestrate the group discussion when having clear activity scripts. From the human-computer interaction perspective, we provide a practical and feasible solution to help silent students in collaborative group work.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"10 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":"130424926","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/ISET55194.2022.00041
Xiu-hong Meng, Linhai Duan, Huibo Qin, Rujin Zhou
Aiming at the obscure and difficult teaching problems of basic engineering majors, this paper explores a smart teaching model based on the concept of outcomes-based education and problem-oriented education, and proposes a Goal-problem-oriented blended teaching model. Taking the “three-in-one” of value guidance, ability training and knowledge imparting as the teaching goal, followed by “advanced, innovative and challenging” standards and curriculum ideology requirements, design the teaching contents and teaching activities of knowledge points. Orientation, setting up “target problem” and “five types of problems”, such as “fundamental problems”, “key problems”, “difficult problems”, “practical problems” and “expansion problems”, to form an interlocking chain of knowledge. In goal-driven, problem-driven and case-driven teaching situations, students preview online before class, communicate and discuss in class, expand after class. In the process of setting doubt, solving doubt and dispelling doubt, stimulate the students' interest, trigger their thinking, enlighten their wisdom and cultivate their quality, so as to approach the teaching goal.
{"title":"Innovative Research and Practice of Goal-Problem-Oriented Blended Learning","authors":"Xiu-hong Meng, Linhai Duan, Huibo Qin, Rujin Zhou","doi":"10.1109/ISET55194.2022.00041","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00041","url":null,"abstract":"Aiming at the obscure and difficult teaching problems of basic engineering majors, this paper explores a smart teaching model based on the concept of outcomes-based education and problem-oriented education, and proposes a Goal-problem-oriented blended teaching model. Taking the “three-in-one” of value guidance, ability training and knowledge imparting as the teaching goal, followed by “advanced, innovative and challenging” standards and curriculum ideology requirements, design the teaching contents and teaching activities of knowledge points. Orientation, setting up “target problem” and “five types of problems”, such as “fundamental problems”, “key problems”, “difficult problems”, “practical problems” and “expansion problems”, to form an interlocking chain of knowledge. In goal-driven, problem-driven and case-driven teaching situations, students preview online before class, communicate and discuss in class, expand after class. In the process of setting doubt, solving doubt and dispelling doubt, stimulate the students' interest, trigger their thinking, enlighten their wisdom and cultivate their quality, so as to approach the teaching goal.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"19 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":"122205683","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/ISET55194.2022.00012
Xue Mengjia, J. Yang
Aiming at the lack of evaluation indicators of the influence of collaborative design team members, this paper proposes a collaborative design team member influence algorithm DesignRank that combines collaborative design behavior characteristics with PageRank. The DesignRank algorithm takes into account the two factors of self-design level and interactor's design level, and calculates the influence of group members in the collaborative design platform. The experimental results show that the DesignRank algorithm is a more comprehensive and complex method.
{"title":"A PageRank-based Collaborative Design Team Member Influence Study","authors":"Xue Mengjia, J. Yang","doi":"10.1109/ISET55194.2022.00012","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00012","url":null,"abstract":"Aiming at the lack of evaluation indicators of the influence of collaborative design team members, this paper proposes a collaborative design team member influence algorithm DesignRank that combines collaborative design behavior characteristics with PageRank. The DesignRank algorithm takes into account the two factors of self-design level and interactor's design level, and calculates the influence of group members in the collaborative design platform. The experimental results show that the DesignRank algorithm is a more comprehensive and complex method.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"218 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":"124281132","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/ISET55194.2022.00037
Bo Qu, Wenmin Zhang
The development of mixed learning is the demand and result of the integration of information technology and education. However, they are accompanied with problems such as “the breeding ground for shallow learning”, which have attracted more and more attention from academics. Based on deep learning perspective, accompanied with 28 science and engineering teachers' interviews, this paper systematically designs and construct the mixed teaching model. This model takes the analysis of mixed learning environment as its start, then analyzes the characteristics of mixed courses, design difficulties, principles, and steps, to achieve its objectives which include realizing the social presence, cognitive presence, and teaching presence.
{"title":"Systematic Design and Mode Construction of Mixed Teaching From the Perspective of Deep Learning","authors":"Bo Qu, Wenmin Zhang","doi":"10.1109/ISET55194.2022.00037","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00037","url":null,"abstract":"The development of mixed learning is the demand and result of the integration of information technology and education. However, they are accompanied with problems such as “the breeding ground for shallow learning”, which have attracted more and more attention from academics. Based on deep learning perspective, accompanied with 28 science and engineering teachers' interviews, this paper systematically designs and construct the mixed teaching model. This model takes the analysis of mixed learning environment as its start, then analyzes the characteristics of mixed courses, design difficulties, principles, and steps, to achieve its objectives which include realizing the social presence, cognitive presence, and teaching presence.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"177 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":"120878988","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/ISET55194.2022.00043
Hoa Vo
This paper presented the case study of using Virtual Reality (VR) to elevate interest, engagement, and creativity in an interior design studio in the new normal era. Via the case-study approach, the author studied the VR experience of 13 students using Gravity Sketch in Meta/Oculus Quest 2 headsets to design a custom luminaire. Results showed an overall high interest and engagement regarding the VR experience, a moderate increase in novelty, and a significant increase in style for creativity.
{"title":"Interior Design Studio in the New Normal Era: A Virtual Reality Case Study","authors":"Hoa Vo","doi":"10.1109/ISET55194.2022.00043","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00043","url":null,"abstract":"This paper presented the case study of using Virtual Reality (VR) to elevate interest, engagement, and creativity in an interior design studio in the new normal era. Via the case-study approach, the author studied the VR experience of 13 students using Gravity Sketch in Meta/Oculus Quest 2 headsets to design a custom luminaire. Results showed an overall high interest and engagement regarding the VR experience, a moderate increase in novelty, and a significant increase in style for creativity.","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":"124598387","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}
Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with online methodologies. Software, such as Aspen Plus, is an effective tool for assisting students' understanding of complex and abstract chemical engineering unit operations. In this article, we present a case study with various types of questions to demonstrate how blended learning is carried out in the teaching and learning of chemical engineering courses. The goal problem-oriented mode is used in the Chemical Engineering Unit Operations course, which redesigns teaching content and improves students' ability to think critically, analyze data, make difficult decisions, and solve complex engineering problems.
{"title":"Teaching Chemical Engineering Unit Operations Using Blended Learning Techniques and Process Simulation","authors":"Jinmei Sun, Shikui Wu, Li Wang, Xiu-hong Meng, Zhongfeng Fan, Hui Chen, Rujin Zhou, Xingye Zeng","doi":"10.1109/ISET55194.2022.00040","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00040","url":null,"abstract":"Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with online methodologies. Software, such as Aspen Plus, is an effective tool for assisting students' understanding of complex and abstract chemical engineering unit operations. In this article, we present a case study with various types of questions to demonstrate how blended learning is carried out in the teaching and learning of chemical engineering courses. The goal problem-oriented mode is used in the Chemical Engineering Unit Operations course, which redesigns teaching content and improves students' ability to think critically, analyze data, make difficult decisions, and solve complex engineering problems.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"7 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":"125309522","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/ISET55194.2022.00015
Zhixia Zheng, Xinman Li, T. Long
Argument-Driven Inquiry (ADI) instructional model combines inquiry activities with argumentation, avoiding that traditional inquiry activities are often a mere formality, and has the potential to improve learners' argumentation skills. In this study, ADI instructional model was applied to the instruction of history of science in a compulsory course General Introduction to Natural Science for pre-service science teachers. The ADI instructional activities were conducted with the form of flipped classroom. Its effectiveness on promoting students' understanding of scientific knowledge and written argument skills was proved in a single group pre-posttest design experiment. The results of paired sample T -test and one-way ANOVA analysis show that ADI was effective on improving the participants' written argument skills and understanding of scientific knowledge. It shows better effect on improving the participants' accuracy of a claim and quality of evidence.
{"title":"Designing and Applying an Argument-Driven Inquiry Instructional Model in the Teaching of History of Science for Pre-Service Science Teachers","authors":"Zhixia Zheng, Xinman Li, T. Long","doi":"10.1109/ISET55194.2022.00015","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00015","url":null,"abstract":"Argument-Driven Inquiry (ADI) instructional model combines inquiry activities with argumentation, avoiding that traditional inquiry activities are often a mere formality, and has the potential to improve learners' argumentation skills. In this study, ADI instructional model was applied to the instruction of history of science in a compulsory course General Introduction to Natural Science for pre-service science teachers. The ADI instructional activities were conducted with the form of flipped classroom. Its effectiveness on promoting students' understanding of scientific knowledge and written argument skills was proved in a single group pre-posttest design experiment. The results of paired sample T -test and one-way ANOVA analysis show that ADI was effective on improving the participants' written argument skills and understanding of scientific knowledge. It shows better effect on improving the participants' accuracy of a claim and quality of evidence.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"86 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":"117269826","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/ISET55194.2022.00046
Shiyan He, Minsheng Fan, Zhenhua Liu
The main content of this study is the research on the design and effect of early childhood educational games supported by augmented reality (hereinafter referred to as AR) technology. The research starts with the investigation and literature review of practical problems in early childhood education, aiming at the practical problems, combined with the characteristics of AR technology, and systematically proposes a preschool education communication process model supported by technology to solve the practical problems of early childhood education. Using the characteristics of technological multimedia integration, establish an all-media integrated resource package for early childhood education to solve practical problems such as scattered educational resources, duplication of construction, and resource waste technology.
{"title":"Research on the Design and Effect of Early Childhood Education Games Supported by AR Technology","authors":"Shiyan He, Minsheng Fan, Zhenhua Liu","doi":"10.1109/ISET55194.2022.00046","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00046","url":null,"abstract":"The main content of this study is the research on the design and effect of early childhood educational games supported by augmented reality (hereinafter referred to as AR) technology. The research starts with the investigation and literature review of practical problems in early childhood education, aiming at the practical problems, combined with the characteristics of AR technology, and systematically proposes a preschool education communication process model supported by technology to solve the practical problems of early childhood education. Using the characteristics of technological multimedia integration, establish an all-media integrated resource package for early childhood education to solve practical problems such as scattered educational resources, duplication of construction, and resource waste technology.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"15 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":"117344641","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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