Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911l046
Selma Dündar-Coecke
Decades-old research has demonstrated the effects of virtual space on perception mostly with adult samples. Little is known about children’s ability to utilize spatial-temporal qualities from computerized settings. Past research with primary school children suggested that the ability to utilize spatial-temporal information is crucial for inferring cause-effect relationships of natural phenomena. However, children’s performance lagged behind when spatial-temporal qualities were presented on a computer screen. To investigate this matter further, 16 adults, 17 nursery, and 19 reception age children were tested individually (N=52) across three tasks –virtual, virtual with less intense, and actual spatial-temporal tasks-. The results showed that: (1) young children performed poorly on virtual tasks. (2) Children’s ability to process spatial-temporal information varied largely depending on the characteristics of the task. (3) Spatial-temporal analysis in a virtual space required extra support from widely distributed domains operating attention and memory. (4) The intensity of the information presentation at virtual displays influenced young children’s performances, but not adults’. The results may explain why some children cannot perform well / benefit from teaching/learning activities via 2/3-dimensional settings: the ability to utilize the amount of spatial-temporal information varies widely across development, in particular when children cannot manipulate the intensity of the information they are exposed to. Missing the third dimension (e.g. depth) in virtual tasks is challenging for both young and older children in which the majority of them seem to fail to compensate. Evolutionarily our coping systems seem to be more advanced for extracting spatial-temporal information from real environments as opposed to virtual. This may challenge in particular the research measuring young children’s performances from computerized displays.
{"title":"DO CHILDREN REPRESENT VIRTUAL SPATIAL-TEMPORAL QUALITIES DIFFERENT THAN ADULTS?","authors":"Selma Dündar-Coecke","doi":"10.33965/celda2019_201911l046","DOIUrl":"https://doi.org/10.33965/celda2019_201911l046","url":null,"abstract":"Decades-old research has demonstrated the effects of virtual space on perception mostly with adult samples. Little is known about children’s ability to utilize spatial-temporal qualities from computerized settings. Past research with primary school children suggested that the ability to utilize spatial-temporal information is crucial for inferring cause-effect relationships of natural phenomena. However, children’s performance lagged behind when spatial-temporal qualities were presented on a computer screen. To investigate this matter further, 16 adults, 17 nursery, and 19 reception age children were tested individually (N=52) across three tasks –virtual, virtual with less intense, and actual spatial-temporal tasks-. The results showed that: (1) young children performed poorly on virtual tasks. (2) Children’s ability to process spatial-temporal information varied largely depending on the characteristics of the task. (3) Spatial-temporal analysis in a virtual space required extra support from widely distributed domains operating attention and memory. (4) The intensity of the information presentation at virtual displays influenced young children’s performances, but not adults’. The results may explain why some children cannot perform well / benefit from teaching/learning activities via 2/3-dimensional settings: the ability to utilize the amount of spatial-temporal information varies widely across development, in particular when children cannot manipulate the intensity of the information they are exposed to. Missing the third dimension (e.g. depth) in virtual tasks is challenging for both young and older children in which the majority of them seem to fail to compensate. Evolutionarily our coping systems seem to be more advanced for extracting spatial-temporal information from real environments as opposed to virtual. This may challenge in particular the research measuring young children’s performances from computerized displays.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128995617","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 : 2019-11-07DOI: 10.33965/celda2019_201911c059
Z. Hodaie, Sajjad SajTaheri, B. Brügge
MIRELE is an interactive tabletop for situated domain learning that helps students learn names of the physical objects and their relationships by projecting the names, relationships, and additional information onto the real objects. It is build based on camera-projector system and offers a domain-independent fast authoring system. Using the authoring system, the teachers can create the learning materials themselves without any programming. MIRELE is designed for domain-independence, unobtrusiveness and usability for manual activities, and offers a simple low-cost solution that can be utilized very fast in the classroom.
{"title":"MIRELE: A MIXED-REALITY SYSTEM FOR LEARNING A TASK DOMAIN","authors":"Z. Hodaie, Sajjad SajTaheri, B. Brügge","doi":"10.33965/celda2019_201911c059","DOIUrl":"https://doi.org/10.33965/celda2019_201911c059","url":null,"abstract":"MIRELE is an interactive tabletop for situated domain learning that helps students learn names of the physical objects and their relationships by projecting the names, relationships, and additional information onto the real objects. It is build based on camera-projector system and offers a domain-independent fast authoring system. Using the authoring system, the teachers can create the learning materials themselves without any programming. MIRELE is designed for domain-independence, unobtrusiveness and usability for manual activities, and offers a simple low-cost solution that can be utilized very fast in the classroom.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126611345","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 : 2019-11-07DOI: 10.33965/celda2019_201911l002
Teodora Surubaru, D. Isoc
The requirement to assure the teaching of critical thinking put the school in front of its own weaknesses. A profound criticism highlights limitations, hindrances and obstacles that are difficult to pass without the personal efforts of the teachers. Following criticism, one can identify a set of requirements that would allow for improvement and upgrading. This set of requirements builds the specification of a cybernetic system developed to help the training process promoting the critical thinking. The new cybernetic system diminishes the role of the teacher as coordinator in approaching the field of interest, inclusively the building of the recommended bibliographic list and interventions in crises. The main stages of the training sessions coordinated by the cybernetic system aim at a) building a set of problems by the students; b) the classification of all proposed problems according to their opportunity established by the voting group; c) solving the proposed problems by the students; d) evaluating, by vote, all the solutions offered for the proposed problems. Using the formulated specification and the established operating algorithm the operating scheme of the cybernetic system is being built. The proposed scheme is intended to monitor and manage the training process. The results interpretation highlights the absolute novelty of such a system and analyzes how it satisfies the original specification. One observes the generality of the concept, the way it meets the requirement of promoting critical thinking, the fact that the promotion is made gradually and continuously.
{"title":"CYBERNETICS AND PRECURSORS OF PROMOTING CRITICAL THINKING - A WAY TO CHANGE THE SCHOOL","authors":"Teodora Surubaru, D. Isoc","doi":"10.33965/celda2019_201911l002","DOIUrl":"https://doi.org/10.33965/celda2019_201911l002","url":null,"abstract":"The requirement to assure the teaching of critical thinking put the school in front of its own weaknesses. A profound criticism highlights limitations, hindrances and obstacles that are difficult to pass without the personal efforts of the teachers. Following criticism, one can identify a set of requirements that would allow for improvement and upgrading. This set of requirements builds the specification of a cybernetic system developed to help the training process promoting the critical thinking. The new cybernetic system diminishes the role of the teacher as coordinator in approaching the field of interest, inclusively the building of the recommended bibliographic list and interventions in crises. The main stages of the training sessions coordinated by the cybernetic system aim at a) building a set of problems by the students; b) the classification of all proposed problems according to their opportunity established by the voting group; c) solving the proposed problems by the students; d) evaluating, by vote, all the solutions offered for the proposed problems. Using the formulated specification and the established operating algorithm the operating scheme of the cybernetic system is being built. The proposed scheme is intended to monitor and manage the training process. The results interpretation highlights the absolute novelty of such a system and analyzes how it satisfies the original specification. One observes the generality of the concept, the way it meets the requirement of promoting critical thinking, the fact that the promotion is made gradually and continuously.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121415439","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 : 2019-11-07DOI: 10.33965/celda2019_201911l038
Thomas Keller, Fabian Hagen, Elke Brucker-Kley
This paper examines the learning success of the Virtual Reality course unit "So small! So big!" compared to conventional teaching. In the form of a field experiment and three random sample tests, the learning success of 67 subjects was examined. In the analysis of the collected data, the differences between the educational levels and the sexes were examined in addition to the overall comparison. In addition, the individual questions of the random sample tests were checked for anomalies. The analysis showed that the two learning units are to be regarded as equivalent. The subjects achieved short and medium-term learning success with both teaching methods. However, no differences could be found between the two teaching methods; they must be regarded as equivalent. The only exception is the difference between the educational levels in terms of medium-term learning success.
{"title":"A FIELD STUDY ABOUT THE IMPACT OF A VR LEARNING UNIT","authors":"Thomas Keller, Fabian Hagen, Elke Brucker-Kley","doi":"10.33965/celda2019_201911l038","DOIUrl":"https://doi.org/10.33965/celda2019_201911l038","url":null,"abstract":"This paper examines the learning success of the Virtual Reality course unit \"So small! So big!\" compared to conventional teaching. In the form of a field experiment and three random sample tests, the learning success of 67 subjects was examined. In the analysis of the collected data, the differences between the educational levels and the sexes were examined in addition to the overall comparison. In addition, the individual questions of the random sample tests were checked for anomalies. The analysis showed that the two learning units are to be regarded as equivalent. The subjects achieved short and medium-term learning success with both teaching methods. However, no differences could be found between the two teaching methods; they must be regarded as equivalent. The only exception is the difference between the educational levels in terms of medium-term learning success.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122435773","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 : 2019-11-07DOI: 10.33965/celda2019_201911l021
Satomi Hamada, M. Yamada
Many students are not good at geometric proofs. One reason for this is that it is possible to memorize the proof procedure explained by the teacher without understanding the structure of a geometric proof. So far, we have developed a web-based application that supports the understanding of the “structure of geometric proofs” in junior high school mathematics and have verified its effectiveness. Although the results of the evaluation experiments have indicated the usefulness of this web-based application, it was not possible to identify the factors that brought about its usefulness. In addition, because the web-based application was not equipped with a log analysis function, it was not possible to grasp the aspects that students struggle with during a proof in the web-based application. In this paper, we present the results and problems of the evaluation experiment of the web-based application so far and discuss the newly added log analysis function. and discusses the newly added log analytics function.
{"title":"VISUALIZATION OF LEARNING LOG OF WEB-BASED APPLICATION FOR UNDERSTANDING THE STRUCTURE OF GEOMETRIC PROOFS","authors":"Satomi Hamada, M. Yamada","doi":"10.33965/celda2019_201911l021","DOIUrl":"https://doi.org/10.33965/celda2019_201911l021","url":null,"abstract":"Many students are not good at geometric proofs. One reason for this is that it is possible to memorize the proof procedure explained by the teacher without understanding the structure of a geometric proof. So far, we have developed a web-based application that supports the understanding of the “structure of geometric proofs” in junior high school mathematics and have verified its effectiveness. Although the results of the evaluation experiments have indicated the usefulness of this web-based application, it was not possible to identify the factors that brought about its usefulness. In addition, because the web-based application was not equipped with a log analysis function, it was not possible to grasp the aspects that students struggle with during a proof in the web-based application. In this paper, we present the results and problems of the evaluation experiment of the web-based application so far and discuss the newly added log analysis function. and discusses the newly added log analytics function.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"581 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123787602","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 : 2019-11-07DOI: 10.33965/celda2019_201911l014
T. Minematsu
In this study, we investigated which section of a page was difficult for students to read, based on eye movement data and subjective impressions of the page’s difficulty, with the aim of helping teachers revise teaching materials. It is problematic to manually model relationships between eye movements and subjective impressions of the page’s difficulty. Therefore, in this study, we used a neural network to model the relationships automatically. Our method generated relevance maps representing locations where students found difficulty, in order to visualize region-wise page difficulty. To evaluate the quality of the relevance maps, we compared them with a distribution of gaze points and highlights added by the students. In addition, we administered a questionnaire to evaluate whether the relevance maps were useful to teachers when revising teaching materials. Results imply that our method can provide useful information for teachers making revisions to teaching materials.
{"title":"REGION-WISE PAGE DIFFICULTY ANALYSIS USING EYE MOVEMENTS","authors":"T. Minematsu","doi":"10.33965/celda2019_201911l014","DOIUrl":"https://doi.org/10.33965/celda2019_201911l014","url":null,"abstract":"In this study, we investigated which section of a page was difficult for students to read, based on eye movement data and subjective impressions of the page’s difficulty, with the aim of helping teachers revise teaching materials. It is problematic to manually model relationships between eye movements and subjective impressions of the page’s difficulty. Therefore, in this study, we used a neural network to model the relationships automatically. Our method generated relevance maps representing locations where students found difficulty, in order to visualize region-wise page difficulty. To evaluate the quality of the relevance maps, we compared them with a distribution of gaze points and highlights added by the students. In addition, we administered a questionnaire to evaluate whether the relevance maps were useful to teachers when revising teaching materials. Results imply that our method can provide useful information for teachers making revisions to teaching materials.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134580175","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 : 2019-11-07DOI: 10.33965/celda2019_201911l031
Heidi Schuhbauer, P. Brockmann
A project to support underrepresented groups in STEM (Science, Technology, Engineering and Math) subjects is being carried out at the Department of Computer Science at the Technical University of Nuremberg Georg Simon Ohm (TH GSO). This project intends to counteract the shortage of specialists in the STEM occupations by supporting underrepresented student groups (i.e. students with a migration background, from non-academic households, female students, and single parents) before, during and after their studies. To this end, digitization measures in STEM studies should be evaluated and carried out at the TH GSO Nuremberg. The entire life cycle plays a decisive role in this, starting with the choice of the students’ course of study, through their university or college studies, to entry into the labor market, and is included in this research project. Specific digital prototypes will be developed as supporting measures. The identification of underrepresented groups of students in STEM subjects is the starting point of this project. At the beginning of the student life cycle, the identified groups should be provided with information about STEM fields to support their choices of study subjects. For this purpose, some digital advisory tools will be developed. To prevent them from breaking-off their studies, influencing factors have to be identified. Knowing these factors, an early-warning system will be developed. This system should identify students who are at risk of failing and propose supporting measures to them at an early stage. At the end of their studies, they should be assisted in their choice of a suitable job and in applying for jobs with digital tools.
{"title":"DIGITIZATION OF THE STUDENT LIFE CYCLE TO PROMOTE UNDER-REPRESENTED GROUPS IN STEM SUBJECTS","authors":"Heidi Schuhbauer, P. Brockmann","doi":"10.33965/celda2019_201911l031","DOIUrl":"https://doi.org/10.33965/celda2019_201911l031","url":null,"abstract":"A project to support underrepresented groups in STEM (Science, Technology, Engineering and Math) subjects is being carried out at the Department of Computer Science at the Technical University of Nuremberg Georg Simon Ohm (TH GSO). This project intends to counteract the shortage of specialists in the STEM occupations by supporting underrepresented student groups (i.e. students with a migration background, from non-academic households, female students, and single parents) before, during and after their studies. To this end, digitization measures in STEM studies should be evaluated and carried out at the TH GSO Nuremberg. The entire life cycle plays a decisive role in this, starting with the choice of the students’ course of study, through their university or college studies, to entry into the labor market, and is included in this research project. Specific digital prototypes will be developed as supporting measures. The identification of underrepresented groups of students in STEM subjects is the starting point of this project. At the beginning of the student life cycle, the identified groups should be provided with information about STEM fields to support their choices of study subjects. For this purpose, some digital advisory tools will be developed. To prevent them from breaking-off their studies, influencing factors have to be identified. Knowing these factors, an early-warning system will be developed. This system should identify students who are at risk of failing and propose supporting measures to them at an early stage. At the end of their studies, they should be assisted in their choice of a suitable job and in applying for jobs with digital tools.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"329 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123014703","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 : 2019-11-07DOI: 10.33965/celda2019_201911c058
N. Adams, T. DeVaney
Digital Ethnicity is a model developed to provide an organized method to define human interaction with digital communication technologies and the result of these interactions on cultural development. The ultimate goal for the development of Digital Ethnicity as a concept is to describe those aspects of digital ethnicity that influence society. These digital ethnic aspects are intended to guide thinking and provide insight into the social and educational needs of rapidly changing societal groupings by providing guidance for leaders and educators to address the biological, social and cognitive changes brought about by pervasive use of digital communication technologies. Digital Profiles have emerged by certain demographic characteristics – most notably, age and gender. This paper discusses these emerging profiles.
{"title":"DIGITAL ETHNICITY - EMERGING PROFILES","authors":"N. Adams, T. DeVaney","doi":"10.33965/celda2019_201911c058","DOIUrl":"https://doi.org/10.33965/celda2019_201911c058","url":null,"abstract":"Digital Ethnicity is a model developed to provide an organized method to define human interaction with digital communication technologies and the result of these interactions on cultural development. The ultimate goal for the development of Digital Ethnicity as a concept is to describe those aspects of digital ethnicity that influence society. These digital ethnic aspects are intended to guide thinking and provide insight into the social and educational needs of rapidly changing societal groupings by providing guidance for leaders and educators to address the biological, social and cognitive changes brought about by pervasive use of digital communication technologies. Digital Profiles have emerged by certain demographic characteristics – most notably, age and gender. This paper discusses these emerging profiles.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129173956","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 : 2019-11-07DOI: 10.33965/celda2019_201911l009
C. Fissore, F. Floris, M. Marchisio, S. Rabellino
University tutoring consists of a set of heterogeneous actions aimed to support students, upon entering the University and throughout their academic life. The tutoring implements the resources needed to cope with possible difficulties in each phase of the training process. It also provides information and advice to better address the study course, prepares paths for the recovery of learning gaps, and provides assistance for the preparation of the thesis. Its main purpose is to remove any possible obstacles to a profitable attendance at courses, also through initiatives related to the attitudes and needs of individuals. The research group of University of Turin has designed and developed a model of online tutoring, carried out via an online Moodle platform integrated with a web conference service for the Disciplinary Tutoring of the University of Turin. The main aim of the project, called TutoratoOnline, is to reduce the number of students starting the second academic year with a low number of passed exams, by helping students with the lessons they find more difficult. Through the platform, various and many synchronous and asynchronous tutoring activities were offered to students. The aim of this paper is to discuss and analyze the multiple tutoring activities carried out through the platform and the multiple teaching strategies used, and to discuss how their variety is associated with a greater students engagement.
{"title":"UNIVERSITY TUTORING ACTIONS USING AN INTEGRATED ONLINE PLATFORM","authors":"C. Fissore, F. Floris, M. Marchisio, S. Rabellino","doi":"10.33965/celda2019_201911l009","DOIUrl":"https://doi.org/10.33965/celda2019_201911l009","url":null,"abstract":"University tutoring consists of a set of heterogeneous actions aimed to support students, upon entering the University and throughout their academic life. The tutoring implements the resources needed to cope with possible difficulties in each phase of the training process. It also provides information and advice to better address the study course, prepares paths for the recovery of learning gaps, and provides assistance for the preparation of the thesis. Its main purpose is to remove any possible obstacles to a profitable attendance at courses, also through initiatives related to the attitudes and needs of individuals. The research group of University of Turin has designed and developed a model of online tutoring, carried out via an online Moodle platform integrated with a web conference service for the Disciplinary Tutoring of the University of Turin. The main aim of the project, called TutoratoOnline, is to reduce the number of students starting the second academic year with a low number of passed exams, by helping students with the lessons they find more difficult. Through the platform, various and many synchronous and asynchronous tutoring activities were offered to students. The aim of this paper is to discuss and analyze the multiple tutoring activities carried out through the platform and the multiple teaching strategies used, and to discuss how their variety is associated with a greater students engagement.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115818152","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 : 2019-11-07DOI: 10.33965/celda2019_201911l020
Annalisa Raffone, J. Monti
21 st Century education is rapidly changing due to the emerging of new media technologies that provide easy access to a great amount of information. Accordingly, as today’s students are immersed in a technological society, they need to be equipped with the skills necessary to interpret, synthesize and produce new information. Thus, today’s educators and researchers face the challenge of making students become skillful users of new technologies so to increase their motivation and engagement by also improving their learning outcomes. In particular, in the context of Second Language Acquisition (SLA), using technology appropriately could be a valuable approach to create a meaningful learning context where the acquisition of language and literacy skills is accompanied by that of digital skills. To that end, Digital Storytelling (DST) seems to perfectly embody and meet the various educational needs of today’s students because due to its dynamic feature of combining traditional storytelling with a variety of digital multimedia it provides opportunities for the improvement of learning skills including cooperative learning, motivation, and engagement. In the light of CALL (Computer-Assisted Language Learning), Collaborative Learning (CL), and the Constructivist Paradigm (CP), this paper aims at addressing the potential of Interactive Digital Storytelling in enhancing ESL (English as a Second Language) students’ academic engagement and 21 st Century Skills. Therefore, this paper describes the implementation of DST at “L’Orientale” University of Naples with 24 ESL students involving qualitative and quantitative methods of collecting data. Results showed that DST enhanced students’ engagement with their studies and the reinforcement of their digital skills.
{"title":"BECOMING STORYTELLERS: IMPROVING ESL STUDENTS' ACADEMIC ENGAGEMENT AND 21ST CENTURY SKILLS THROUGH INTERACTIVE DIGITAL STORYTELLING","authors":"Annalisa Raffone, J. Monti","doi":"10.33965/celda2019_201911l020","DOIUrl":"https://doi.org/10.33965/celda2019_201911l020","url":null,"abstract":"21 st Century education is rapidly changing due to the emerging of new media technologies that provide easy access to a great amount of information. Accordingly, as today’s students are immersed in a technological society, they need to be equipped with the skills necessary to interpret, synthesize and produce new information. Thus, today’s educators and researchers face the challenge of making students become skillful users of new technologies so to increase their motivation and engagement by also improving their learning outcomes. In particular, in the context of Second Language Acquisition (SLA), using technology appropriately could be a valuable approach to create a meaningful learning context where the acquisition of language and literacy skills is accompanied by that of digital skills. To that end, Digital Storytelling (DST) seems to perfectly embody and meet the various educational needs of today’s students because due to its dynamic feature of combining traditional storytelling with a variety of digital multimedia it provides opportunities for the improvement of learning skills including cooperative learning, motivation, and engagement. In the light of CALL (Computer-Assisted Language Learning), Collaborative Learning (CL), and the Constructivist Paradigm (CP), this paper aims at addressing the potential of Interactive Digital Storytelling in enhancing ESL (English as a Second Language) students’ academic engagement and 21 st Century Skills. Therefore, this paper describes the implementation of DST at “L’Orientale” University of Naples with 24 ESL students involving qualitative and quantitative methods of collecting data. Results showed that DST enhanced students’ engagement with their studies and the reinforcement of their digital skills.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114116726","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：