Pub Date : 2020-12-15DOI: 10.33422/3rd.rteconf.2020.12.70
Madhawi Ghallab S. Alharbi
The purpose of this study is to investigate the potential and effects of using mobile device games on learning English as a Foreign Language (EFL) vocabulary in a Saudi female public high school. Although English has been taught in Saudia Arabia since 1958, the learning outcomes have not been satisfactory, hence the imperative to research new teaching methods. After conducting pilot studies of five mobile games with teachers and students, The English Bee, an original game specifically designed for this research project, was. selected. The study comprised two participant cohorts: one taught through The English Bee, the other a control group taught by traditional methods. It employed a mixed methodology of a number of collection techniques for both qualitative and quantitative data, namely, pre-and post-tests, focus group discussions, interviews and reflective essays. The results show that using mobile game helps to improve students’ achievements in learning EFL vocabulary, in terms of both the spelling of words and pronunciation recognition, as well as in enhancing their positive attitudes towards learning a foreign language. These results will assist other researchers, developers and educationalists worldwide, in choosing or programming games for learning both English and other foreign languages.
本研究的目的是调查在沙特女子公立高中使用移动设备游戏学习英语作为外语(EFL)词汇的潜力和效果。虽然沙特阿拉伯从1958年开始教授英语，但学习效果并不理想，因此研究新的教学方法势在必行。在与教师和学生进行了5款手机游戏的试点研究后，专门为该研究项目设计的原创游戏The English Bee面世了。选中。这项研究包括两组参与者:一组通过“英语蜜蜂”进行教学，另一组通过传统方法进行教学。它采用了一系列收集定性和定量数据技术的混合方法，即前后测试、焦点小组讨论、访谈和反思性文章。结果表明，使用手机游戏有助于提高学生在英语词汇学习方面的成绩，无论是单词的拼写还是发音的识别，以及增强他们学习外语的积极态度。这些结果将有助于世界各地的其他研究人员、开发人员和教育工作者选择或编写学习英语和其他外语的游戏。
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Pub Date : 2020-12-15DOI: 10.33422/3rd.rteconf.2020.12.72
C. Voigt
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Pub Date : 2020-12-15DOI: 10.33422/3rd.rteconf.2020.12.76
Atikah Khalid
Faculty teaching practice and performance have become one of the utmost importance factors in developing students’ quality in academics. The performance of the faculty plays an important role in academic institutions. Evaluating the faculty members' performance helps to gather critical information and discover new ways of improving them. In this paper, the proposed system can be used as a comprehensive system for evaluating, reporting and analyzing data with a promising audience by utilizing the visual analytics platform in using the educational mining techniques. Based on different parameters, the faculty teaching practice and performance are evaluated and projected by building models. The sample data is collected, preprocessed, and model learning is done using Decision Tree, Support Vector Machine (SVM) and Artificial Neural Network (ANN) in this evaluation. Besides, an analysis of the variable importance for each classifier model is done to see which questions appear in determining the success of faculty members' performance. The idea of this paper is to indicate the effectiveness of Visual Analytics for Faculty Teaching Practice and Performance using Educational Mining Techniques on Student's Self-Reflection Tool (SSRT) survey.
{"title":"Visual Analytics for Faculty Teaching Practice and Performance: A Case Study of Educational Data Mining","authors":"Atikah Khalid","doi":"10.33422/3rd.rteconf.2020.12.76","DOIUrl":"https://doi.org/10.33422/3rd.rteconf.2020.12.76","url":null,"abstract":"Faculty teaching practice and performance have become one of the utmost importance factors in developing students’ quality in academics. The performance of the faculty plays an important role in academic institutions. Evaluating the faculty members' performance helps to gather critical information and discover new ways of improving them. In this paper, the proposed system can be used as a comprehensive system for evaluating, reporting and analyzing data with a promising audience by utilizing the visual analytics platform in using the educational mining techniques. Based on different parameters, the faculty teaching practice and performance are evaluated and projected by building models. The sample data is collected, preprocessed, and model learning is done using Decision Tree, Support Vector Machine (SVM) and Artificial Neural Network (ANN) in this evaluation. Besides, an analysis of the variable importance for each classifier model is done to see which questions appear in determining the success of faculty members' performance. The idea of this paper is to indicate the effectiveness of Visual Analytics for Faculty Teaching Practice and Performance using Educational Mining Techniques on Student's Self-Reflection Tool (SSRT) survey.","PeriodicalId":383683,"journal":{"name":"Proceedings of The 3rd International Conference on Research in Teaching and Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126218895","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 : 2020-12-15DOI: 10.33422/3rd.rteconf.2020.12.71
Julius Lukwago
Leader development practices associated with expert leadership effectiveness is under-researched, particularly within the natural sciences such as medicine and engineering. Yet, increasingly these scientists are taking on leadership roles in their organisations, considering that they are the most technically qualified. Mintz and Stoller (2014) observe that the nature of health organisations and how physicians develop primarily emphasises the physician as a lone leader, compounding the individual characteristics common to such scientists—self-directed, confident and independent—making collaboration with others an even greater challenge. Some studies suggest that scientists, in general, struggle with social skills. Given the social phenomena that is leadership, how such leaders develop, and the influence of context was the subject of this study. Using social identity theory and the theory of planned behaviour, we apply a constructionist lens to the question, "how do contextual influences affect leader development among natural scientists?" The research presented here emanates from the qualitative phase of a broader mixed-methods comparative study that examined perceptions and experiences of natural scientists on leader development in comparison with their non-scientist colleagues. Through thematic analysis of semi-structured interviews conducted among ten senior medical professionals currently holding leadership positions in health organisations, this article presents findings on the contextual factors that affect leader development. It then suggests approaches that leaders and policy elites in the medical field can advance to create an environment that engenders the learning of leadership. We found that leader-identity, self-efficacy, structural limitations and subjective norms, meaningfully attenuate the appetite for leader development activities.
{"title":"“Who wants to be a penguin?”—Conceptualisation of leadership and its impact on leader development practices among medical doctors in Uganda","authors":"Julius Lukwago","doi":"10.33422/3rd.rteconf.2020.12.71","DOIUrl":"https://doi.org/10.33422/3rd.rteconf.2020.12.71","url":null,"abstract":"Leader development practices associated with expert leadership effectiveness is under-researched, particularly within the natural sciences such as medicine and engineering. Yet, increasingly these scientists are taking on leadership roles in their organisations, considering that they are the most technically qualified. Mintz and Stoller (2014) observe that the nature of health organisations and how physicians develop primarily emphasises the physician as a lone leader, compounding the individual characteristics common to such scientists—self-directed, confident and independent—making collaboration with others an even greater challenge. Some studies suggest that scientists, in general, struggle with social skills. Given the social phenomena that is leadership, how such leaders develop, and the influence of context was the subject of this study. Using social identity theory and the theory of planned behaviour, we apply a constructionist lens to the question, \"how do contextual influences affect leader development among natural scientists?\" The research presented here emanates from the qualitative phase of a broader mixed-methods comparative study that examined perceptions and experiences of natural scientists on leader development in comparison with their non-scientist colleagues. Through thematic analysis of semi-structured interviews conducted among ten senior medical professionals currently holding leadership positions in health organisations, this article presents findings on the contextual factors that affect leader development. It then suggests approaches that leaders and policy elites in the medical field can advance to create an environment that engenders the learning of leadership. We found that leader-identity, self-efficacy, structural limitations and subjective norms, meaningfully attenuate the appetite for leader development activities.","PeriodicalId":383683,"journal":{"name":"Proceedings of The 3rd International Conference on Research in Teaching and Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116268273","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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