Pub Date : 2022-04-09DOI: 10.1109/ICIET55102.2022.9778948
C. H. Karjo, W. Andreani, Agnes Herawati, Y. Ying, Andi Putri Yasyfin, Krystl Marie
During the current COVID-19 pandemic, e-learning was the only option for continuing education at various levels. As a result, all education stakeholders should turn to online or virtual learning notwithstanding their different readiness levels. This study examines the technological challenges that lecturers confront when teaching e-learning at the university and the working strategies used in e-learning classrooms. The data were gathered through an online poll of 100 university lecturers at a private university in West Jakarta. The responses were then evaluated numerically and qualitatively to determine the respondents' perceptions of the difficulty of virtual learning activities. The findings show that the technical issues faced by lecturers can be separated into three categories: connectivity, teaching technology and inter activity. To increase efficiency, they require better internet connection, boosting engagement with certain technologies, as well as technical and pedagogical training.
{"title":"Technological Challenges and Strategies in Implementing e- Learning in Higher Education","authors":"C. H. Karjo, W. Andreani, Agnes Herawati, Y. Ying, Andi Putri Yasyfin, Krystl Marie","doi":"10.1109/ICIET55102.2022.9778948","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9778948","url":null,"abstract":"During the current COVID-19 pandemic, e-learning was the only option for continuing education at various levels. As a result, all education stakeholders should turn to online or virtual learning notwithstanding their different readiness levels. This study examines the technological challenges that lecturers confront when teaching e-learning at the university and the working strategies used in e-learning classrooms. The data were gathered through an online poll of 100 university lecturers at a private university in West Jakarta. The responses were then evaluated numerically and qualitatively to determine the respondents' perceptions of the difficulty of virtual learning activities. The findings show that the technical issues faced by lecturers can be separated into three categories: connectivity, teaching technology and inter activity. To increase efficiency, they require better internet connection, boosting engagement with certain technologies, as well as technical and pedagogical training.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115135877","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9779037
Puji Catur Siswipraptini, H. Warnars, Arief Ramadhan, W. Budiharto
Career Recommendation System (CRS) is an artificial intelligence solution capable of suggesting appropriate jobs or careers based on user profiles and industry needs. This study presents a systematic literature review that focused on variant characteristics of CRS and has been implemented in the last ten years. The review found 17 studies were extracted from ACM, IEEExplore, Science Direct, Springer, Willey, and MDPI databases. The results of this review prove that a hybrid recommender system is the most frequently (47%) approach implemented in CRS studies. Text mining (29,5%) is most commonly applied as the artificial intelligence technique in CRS. At least 7 features are needed to build a CRS model, but the most widely used are job profiles and course profiles with 71,42% and 35,71% frequency respectively. The most widely applied evaluation metrics is precision (21%), followed by acceptability, accuracy, and user response each 14% in review.
{"title":"Trends and Characteristics of Career Recommendation Systems for Fresh Graduated Students","authors":"Puji Catur Siswipraptini, H. Warnars, Arief Ramadhan, W. Budiharto","doi":"10.1109/ICIET55102.2022.9779037","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779037","url":null,"abstract":"Career Recommendation System (CRS) is an artificial intelligence solution capable of suggesting appropriate jobs or careers based on user profiles and industry needs. This study presents a systematic literature review that focused on variant characteristics of CRS and has been implemented in the last ten years. The review found 17 studies were extracted from ACM, IEEExplore, Science Direct, Springer, Willey, and MDPI databases. The results of this review prove that a hybrid recommender system is the most frequently (47%) approach implemented in CRS studies. Text mining (29,5%) is most commonly applied as the artificial intelligence technique in CRS. At least 7 features are needed to build a CRS model, but the most widely used are job profiles and course profiles with 71,42% and 35,71% frequency respectively. The most widely applied evaluation metrics is precision (21%), followed by acceptability, accuracy, and user response each 14% in review.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123717781","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9779005
Yoshiko Furusho, K. Kotani
Still-life pencil drawing is a basic element of art education. It is considered an important step for acquiring the basic skills required for drawing. To improve the skills of beginners, it is desirable to repeat the process of drawing and evaluation. This study describes a linear regression evaluation model for still-life pencil drawing in art education. We focus on evaluation items such as the shape and color of motifs in still-life pencil drawings and construct a linear regression evaluation model that can approximate these subjective evaluation values. Our objective is to confirm that the proposed model can approximate the subjective evaluation results.
{"title":"A Linear Regression Evaluation Model for Still-Life Pencil Drawing in Art Education","authors":"Yoshiko Furusho, K. Kotani","doi":"10.1109/ICIET55102.2022.9779005","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779005","url":null,"abstract":"Still-life pencil drawing is a basic element of art education. It is considered an important step for acquiring the basic skills required for drawing. To improve the skills of beginners, it is desirable to repeat the process of drawing and evaluation. This study describes a linear regression evaluation model for still-life pencil drawing in art education. We focus on evaluation items such as the shape and color of motifs in still-life pencil drawings and construct a linear regression evaluation model that can approximate these subjective evaluation values. Our objective is to confirm that the proposed model can approximate the subjective evaluation results.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123754660","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9778985
Raine Kauppinen, Merja Drake, Jani Lindblad, Jere Ranta
In this paper, we discuss how to implement educational virtual reality (VR) applications based on worklife competencies. VR is a technology increasingly used in education, and VR applications can be used, for example, in workplace learning and vocational education as well as in learning evaluation. We present a development workflow based on the good practices found and applied in multiple development cases. First, we describe the cases and use examples to illustrate competencies and their implementation in educational VR applications, with our observations of relevant good practices. Then, we construct a generalized workflow for developing similar competence-based educational VR applications. Finally, we evaluate the applicability of the workflow and compare it with the typical existing workflows used in software development.
{"title":"From Worklife Competencies to Educational Virtual Reality Implementations","authors":"Raine Kauppinen, Merja Drake, Jani Lindblad, Jere Ranta","doi":"10.1109/ICIET55102.2022.9778985","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9778985","url":null,"abstract":"In this paper, we discuss how to implement educational virtual reality (VR) applications based on worklife competencies. VR is a technology increasingly used in education, and VR applications can be used, for example, in workplace learning and vocational education as well as in learning evaluation. We present a development workflow based on the good practices found and applied in multiple development cases. First, we describe the cases and use examples to illustrate competencies and their implementation in educational VR applications, with our observations of relevant good practices. Then, we construct a generalized workflow for developing similar competence-based educational VR applications. Finally, we evaluate the applicability of the workflow and compare it with the typical existing workflows used in software development.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123808571","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9778947
Jing Wang
This paper sets out to depict an award-winning teacher's Moodle design as assessment hurdle and explore students' actual experience with such design in a Hong Kong university context. The rich qualitative data, drawn from classroom observations, semi-structured interviews, and documents, shows that the voluntary nature of Moodle task without clear assessment criteria discouraged students' participation. Two pertinent issues were discussed concerning building disciplinary community and teacher-facilitated versus student-facilitated discussion. However exploratory, the perspectives regarding various pedagogical practices and dilemmas on web-based learning, and pedagogical insights that emerged from the specific setting may carry resonance for teachers and researchers in Hong Kong context and beyond.
{"title":"Moodle Discussion as Assessment Hurdle: Insights from a Hong Kong Award-winning Teacher's LMS Practices","authors":"Jing Wang","doi":"10.1109/ICIET55102.2022.9778947","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9778947","url":null,"abstract":"This paper sets out to depict an award-winning teacher's Moodle design as assessment hurdle and explore students' actual experience with such design in a Hong Kong university context. The rich qualitative data, drawn from classroom observations, semi-structured interviews, and documents, shows that the voluntary nature of Moodle task without clear assessment criteria discouraged students' participation. Two pertinent issues were discussed concerning building disciplinary community and teacher-facilitated versus student-facilitated discussion. However exploratory, the perspectives regarding various pedagogical practices and dilemmas on web-based learning, and pedagogical insights that emerged from the specific setting may carry resonance for teachers and researchers in Hong Kong context and beyond.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130045131","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9779043
H. Mu, Yahong Xue, Lijun Xue, Xiao-fei Wang
The aim of “Emerging Engineering Education” talent training is to cultivate high-quality compound engineering talents with engineering practice ability and innovation ability. In engineering drawing courses, the important way to cultivate engineering talents' innovation ability is to develop their innovative consciousness and innovative thinking. Guided by the educational concept of “Emerging Engineering Education”, in combination with the characteristics of the teaching content, and aiming at the cultivation of innovation ability, a four-level progressive practice teaching system was constructed with configuration cognition, configuration expansion, abstract thinking training and comprehensive expression as the main components. To improve students' ability to solve complex engineering problems by using a graphics thinking method, five teaching links were designed: the cultivation of two-dimensional (2D) graphic thinking ability, the cultivation and expansion of three-dimensional (3D) graphic thinking ability, the training of abstract thinking ability under engineering consciousness, and the training of engineering graphic expression ability and engineering practice ability.
{"title":"Discussion on the Cultivation of Innovation Ability in Engineering Drawing Teaching Under the Background of “Emerging Engineering Education”","authors":"H. Mu, Yahong Xue, Lijun Xue, Xiao-fei Wang","doi":"10.1109/ICIET55102.2022.9779043","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779043","url":null,"abstract":"The aim of “Emerging Engineering Education” talent training is to cultivate high-quality compound engineering talents with engineering practice ability and innovation ability. In engineering drawing courses, the important way to cultivate engineering talents' innovation ability is to develop their innovative consciousness and innovative thinking. Guided by the educational concept of “Emerging Engineering Education”, in combination with the characteristics of the teaching content, and aiming at the cultivation of innovation ability, a four-level progressive practice teaching system was constructed with configuration cognition, configuration expansion, abstract thinking training and comprehensive expression as the main components. To improve students' ability to solve complex engineering problems by using a graphics thinking method, five teaching links were designed: the cultivation of two-dimensional (2D) graphic thinking ability, the cultivation and expansion of three-dimensional (3D) graphic thinking ability, the training of abstract thinking ability under engineering consciousness, and the training of engineering graphic expression ability and engineering practice ability.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127731015","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}
Learning outcomes have gained more and more attention in higher education. Course learning outcomes are essential for all stakeholders. There are many approaches to evaluate course learning outcomes. However, one single method cannot measure course learning outcomes preciously. Each method has its strength and weaknesses. For example, grades tend to measure knowledge but lack standardization. We presented a novel way to assess course learning outcomes with the cross-validation principle. Experiments show that this method can measure higher-level learning outcomes, as applying skills or knowledge in different contexts. The new approach provides a different perspective for assessing course learning outcomes.
{"title":"Summative Assessment of Undergraduate Learning Outcomes with Cross-Validation in C Programming Course","authors":"Yongbin Zhang, Ronghua Liang, Yanying Zheng, Hao Zhang, Ping Wang, Yeli Li","doi":"10.1109/ICIET55102.2022.9779036","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779036","url":null,"abstract":"Learning outcomes have gained more and more attention in higher education. Course learning outcomes are essential for all stakeholders. There are many approaches to evaluate course learning outcomes. However, one single method cannot measure course learning outcomes preciously. Each method has its strength and weaknesses. For example, grades tend to measure knowledge but lack standardization. We presented a novel way to assess course learning outcomes with the cross-validation principle. Experiments show that this method can measure higher-level learning outcomes, as applying skills or knowledge in different contexts. The new approach provides a different perspective for assessing course learning outcomes.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126879774","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9778955
H. Guan, Chen Chao, Deng Shuangjie, Wang Yihan
In order to explore whether pre-embedding can better support learning in VR videos, this paper takes 30 college students as the research object, and conducts a single-factor randomized experiment of “pre-embedding problems and non-embedding problems in VR videos” The results show that pre-problems can effectively increase the time learners pay attention to the corresponding learning content, have a positive impact on learning retention and long-term memory, and increase the cognitive load in the learning process and have no significant impact on knowledge transfer. The research conclusions of this article can provide reference for the development of VR video teaching resources.
{"title":"Research on the Effect of Pre-problems on the Learning Effect of Declarative Knowledge in VR Videos","authors":"H. Guan, Chen Chao, Deng Shuangjie, Wang Yihan","doi":"10.1109/ICIET55102.2022.9778955","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9778955","url":null,"abstract":"In order to explore whether pre-embedding can better support learning in VR videos, this paper takes 30 college students as the research object, and conducts a single-factor randomized experiment of “pre-embedding problems and non-embedding problems in VR videos” The results show that pre-problems can effectively increase the time learners pay attention to the corresponding learning content, have a positive impact on learning retention and long-term memory, and increase the cognitive load in the learning process and have no significant impact on knowledge transfer. The research conclusions of this article can provide reference for the development of VR video teaching resources.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124164942","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9779022
Yumo Yan, Jui Chi Lee, E. Cooper
Due to the limited interaction between students and teachers in online environments, teachers often struggle to keep track of their students' needs in terms of teaching response. The purpose of this research is to construct a model that infers student needs based on their facial expressions while they are learning online. An experiment collected video recordings of students' faces while learning and a survey collected their reported needs. A neural network model was created to infer the reported needs from facial expression data extracted from the videos as action units in Facial Action Coding System (FACS). A neural network was trained to infer the student need responses from the factors obtained through Factor Analysis. Inference model testing demonstrated that the model correctly identifies reported needs 87% of the time on video samples not used for training. The results suggest this approach may contribute to the development of improved online learning systems that will allow teachers to understand in real-time how students want them to respond.
{"title":"Inference of Student Needs in an Online Learning Environment Based on Facial Expression","authors":"Yumo Yan, Jui Chi Lee, E. Cooper","doi":"10.1109/ICIET55102.2022.9779022","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779022","url":null,"abstract":"Due to the limited interaction between students and teachers in online environments, teachers often struggle to keep track of their students' needs in terms of teaching response. The purpose of this research is to construct a model that infers student needs based on their facial expressions while they are learning online. An experiment collected video recordings of students' faces while learning and a survey collected their reported needs. A neural network model was created to infer the reported needs from facial expression data extracted from the videos as action units in Facial Action Coding System (FACS). A neural network was trained to infer the student need responses from the factors obtained through Factor Analysis. Inference model testing demonstrated that the model correctly identifies reported needs 87% of the time on video samples not used for training. The results suggest this approach may contribute to the development of improved online learning systems that will allow teachers to understand in real-time how students want them to respond.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123752202","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 : 2022-04-09DOI: 10.1109/ICIET55102.2022.9779026
Y. Yung
For many years, educators have always tried to find ways to boost student engagement. The Computing Programme of the Macao Polytechnic Institute (MPI) has been organising various extracurricular activities (ECA) throughout the academic years in an effort to raise the engagement levels of its computing undergraduates. This was a four-year longitudinal study of a single cohort of students, from entry into the first year of the Computing Programme (student intake 2017–18 for Macao Polytechnic Institute) through exit from fourth year, exploring student engagement, in order to demonstrate how ECA impacted their engagement levels. This study employed a quantitative approach. A 30-item Computing Programme Longitudinal Survey of Student Engagement (CPLSSE) was used as the instrument for data collection. Quantitative data from the CPLSSE were analysed using descriptive and inferential statistics. Alpha was established apriori at 0.05. Findings showed that the ECA have a positive impact on the engagement level of the computing students.
{"title":"Investigating the Enhancement of Student Engagement through Extracurricular Activities: A Four-Year Longitudinal Study","authors":"Y. Yung","doi":"10.1109/ICIET55102.2022.9779026","DOIUrl":"https://doi.org/10.1109/ICIET55102.2022.9779026","url":null,"abstract":"For many years, educators have always tried to find ways to boost student engagement. The Computing Programme of the Macao Polytechnic Institute (MPI) has been organising various extracurricular activities (ECA) throughout the academic years in an effort to raise the engagement levels of its computing undergraduates. This was a four-year longitudinal study of a single cohort of students, from entry into the first year of the Computing Programme (student intake 2017–18 for Macao Polytechnic Institute) through exit from fourth year, exploring student engagement, in order to demonstrate how ECA impacted their engagement levels. This study employed a quantitative approach. A 30-item Computing Programme Longitudinal Survey of Student Engagement (CPLSSE) was used as the instrument for data collection. Quantitative data from the CPLSSE were analysed using descriptive and inferential statistics. Alpha was established apriori at 0.05. Findings showed that the ECA have a positive impact on the engagement level of the computing students.","PeriodicalId":371262,"journal":{"name":"2022 10th International Conference on Information and Education Technology (ICIET)","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131709720","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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