Pub Date : 2023-08-28DOI: 10.58459/rptel.2024.19019
H. Ogata, B. Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, Kensuke Takii
As artificial intelligence systems increasingly make high-stakes recommendations and decisions automatically in many facets of our lives, the use of explainable artificial intelligence to inform stakeholders about the reasons behind such systems has been gaining much attention in a wide range of fields, including education. Also, in the field of education there has been a long history of research into self-explanation, where students explain the process of their answers. This has been recognized as a beneficial intervention to promote metacognitive skills, however, there is also unexplored potential to gain insight into the problems that learners experience due to inadequate prerequisite knowledge and skills that are required, or in the process of their application to the task at hand. While this aspect of self-explanation has been of interest to teachers, there is little research into the use of such information to inform educational AI systems. In this paper, we propose a system in which both students and the AI system explain to each other their reasons behind decisions that were made, such as: self-explanation of student cognition during the answering process, and explanation of recommendations based on internal mechanizes and other abstract representations of model algorithms.
{"title":"EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning","authors":"H. Ogata, B. Flanagan, Kyosuke Takami, Yiling Dai, Ryosuke Nakamoto, Kensuke Takii","doi":"10.58459/rptel.2024.19019","DOIUrl":"https://doi.org/10.58459/rptel.2024.19019","url":null,"abstract":"As artificial intelligence systems increasingly make high-stakes recommendations and decisions automatically in many facets of our lives, the use of explainable artificial intelligence to inform stakeholders about the reasons behind such systems has been gaining much attention in a wide range of fields, including education. Also, in the field of education there has been a long history of research into self-explanation, where students explain the process of their answers. This has been recognized as a beneficial intervention to promote metacognitive skills, however, there is also unexplored potential to gain insight into the problems that learners experience due to inadequate prerequisite knowledge and skills that are required, or in the process of their application to the task at hand. While this aspect of self-explanation has been of interest to teachers, there is little research into the use of such information to inform educational AI systems. In this paper, we propose a system in which both students and the AI system explain to each other their reasons behind decisions that were made, such as: self-explanation of student cognition during the answering process, and explanation of recommendations based on internal mechanizes and other abstract representations of model algorithms.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"56 1","pages":"19"},"PeriodicalIF":3.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84393133","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 : 2023-08-23DOI: 10.58459/rptel.2024.19017
Aisling Tierney, Isabel Hopwood, S. Davies
This paper presents the findings of qualitative and quantitative research of staff and students’ experience of hybrid teaching at the University of Bristol during the 2020/2021 academic year. Hybrid teaching was added as an additional mode of teaching and learning as a response to circumstances caused by the Covid-19 pandemic. The research analyses data collected from student focus groups, and staff and student questionnaires. The benefits and drawbacks of hybrid teaching are presented in relation to trends in the higher education sector. The paper demonstrates the value of multi-method approaches to data collection to test the validity of institutional use of hybrid teaching with reference to the literature. The research contributes to a gap in empirical evidence and suggests practical and theoretical parameters for considering the use of hybrid.
{"title":"Staff and student experiences of hybrid teaching in a pandemic-impacted context","authors":"Aisling Tierney, Isabel Hopwood, S. Davies","doi":"10.58459/rptel.2024.19017","DOIUrl":"https://doi.org/10.58459/rptel.2024.19017","url":null,"abstract":"This paper presents the findings of qualitative and quantitative research of staff and students’ experience of hybrid teaching at the University of Bristol during the 2020/2021 academic year. Hybrid teaching was added as an additional mode of teaching and learning as a response to circumstances caused by the Covid-19 pandemic. The research analyses data collected from student focus groups, and staff and student questionnaires. The benefits and drawbacks of hybrid teaching are presented in relation to trends in the higher education sector. The paper demonstrates the value of multi-method approaches to data collection to test the validity of institutional use of hybrid teaching with reference to the literature. The research contributes to a gap in empirical evidence and suggests practical and theoretical parameters for considering the use of hybrid.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"31 1","pages":"17"},"PeriodicalIF":3.2,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88187157","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 : 2023-08-16DOI: 10.58459/rptel.2024.19016
Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Kyosuke Takami, H. Ogata
Self-explanation is a widely recognized and effective pedagogical method. Previous research has indicated that self-explanation can be used to evaluate students’ comprehension and identify their areas of difficulty on mathematical quizzes. However, most analytical techniques necessitate pre-labeled materials, which limits the potential for large-scale study. Conversely, utilizing collected self-explanations without supervision is challenging because there is little research on this topic. Therefore, this study aims to investigate the feasibility of automatically generating a standardized self-explanation sample answer from unsupervised collected self-explanations. The proposed model involves preprocessing and three machine learning steps: vectorization, clustering, and extraction. Experiments involving 1,434 self-explanation answers from 25 quizzes indicate that 72% of the quizzes generate sample answers containing all the necessary knowledge components. The similarity between human-generated and machine-generated sentences was significant with moderate positive correlation, r(23) = .48, p < .05.The best-performing generative model also achieved a high BERTScore of 0.715. Regarding the readability of the generated sample answers, the average score of the human-generated sentences was superior to that of the machine-generated ones. These results suggest that the proposed model can generate sample answers that contain critical knowledge components and can be further improved with BERTScore. This study is expected to have numerous applications, including identifying students’ areas of difficulty, scoring self-explanations, presenting students with reference materials for learning, and automatically generating scaffolding templates to train self-explanation skills.
自我解释是一种被广泛认可的有效的教学方法。先前的研究表明，自我解释可以用来评估学生的理解能力，并确定他们在数学测验中的困难所在。然而，大多数分析技术需要预先标记的材料，这限制了大规模研究的潜力。相反，在没有监督的情况下利用收集到的自我解释是具有挑战性的，因为关于这一主题的研究很少。因此，本研究旨在探讨从无监督收集的自我解释中自动生成标准化自我解释样本答案的可行性。该模型包括预处理和三个机器学习步骤:向量化、聚类和提取。来自25个测验的1434个自我解释答案的实验表明，72%的测验产生了包含所有必要知识成分的样本答案。人工生成的句子与机器生成的句子相似度显著，呈中度正相关，r(23) = .48, p < .05。表现最好的生成模型也获得了0.715的高BERTScore。在生成的样本答案的可读性方面，人工生成的句子的平均得分优于机器生成的句子。这些结果表明，所提出的模型可以生成包含关键知识成分的样本答案，并且可以通过BERTScore进一步改进。这项研究预计将有许多应用，包括识别学生的困难领域，自我解释评分，为学生提供学习参考材料，以及自动生成脚手架模板来训练自我解释技能。
{"title":"Unsupervised techniques for generating a standard sample self-explanation answer with knowledge components in a math quiz","authors":"Ryosuke Nakamoto, B. Flanagan, Yiling Dai, Kyosuke Takami, H. Ogata","doi":"10.58459/rptel.2024.19016","DOIUrl":"https://doi.org/10.58459/rptel.2024.19016","url":null,"abstract":"Self-explanation is a widely recognized and effective pedagogical method. Previous research has indicated that self-explanation can be used to evaluate students’ comprehension and identify their areas of difficulty on mathematical quizzes. However, most analytical techniques necessitate pre-labeled materials, which limits the potential for large-scale study. Conversely, utilizing collected self-explanations without supervision is challenging because there is little research on this topic. Therefore, this study aims to investigate the feasibility of automatically generating a standardized self-explanation sample answer from unsupervised collected self-explanations. The proposed model involves preprocessing and three machine learning steps: vectorization, clustering, and extraction. Experiments involving 1,434 self-explanation answers from 25 quizzes indicate that 72% of the quizzes generate sample answers containing all the necessary knowledge components. The similarity between human-generated and machine-generated sentences was significant with moderate positive correlation, r(23) = .48, p < .05.The best-performing generative model also achieved a high BERTScore of 0.715. Regarding the readability of the generated sample answers, the average score of the human-generated sentences was superior to that of the machine-generated ones. These results suggest that the proposed model can generate sample answers that contain critical knowledge components and can be further improved with BERTScore. This study is expected to have numerous applications, including identifying students’ areas of difficulty, scoring self-explanations, presenting students with reference materials for learning, and automatically generating scaffolding templates to train self-explanation skills.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"100 1","pages":"16"},"PeriodicalIF":3.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73237992","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 : 2023-08-04DOI: 10.58459/rptel.2024.19015
Andrés Francisco Corso Pinzón, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle
Hardware Description Languages (HDL) have gained popularity in the field of digital electronics design, driven by the increasing complexity of modern electronic circuits. Consequently, supporting students in their learning of these languages is crucial. This work aims to address this need by developing an automated assessment software tool with feedback process to support the learning of HDL and making an educational intervention to support the learning process of students. The tool’s features were selected based on similar developments, and a prototype was designed and implemented. Additionally, an educational intervention was conducted over a five-week period in a Digital Electronics course at the National University of Colombia. Through analyzing students’ interactions with the tool and their perceptions of its usage, the study examined their learning experiences. Among the features highlighted by students as most beneficial for their HDL learning process were the online availability of the tool, the feedback system that helped them identify and correct errors in their code, the provision of immediate feedback, the online editor with syntax highlighting, and the graphical user interface. This work makes two significant contributions to the field of HDL teaching in engineering. Firstly, a publicly accessible HDL grading tool has been developed, offering students immediate formative and summative feedback through an automated grader. Secondly, empirical evidence has been provided regarding the benefits of using such a tool in enhancing students’ learning process.
{"title":"Automated grading software tool with feedback process to support learning of hardware description languages","authors":"Andrés Francisco Corso Pinzón, J. J. Ramírez-Echeverry, Felipe Restrepo-Calle","doi":"10.58459/rptel.2024.19015","DOIUrl":"https://doi.org/10.58459/rptel.2024.19015","url":null,"abstract":"Hardware Description Languages (HDL) have gained popularity in the field of digital electronics design, driven by the increasing complexity of modern electronic circuits. Consequently, supporting students in their learning of these languages is crucial. This work aims to address this need by developing an automated assessment software tool with feedback process to support the learning of HDL and making an educational intervention to support the learning process of students. The tool’s features were selected based on similar developments, and a prototype was designed and implemented. Additionally, an educational intervention was conducted over a five-week period in a Digital Electronics course at the National University of Colombia. Through analyzing students’ interactions with the tool and their perceptions of its usage, the study examined their learning experiences. Among the features highlighted by students as most beneficial for their HDL learning process were the online availability of the tool, the feedback system that helped them identify and correct errors in their code, the provision of immediate feedback, the online editor with syntax highlighting, and the graphical user interface. This work makes two significant contributions to the field of HDL teaching in engineering. Firstly, a publicly accessible HDL grading tool has been developed, offering students immediate formative and summative feedback through an automated grader. Secondly, empirical evidence has been provided regarding the benefits of using such a tool in enhancing students’ learning process.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"69 1","pages":"15"},"PeriodicalIF":3.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81506281","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}
The explosive growth of online learning in higher education (HE) institutions has resulted in an unprecedented need to develop comprehensive professional development programs in order to support HE instructors in online settings. The purpose of this systematic review is to identify and categorize online teaching competencies in HE and to propose a conceptual model for creating professional learning opportunities within such settings. Following a rigorous systematic search in two electronic databases (Web of Science and Scopus) between the years 1993 to 2023, 77 eligible articles were chosen and analyzed through content analysis. A total of 106 competencies were identified under seven overarching dimensions. Inspired by the emerged dimensions of the identified competencies, a three-level model for establishing professional development programs for HE institutions is presented and the implications for HE instructors and institutions are discussed.
高等教育机构在线学习的爆炸式增长导致前所未有的需要开发全面的专业发展计划，以支持在线环境中的高等教育教师。本系统综述的目的是识别和分类高等教育的在线教学能力，并提出在这种环境下创造专业学习机会的概念模型。通过对1993年至2023年间Web of Science和Scopus两个电子数据库的严格系统检索，选择了77篇符合条件的文章，并通过内容分析进行了分析。在七个主要方面共确定了106项能力。受已识别能力的新维度的启发，本文提出了一个为高等教育机构建立专业发展计划的三级模型，并讨论了对高等教育教师和机构的影响。
{"title":"A systematic review of online teaching competencies in higher education context: a multilevel model for professional development","authors":"Hossein Chaharbashloo, Hossein Talebzadeh, Maryam Hosseini Largani, Shahnaz Amirian","doi":"10.58459/rptel.2024.19014","DOIUrl":"https://doi.org/10.58459/rptel.2024.19014","url":null,"abstract":"The explosive growth of online learning in higher education (HE) institutions has resulted in an unprecedented need to develop comprehensive professional development programs in order to support HE instructors in online settings. The purpose of this systematic review is to identify and categorize online teaching competencies in HE and to propose a conceptual model for creating professional learning opportunities within such settings. Following a rigorous systematic search in two electronic databases (Web of Science and Scopus) between the years 1993 to 2023, 77 eligible articles were chosen and analyzed through content analysis. A total of 106 competencies were identified under seven overarching dimensions. Inspired by the emerged dimensions of the identified competencies, a three-level model for establishing professional development programs for HE institutions is presented and the implications for HE instructors and institutions are discussed.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"1 1","pages":"14"},"PeriodicalIF":3.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76010864","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}
The purpose of this literature review is to identify, categorize, and critically appraise research papers related to mobile apps for visually impaired people in language learning. This study intended to identify the language skills, the affordances, and the limitations encountered while designing and implementing the apps. Hence, a systematic review in the Scopus database and the virtual libraries of IEEE, SAGE, ERIC, and Science Direct, adhering to the PRISMA methodology, produced 274 research papers, and after the application of the different phases, a detailed analysis was performed using 17 articles. The results revealed that Information Communication Technologies, assistive technologies, and electronic accessibility features contributed to the usability guidelines and the current evolution toward modern language learning mobile applications for visually impaired users. The revised work also revealed how writing, reading, and spelling became more demanding for this particular special need, and that grammar-based and traditional activities are replaced by other communicative approaches. The emphasis was on speaking and listening skills due to these being less demanding in terms of technical requirements. The findings of this review provide insights for instructional designers to construct inclusive language learning apps which consider the three essential dimensions needed to achieve it: technological, pedagogical and psychological, in addition to appropriate affordances necessary for both sighted and visually impaired users.
{"title":"Language learning apps for visually impaired users: a systematic review","authors":"Heydy Robles, Adriana Pérez, Karen Villalba, M.C. Delgado-Cañas, Elkin Villanueva, Conor Keogh, Miguel Jimeno","doi":"10.58459/rptel.2024.19012","DOIUrl":"https://doi.org/10.58459/rptel.2024.19012","url":null,"abstract":"The purpose of this literature review is to identify, categorize, and critically appraise research papers related to mobile apps for visually impaired people in language learning. This study intended to identify the language skills, the affordances, and the limitations encountered while designing and implementing the apps. Hence, a systematic review in the Scopus database and the virtual libraries of IEEE, SAGE, ERIC, and Science Direct, adhering to the PRISMA methodology, produced 274 research papers, and after the application of the different phases, a detailed analysis was performed using 17 articles. The results revealed that Information Communication Technologies, assistive technologies, and electronic accessibility features contributed to the usability guidelines and the current evolution toward modern language learning mobile applications for visually impaired users. The revised work also revealed how writing, reading, and spelling became more demanding for this particular special need, and that grammar-based and traditional activities are replaced by other communicative approaches. The emphasis was on speaking and listening skills due to these being less demanding in terms of technical requirements. The findings of this review provide insights for instructional designers to construct inclusive language learning apps which consider the three essential dimensions needed to achieve it: technological, pedagogical and psychological, in addition to appropriate affordances necessary for both sighted and visually impaired users.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"21 1","pages":"12"},"PeriodicalIF":3.2,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73821867","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 : 2023-07-31DOI: 10.58459/rptel.2024.19013
T. Panagiotakopoulos, F. Lazarinis, Omiros Iatrellis, Antonia Stefani, A. Kameas
Intelligent technologies permeate all aspects of contemporary society and urban life. It is essential to educate the workforce of smart cities in order to effectively meet emerging technological demands. In this paper, we present an e-course that focuses on discrete competencies associated with different smart city roles. Initially, we present the conceptual learning framework for the development of the competency-based learning course and we define the objectives of the research. The paper continues with a discussion of the model’s application steps and an examination of the course’s skills, competencies, and roles. The acquired knowledge was measured using pre- and post-course tests, and questionnaires were used to investigate the relevance and quality of the learning material and the learning acquisition of the participants. Evaluation results showed that the course was relevant to the concept of smart cities, useful for their work duties, while participation in the course resulted in increased overall competency in all three smart city job profiles.
{"title":"A competency-based specialization course for smart city professionals","authors":"T. Panagiotakopoulos, F. Lazarinis, Omiros Iatrellis, Antonia Stefani, A. Kameas","doi":"10.58459/rptel.2024.19013","DOIUrl":"https://doi.org/10.58459/rptel.2024.19013","url":null,"abstract":"Intelligent technologies permeate all aspects of contemporary society and urban life. It is essential to educate the workforce of smart cities in order to effectively meet emerging technological demands. In this paper, we present an e-course that focuses on discrete competencies associated with different smart city roles. Initially, we present the conceptual learning framework for the development of the competency-based learning course and we define the objectives of the research. The paper continues with a discussion of the model’s application steps and an examination of the course’s skills, competencies, and roles. The acquired knowledge was measured using pre- and post-course tests, and questionnaires were used to investigate the relevance and quality of the learning material and the learning acquisition of the participants. Evaluation results showed that the course was relevant to the concept of smart cities, useful for their work duties, while participation in the course resulted in increased overall competency in all three smart city job profiles.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"12 1","pages":"13"},"PeriodicalIF":3.2,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83241210","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 : 2023-07-18DOI: 10.58459/rptel.2024.19011
Xuewang Geng, Li Chen, Yufan Xu, H. Ogata, Atsushi Shimada, M. Yamada
Traditional textbooks are progressively being replaced by e-book systems, which are also being utilized more commonly in K–12 education. The study investigated learning behavioral patterns in a seven-week high school mathematics course using an e-book system. In this study, learning data from the BookRoll system was analyzed with lag sequential analysis to examine learning behavioral patterns, learning strategies, and the differences between students with different performances. The results of the learning behavior patterns of all students confirmed the usage of rehearsal and elaboration strategies. However, it demonstrated the lack of using metacognitive strategies in the e-book learning process. Additionally, the results also revealed different learning patterns among students with different learning performances. Students with decreased performance tended to use shallow cognitive processing strategies, while students with increased performance used deeper learning strategies, such as integrating information from the previous and next pages to highlight learning contents. Regarding the strategy usage of students with unchanged performance, students in the unchanged low and middle performance groups tended to utilize the re-reading strategy, while students in the unchanged high performance group utilized the elaboration strategy. Notably, students with increased performance employed fewer learning behavioral patterns than decreased performance students. The behavioral patterns of students with increased performance were more efficient and effective.
{"title":"Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system","authors":"Xuewang Geng, Li Chen, Yufan Xu, H. Ogata, Atsushi Shimada, M. Yamada","doi":"10.58459/rptel.2024.19011","DOIUrl":"https://doi.org/10.58459/rptel.2024.19011","url":null,"abstract":"Traditional textbooks are progressively being replaced by e-book systems, which are also being utilized more commonly in K–12 education. The study investigated learning behavioral patterns in a seven-week high school mathematics course using an e-book system. In this study, learning data from the BookRoll system was analyzed with lag sequential analysis to examine learning behavioral patterns, learning strategies, and the differences between students with different performances. The results of the learning behavior patterns of all students confirmed the usage of rehearsal and elaboration strategies. However, it demonstrated the lack of using metacognitive strategies in the e-book learning process. Additionally, the results also revealed different learning patterns among students with different learning performances. Students with decreased performance tended to use shallow cognitive processing strategies, while students with increased performance used deeper learning strategies, such as integrating information from the previous and next pages to highlight learning contents. Regarding the strategy usage of students with unchanged performance, students in the unchanged low and middle performance groups tended to utilize the re-reading strategy, while students in the unchanged high performance group utilized the elaboration strategy. Notably, students with increased performance employed fewer learning behavioral patterns than decreased performance students. The behavioral patterns of students with increased performance were more efficient and effective.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"52 1","pages":"11"},"PeriodicalIF":3.2,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80373046","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 : 2023-07-04DOI: 10.58459/rptel.2024.19009
Hiroyuki Mitsuhara, M. Shishibori
In the event of a disaster, we evacuate to a shelter. However, if we do not know where to go for refuge, we consume time or end ourselves at an unknown shelter. Furthermore, we cannot decide on a suitable shelter if we do not know its capacities and features. To promote knowing shelters in advance is essential for successful emergency evacuation. A promoting approach is the use of a location-based game. Thus, a prototype of a multiplayer location-based game known as “Shelter GO” was developed to promote players to become acquainted with shelters by adopting a game element similar to Pokémon GO. The game feature allows players to not only earn points by visiting and observing shelters and collecting digital creatures at disaster-related spots but also exchange their collected digital creatures with encountered players. The digital creature exchange entails knowledge exchange. A preliminary comparative experiment demonstrated that Shelter GO can promote knowing shelters and that knowledge exchange may not be frequently done but promote knowing shelters.
{"title":"Shelter GO: multiplayer location-based game to promote knowing shelters for emergency evacuation","authors":"Hiroyuki Mitsuhara, M. Shishibori","doi":"10.58459/rptel.2024.19009","DOIUrl":"https://doi.org/10.58459/rptel.2024.19009","url":null,"abstract":"In the event of a disaster, we evacuate to a shelter. However, if we do not know where to go for refuge, we consume time or end ourselves at an unknown shelter. Furthermore, we cannot decide on a suitable shelter if we do not know its capacities and features. To promote knowing shelters in advance is essential for successful emergency evacuation. A promoting approach is the use of a location-based game. Thus, a prototype of a multiplayer location-based game known as “Shelter GO” was developed to promote players to become acquainted with shelters by adopting a game element similar to Pokémon GO. The game feature allows players to not only earn points by visiting and observing shelters and collecting digital creatures at disaster-related spots but also exchange their collected digital creatures with encountered players. The digital creature exchange entails knowledge exchange. A preliminary comparative experiment demonstrated that Shelter GO can promote knowing shelters and that knowledge exchange may not be frequently done but promote knowing shelters.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"18 1","pages":"9"},"PeriodicalIF":3.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76848291","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 : 2023-06-20DOI: 10.58459/rptel.2024.19008
Y. Kuo, Yu-Tung Kuo
This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers’ game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers’ TPACK-G. This study adds to the understanding of the application of the TPACK model in the context of digital game use for pre-service teachers.
{"title":"An exploratory study of pre-service teachers' perceptions of technological pedagogical content knowledge of digital games","authors":"Y. Kuo, Yu-Tung Kuo","doi":"10.58459/rptel.2024.19008","DOIUrl":"https://doi.org/10.58459/rptel.2024.19008","url":null,"abstract":"This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers’ game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers’ TPACK-G. This study adds to the understanding of the application of the TPACK model in the context of digital game use for pre-service teachers.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"156 1","pages":"8"},"PeriodicalIF":3.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73782733","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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