Recently, knowledge graph technology has developed rapidly. It is based on the idea of a semantic network, which realizes the formal description of things and their relationships. With the development of knowledge graph technology, new ideas have been brought to solve knowledge search reasoning, educational resource organization and adaptive learning. After three years of rapid development, there are many intelligent applications in academic knowledge graph. These applications can be divided into six categories. They are answering robots, big data analysis and educational decision-making, semantic of educational resources, digital textbooks, complex problem solving and adaptive learning system. Finally, the existing problems in the application of educational knowledge graph are analyzed. It is hoped to provide ideas and enlightenment for further solving the problems in education and teaching.
{"title":"A Review of Intelligent Application of Educational Knowledge Graph from the Perspective of Artificial Intelligence","authors":"Linjing Wu, Fengjiao Tu, Qingtang Liu, Xinqian Ma, Xiangchen Jia, Yu Gao","doi":"10.1109/ISET55194.2022.00049","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00049","url":null,"abstract":"Recently, knowledge graph technology has developed rapidly. It is based on the idea of a semantic network, which realizes the formal description of things and their relationships. With the development of knowledge graph technology, new ideas have been brought to solve knowledge search reasoning, educational resource organization and adaptive learning. After three years of rapid development, there are many intelligent applications in academic knowledge graph. These applications can be divided into six categories. They are answering robots, big data analysis and educational decision-making, semantic of educational resources, digital textbooks, complex problem solving and adaptive learning system. Finally, the existing problems in the application of educational knowledge graph are analyzed. It is hoped to provide ideas and enlightenment for further solving the problems in education and teaching.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"13 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":"132749675","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/ISET55194.2022.00010
Qing Su, Wenlan Zhang, Yuxuan Feng
The objective of this study is to reveal the features of learning communities in robotics education with the aim of providing a reference for the better establishment of robotics education learning teams and the development of robotics education in primary and secondary schools. Based on the method of grounded theory, this study coded semi-structured interviews with 15 high school students using the qualitative research analysis software NVIVO to form 66 concepts, 21 original categories, 9 main categories, and 4 core categories to analyse the individual expectations, shared vision, membership structure, learning styles, and learning effectiveness of student learning communities in robotics education.
{"title":"A Research on Learning Community in Robotics Education in High Schools under the Grounded Theory","authors":"Qing Su, Wenlan Zhang, Yuxuan Feng","doi":"10.1109/ISET55194.2022.00010","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00010","url":null,"abstract":"The objective of this study is to reveal the features of learning communities in robotics education with the aim of providing a reference for the better establishment of robotics education learning teams and the development of robotics education in primary and secondary schools. Based on the method of grounded theory, this study coded semi-structured interviews with 15 high school students using the qualitative research analysis software NVIVO to form 66 concepts, 21 original categories, 9 main categories, and 4 core categories to analyse the individual expectations, shared vision, membership structure, learning styles, and learning effectiveness of student learning communities in robotics education.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"2000 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":"132994802","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/ISET55194.2022.00064
YouRu Xie, Yachun Liu, Caoyin Li
Promoting the integration innovation of intelligent technology and classroom teaching is an inevitable choice for current primary and secondary schools to implement precise burden reduction and efficiency improvement. In view of the practical needs of classroom reform under the background of “Double Reduction” policy, this study explores the design method and implementation steps of intelligent technology empowering primary school English project-based learning. Firstly, this study clears the intelligent technology empowering primary school English project-based learning is: collaborate with digital intelligence determine project themes, immersive environment realizes the reality of language situation, exploration tools facilitate visualization of project activities and intelligent evaluation drives project evaluation diversification; Then, the “theme-implementation-evaluation” design framework and method are constructed. The teaching practice is carried out with the help of intelligent tools such as “Baidu Translation” and “Fun Dubbing”, and the implementation steps and operating procedures are summarized. Finally, results show that it can improve students' comprehensive application ability and the core literacy of English, and cultivate students' collaborative problem-solving ability.
{"title":"Intelligent Technology Empowering the Design and Implementation of Primary School English Project-based Learning","authors":"YouRu Xie, Yachun Liu, Caoyin Li","doi":"10.1109/ISET55194.2022.00064","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00064","url":null,"abstract":"Promoting the integration innovation of intelligent technology and classroom teaching is an inevitable choice for current primary and secondary schools to implement precise burden reduction and efficiency improvement. In view of the practical needs of classroom reform under the background of “Double Reduction” policy, this study explores the design method and implementation steps of intelligent technology empowering primary school English project-based learning. Firstly, this study clears the intelligent technology empowering primary school English project-based learning is: collaborate with digital intelligence determine project themes, immersive environment realizes the reality of language situation, exploration tools facilitate visualization of project activities and intelligent evaluation drives project evaluation diversification; Then, the “theme-implementation-evaluation” design framework and method are constructed. The teaching practice is carried out with the help of intelligent tools such as “Baidu Translation” and “Fun Dubbing”, and the implementation steps and operating procedures are summarized. Finally, results show that it can improve students' comprehensive application ability and the core literacy of English, and cultivate students' collaborative problem-solving ability.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"1 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":"131346158","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/ISET55194.2022.00070
Yinghui Shi, Ling Chen, Kexin Jia, Zhu Qu, H. Yang
This study aimed to examine the relationship between middle school students' self-regulated learning and key human side factors (self-efficacy, information literacy, and teacher support) in the smart classroom environment. A questionnaire was conducted in a middle school in the northwest of China. A total number of 173 valid responses were analyzed. Pearson correlation analysis results showed significant correlations among students' self-regulated learning, self-efficacy, information literacy, and teacher support. Multiple regression analysis results showed that students' self-regulated learning was predicted by self-efficacy, information literacy, and teacher support.
{"title":"Investigating Human Side Factors on Middle School Students' Self-Regulated Learning in the Smart Classroom Environment","authors":"Yinghui Shi, Ling Chen, Kexin Jia, Zhu Qu, H. Yang","doi":"10.1109/ISET55194.2022.00070","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00070","url":null,"abstract":"This study aimed to examine the relationship between middle school students' self-regulated learning and key human side factors (self-efficacy, information literacy, and teacher support) in the smart classroom environment. A questionnaire was conducted in a middle school in the northwest of China. A total number of 173 valid responses were analyzed. Pearson correlation analysis results showed significant correlations among students' self-regulated learning, self-efficacy, information literacy, and teacher support. Multiple regression analysis results showed that students' self-regulated learning was predicted by self-efficacy, information literacy, and teacher support.","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":"131956281","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/ISET55194.2022.00020
King Woon Yau, C. Chai, Thomas K. F. Chiu, Helen M. Meng, Irwin King, S. Wong, Y. Yam
In response to the need to equip Hong Kong secondary students with Artificial Intelligence (AI) literacy, a joint effort was made by university professors from engineering and education and secondary school teachers to co-design an innovative AI curriculum. This paper investigated the experience of teachers in co-designing the curriculum. A total of 17 semi-structured interviews were conducted with 8 secondary school teachers involved in the curriculum design. Using the grounded theory approach, the teachers' perspectives and experiences during the co-design processes were unpacked. First, the teachers were motivated by the perceived need of students to join in the co-design of such AI curriculum. Second, the teachers appreciated the professor-led knowledge input that addresses their gaps in technical knowledge. Third, the teachers contributed their pedagogical knowledge and classroom experiences to guide the design of the curriculum so that it may be contextualized to the school environment and students' needs. The outcomes of the co-design were a usable curriculum and teachers' growth, which was translated to students' AI literacy and confidence in learning about AI. This paper contributes to the current educational effort in preparing students for an AI pervasive society.
{"title":"Co-designing Artificial Intelligence Curriculum for Secondary Schools: A Grounded Theory of Teachers' Experience","authors":"King Woon Yau, C. Chai, Thomas K. F. Chiu, Helen M. Meng, Irwin King, S. Wong, Y. Yam","doi":"10.1109/ISET55194.2022.00020","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00020","url":null,"abstract":"In response to the need to equip Hong Kong secondary students with Artificial Intelligence (AI) literacy, a joint effort was made by university professors from engineering and education and secondary school teachers to co-design an innovative AI curriculum. This paper investigated the experience of teachers in co-designing the curriculum. A total of 17 semi-structured interviews were conducted with 8 secondary school teachers involved in the curriculum design. Using the grounded theory approach, the teachers' perspectives and experiences during the co-design processes were unpacked. First, the teachers were motivated by the perceived need of students to join in the co-design of such AI curriculum. Second, the teachers appreciated the professor-led knowledge input that addresses their gaps in technical knowledge. Third, the teachers contributed their pedagogical knowledge and classroom experiences to guide the design of the curriculum so that it may be contextualized to the school environment and students' needs. The outcomes of the co-design were a usable curriculum and teachers' growth, which was translated to students' AI literacy and confidence in learning about AI. This paper contributes to the current educational effort in preparing students for an AI pervasive society.","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":"133301657","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/ISET55194.2022.00066
Tobias Hirmer, Jana Etschmann, Andreas Henrich
Planning and organizing their studies by selecting modules and the order in which to attend them is an important challenge for students. Bachelor students, in particular, usually perceive this as an obstacle [1]. However, universities rarely provide tools to support students in this decision-making process. Using the method of qualitative interviews, this paper elicits requirements for a digital tool that supports the process of study planning for computer science students at the University of Bamberg, Germany. The resulting requirements are used as a foundation for a prototypical implementation. Based on this prototype, the feasibility of the collected requirements is analyzed and potential further developments are discussed.
{"title":"Requirements and Prototypical Implementation of a Study Planning Assistant in CS Programs","authors":"Tobias Hirmer, Jana Etschmann, Andreas Henrich","doi":"10.1109/ISET55194.2022.00066","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00066","url":null,"abstract":"Planning and organizing their studies by selecting modules and the order in which to attend them is an important challenge for students. Bachelor students, in particular, usually perceive this as an obstacle [1]. However, universities rarely provide tools to support students in this decision-making process. Using the method of qualitative interviews, this paper elicits requirements for a digital tool that supports the process of study planning for computer science students at the University of Bamberg, Germany. The resulting requirements are used as a foundation for a prototypical implementation. Based on this prototype, the feasibility of the collected requirements is analyzed and potential further developments are discussed.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"54 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":"124835844","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/ISET55194.2022.00044
Sha Zhu, Jieru Bai, Zhang Ming, Huan Li, H. Yang
This study designed and developed a digital game to assess students' information literacy based on Evidence-Centered Game Design (ECGD). The role-playing game, entitled “Guogan's Journey to A Mysterious Planet,” measured students' performance with respect to information literacy. Using the ECGD approach, first, a student model was designed to describe the relevant knowledge, skills, and abilities to be measured. Second, a task model was developed to describe five types of tasks, including multi-choice questions, matching questions, dragging questions, sorting questions, and the maze. Third, an evidence model was proposed, including evidence rules and a measurement model for students' information literacy.
本研究设计并开发了一款基于循证游戏设计(Evidence-Centered game Design, ECGD)的数字游戏来评估学生的信息素养。这款名为“郭淦神秘星球之旅”的角色扮演游戏衡量了学生们在信息素养方面的表现。使用ECGD方法，首先，设计一个学生模型来描述要测量的相关知识、技能和能力。其次，建立了一个任务模型，描述了五种类型的任务，包括选择题、匹配题、拖拽题、分类题和迷宫。第三，提出了一个证据模型，包括证据规则和学生信息素养的测量模型。
{"title":"Developing a Digital Game for Assessing Primary and Secondary Students' Information Literacy Based on Evidence-Centered Game Design","authors":"Sha Zhu, Jieru Bai, Zhang Ming, Huan Li, H. Yang","doi":"10.1109/ISET55194.2022.00044","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00044","url":null,"abstract":"This study designed and developed a digital game to assess students' information literacy based on Evidence-Centered Game Design (ECGD). The role-playing game, entitled “Guogan's Journey to A Mysterious Planet,” measured students' performance with respect to information literacy. Using the ECGD approach, first, a student model was designed to describe the relevant knowledge, skills, and abilities to be measured. Second, a task model was developed to describe five types of tasks, including multi-choice questions, matching questions, dragging questions, sorting questions, and the maze. Third, an evidence model was proposed, including evidence rules and a measurement model for students' information literacy.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"189 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":"121231545","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}
A deep understanding of the existing problems in the traditional engineering specialty plays a curial role in building the new engineering curriculum. The achievement orientation, curriculum crossover, and content connection induce the lack of practical, innovative, and forward-looking in traditional engineering, which weakens the high-quality development of engineering students. Here, we propose a new engineering curriculum based on a multi-disciplinary and cross-integration system, meeting the development requirement of the engineering ability and scientific-technological innovation. We adopt the multi-integration training mode, collaborating with multi-resources of government-user-industry-university-research and cross-collaborating with multi-disciplinary of science-engineering-literature-management-law-medicine. The new curriculum system promotes students' comprehensive ability on the petrochemical emergency foundation, engineering practice, engineering innovation, and multi-innovation, fulfilling the theoretical, practical, engineering, and innovation cultivation requirements, respectively. We apply this curriculum system to cultivate under-graduates of petrochemical emergency engineering disciplines, improving their comprehensive ability significantly. The results may reference the new engineering education reform and associated curriculum system construction.
{"title":"Discussion on New Engineering Talent Training System of Petrochemical Emergency Based on Multi-Integration","authors":"Jinlong Men, Mei-yan Liu, Fangchao Kang, Fulei Zhao","doi":"10.1109/ISET55194.2022.00021","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00021","url":null,"abstract":"A deep understanding of the existing problems in the traditional engineering specialty plays a curial role in building the new engineering curriculum. The achievement orientation, curriculum crossover, and content connection induce the lack of practical, innovative, and forward-looking in traditional engineering, which weakens the high-quality development of engineering students. Here, we propose a new engineering curriculum based on a multi-disciplinary and cross-integration system, meeting the development requirement of the engineering ability and scientific-technological innovation. We adopt the multi-integration training mode, collaborating with multi-resources of government-user-industry-university-research and cross-collaborating with multi-disciplinary of science-engineering-literature-management-law-medicine. The new curriculum system promotes students' comprehensive ability on the petrochemical emergency foundation, engineering practice, engineering innovation, and multi-innovation, fulfilling the theoretical, practical, engineering, and innovation cultivation requirements, respectively. We apply this curriculum system to cultivate under-graduates of petrochemical emergency engineering disciplines, improving their comprehensive ability significantly. The results may reference the new engineering education reform and associated curriculum system construction.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"5 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":"124159951","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/ISET55194.2022.00036
B. Wong, K. Li, Hon Tung Chan, S. Cheung
This paper reports a review study on hybrid learning which features the provision of face-to-face and remote learning in a synchronous manner. The study focused on identifying the patterns of publications on hybrid learning in terms of their sources, countries/regions, levels of education, and subject disciplines, as well as the major research issues. It covered a total of 46 articles collected from Scopus and published from 2012 to 2021. The results show an increasing trend of publications on hybrid learning in recent years. Relevant research was conducted more frequently in the United States, China and Canada, at the tertiary education level, and in the subject disciplines of language, engineering, and technology. Five major research issues were identified, namely - i) teacher and student experiences and behaviours in hybrid learning, ii) teacher and student perceptions of hybrid learning, iii) the impacts, benefits and challenges of hybrid learning, iv) the features of hybrid learning, and v) the effectiveness of hybrid learning. The findings contribute to revealing the state of the art in hybrid learning as well as the potential areas for future research, such as the effects of pedagogies for hybrid learning in subject disciplines of diverse nature, types of learners' support, and the factors affecting the effectiveness of hybrid learning.
{"title":"The Publication Patterns and Research Issues of Hybrid Learning: A Literature Review","authors":"B. Wong, K. Li, Hon Tung Chan, S. Cheung","doi":"10.1109/ISET55194.2022.00036","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00036","url":null,"abstract":"This paper reports a review study on hybrid learning which features the provision of face-to-face and remote learning in a synchronous manner. The study focused on identifying the patterns of publications on hybrid learning in terms of their sources, countries/regions, levels of education, and subject disciplines, as well as the major research issues. It covered a total of 46 articles collected from Scopus and published from 2012 to 2021. The results show an increasing trend of publications on hybrid learning in recent years. Relevant research was conducted more frequently in the United States, China and Canada, at the tertiary education level, and in the subject disciplines of language, engineering, and technology. Five major research issues were identified, namely - i) teacher and student experiences and behaviours in hybrid learning, ii) teacher and student perceptions of hybrid learning, iii) the impacts, benefits and challenges of hybrid learning, iv) the features of hybrid learning, and v) the effectiveness of hybrid learning. The findings contribute to revealing the state of the art in hybrid learning as well as the potential areas for future research, such as the effects of pedagogies for hybrid learning in subject disciplines of diverse nature, types of learners' support, and the factors affecting the effectiveness of hybrid learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"8 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":"131905996","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/ISET55194.2022.00055
G. Huang
Notwithstanding a proliferation of research on the Involvement Load Hypothesis (ILH), many practitioners remain divided over whether ILH could bolster students' productive vocabulary acquisition. The present study hypothesized that ‘autonomy’ could complement ILH in facilitating students' productive vocabulary performance. Two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL (English as a Foreign Language) learners apply productive vocabularies. Applet 1.0 was informed by ILH. Applet 2.0 was based on ILH with the added support of autonomous learning activities. Specifically, Applet 1.0 only provided reading materials. By contrast, learners who studied with Applet 2.0 could autonomously choose different learning materials embedded with the target words: videos, pictures and texts. To testify our hypothesis, we randomly selected two groups of students (N = 49) and divided them into a control group (CG, N = 26) and an experimental group (EG, N = 23). Both groups were asked to write a composition every week while learning with different Applets (CG learned with Applet 1.0 and EG studied with Applet 2.0). Three paragraph-writing tests (pre-test, post-test and delayed-test) were conducted to gauge students' productive vocabulary development. We found the EG performed significantly better than CG in terms of productive vocabulary learning in the post-test and delayed-test. Therefore, this paper suggested that autonomy could advance the effects of ILH and result in better productive vocabulary performance.
尽管对涉入负荷假说(ILH)的研究越来越多，但对于涉入负荷是否能促进学生的生产性词汇习得，许多实践者仍存在分歧。本研究假设“自主性”可以补充ILH，促进学生的生产性词汇表现。我们设计了两个微信小程序(Applet 1.0和Applet 2.0)来帮助中国的英语学习者应用生产性词汇。Applet 1.0由ILH通知。Applet 2.0基于ILH，增加了自主学习活动的支持。具体来说，Applet 1.0只提供阅读材料。相比之下，使用Applet 2.0学习的学习者可以自主选择嵌入目标单词的不同学习材料:视频、图片和文本。为了验证我们的假设，我们随机选择了两组学生(N = 49)，将他们分为对照组(CG, N = 26)和实验组(EG, N = 23)。两组都被要求每周写一篇作文，同时使用不同的Applet学习(CG使用Applet 1.0学习，EG使用Applet 2.0学习)。通过三个段落写作测试(测试前、测试后和延迟测试)来衡量学生的生产性词汇发展。我们发现，在测试后和延迟测试中，EG在生产性词汇学习方面的表现明显优于CG。因此，本文认为自主性可以促进词汇学习的效果，提高词汇学习的产出性表现。
{"title":"Autonomy Strengthens the Predictive Power of Involvement Load Hypothesis on Students' Productive Vocabulary Performance","authors":"G. Huang","doi":"10.1109/ISET55194.2022.00055","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00055","url":null,"abstract":"Notwithstanding a proliferation of research on the Involvement Load Hypothesis (ILH), many practitioners remain divided over whether ILH could bolster students' productive vocabulary acquisition. The present study hypothesized that ‘autonomy’ could complement ILH in facilitating students' productive vocabulary performance. Two WeChat Applets (Applet 1.0 and Applet 2.0) were designed to help Chinese EFL (English as a Foreign Language) learners apply productive vocabularies. Applet 1.0 was informed by ILH. Applet 2.0 was based on ILH with the added support of autonomous learning activities. Specifically, Applet 1.0 only provided reading materials. By contrast, learners who studied with Applet 2.0 could autonomously choose different learning materials embedded with the target words: videos, pictures and texts. To testify our hypothesis, we randomly selected two groups of students (N = 49) and divided them into a control group (CG, N = 26) and an experimental group (EG, N = 23). Both groups were asked to write a composition every week while learning with different Applets (CG learned with Applet 1.0 and EG studied with Applet 2.0). Three paragraph-writing tests (pre-test, post-test and delayed-test) were conducted to gauge students' productive vocabulary development. We found the EG performed significantly better than CG in terms of productive vocabulary learning in the post-test and delayed-test. Therefore, this paper suggested that autonomy could advance the effects of ILH and result in better productive vocabulary performance.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"503 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":"122807121","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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