Pub Date : 2019-11-07DOI: 10.33965/celda2019_201911c060
Jodie Freeman, A. Raabe, Felix M. Schmitz, Sissel Guttormsen
To guarantee high-quality services, health professionals are required to successfully maintain their extensive knowledge base. Many health professionals are forced to consistently stay up-to-date in their field in which new knowledge is evolving continuously. Hence, there is a strong need for effective support during their lifelong, self-directed learning processes as a means of maintaining and updating medical-related expert knowledge. From the literature, self-organisation, -management, -assessment, and collaboration activities have been defined to be of high relevance for these learning processes. The increasing speed of technological development has led to the development of a plethora of digital tools with varying features aimed at supporting professionals in their self-directed learning. In light of the increased number of tools available, we aim to give orientation on some of the most popular tools available to support health and other professionals in their self-directed learning. Results show that three main categories of digital tools related to self-directed learning can be identified: reference-management systems, learn-and-test tools, and collaborating tools. Our results further show that within the current landscape, there is no one tool that covers all tasks related to self-directed learning. We conclude that one single digital tool, combining all the features supporting self-directed learning in one simple easy to use manner may better support health and other professionals in maintaining and updating their expert knowledge. Future development should focus in particular on suitable combinations of features supporting self-directed learning, as implemented within one tool.
{"title":"LIFELONG SELF-DIRECTED LEARNING IN THE DIGITAL AGE: AN ORIENTATION OF CURRENT SOFTWARE TOOLS SUPPORTING EXPERTS IN MAINTAINING AND UPDATING THEIR KNOWLEDGE","authors":"Jodie Freeman, A. Raabe, Felix M. Schmitz, Sissel Guttormsen","doi":"10.33965/celda2019_201911c060","DOIUrl":"https://doi.org/10.33965/celda2019_201911c060","url":null,"abstract":"To guarantee high-quality services, health professionals are required to successfully maintain their extensive knowledge base. Many health professionals are forced to consistently stay up-to-date in their field in which new knowledge is evolving continuously. Hence, there is a strong need for effective support during their lifelong, self-directed learning processes as a means of maintaining and updating medical-related expert knowledge. From the literature, self-organisation, -management, -assessment, and collaboration activities have been defined to be of high relevance for these learning processes. \u0000The increasing speed of technological development has led to the development of a plethora of digital tools with varying features aimed at supporting professionals in their self-directed learning. In light of the increased number of tools available, we aim to give orientation on some of the most popular tools available to support health and other professionals in their self-directed learning. Results show that three main categories of digital tools related to self-directed learning can be identified: reference-management systems, learn-and-test tools, and collaborating tools. Our results further show that within the current landscape, there is no one tool that covers all tasks related to self-directed learning. We conclude that one single digital tool, combining all the features supporting self-directed learning in one simple easy to use manner may better support health and other professionals in maintaining and updating their expert knowledge. Future development should focus in particular on suitable combinations of features supporting self-directed learning, as implemented within one tool.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"38 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":"114216297","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_201911l048
Carla Meloni, Rachele Fanari
The aim of this study is to examine, in an educational context, the influence of chess training on academic performance (written text comprehension and recall and mathematical problem-solving ability) and on meta-cognitive skills (approach to studying and study strategies availability). A sample of 85 children attending primary school participated in the study: 48 children in the experimental group and 37 in the control group. The experimental group took part to a chess training (a 30-hour chess program) during school hours; the control group carried out a sport program. The results show that after the chess training, the two groups did not differ in their approach to studying, in their use of more or less functional study strategies, and in their written text recall and comprehension ability; instead, a significant difference emerged between the two groups in mathematical problem solving: The experimental group children showed a greater ability to represent a math problem and to categorize it than the control children. The results will be discussed in light of the debate about the transfer of specific domain skills to general domain skills.
{"title":"CHESS TRAINING EFFECT ON META-COGNITIVE PROCESSES AND ACADEMIC PERFORMANCE","authors":"Carla Meloni, Rachele Fanari","doi":"10.33965/celda2019_201911l048","DOIUrl":"https://doi.org/10.33965/celda2019_201911l048","url":null,"abstract":"The aim of this study is to examine, in an educational context, the influence of chess training on academic performance (written text comprehension and recall and mathematical problem-solving ability) and on meta-cognitive skills (approach to studying and study strategies availability). A sample of 85 children attending primary school participated in the study: 48 children in the experimental group and 37 in the control group. The experimental group took part to a chess training (a 30-hour chess program) during school hours; the control group carried out a sport program. The results show that after the chess training, the two groups did not differ in their approach to studying, in their use of more or less functional study strategies, and in their written text recall and comprehension ability; instead, a significant difference emerged between the two groups in mathematical problem solving: The experimental group children showed a greater ability to represent a math problem and to categorize it than the control children. The results will be discussed in light of the debate about the transfer of specific domain skills to general domain skills.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"12 6 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":"125683288","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_201911l039
Mª Mercedes Rico Garcia, L. Burns, M. J. Sánchez
From the skills needed to adjust for the current mismatch between labor market demands and higher education training, collaboration and the development of communication strategies stand out. To improve communication as a whole, The Common European Framework of Reference for Languages (CEFR), constitutes a body of reference which adds to the traditional skills new descriptors such as mediation and online interaction. The study constitutes a step towards the identification and design of online training to develop foreign languages mediation competences through virtual environments; that is, the reconstruction of meaning through online production, reception, culture and interaction practices. The contextualization for doing so is a unique one that is relevant to intercultural competences: critical incidents, which will form the basis of the contextualization of learning activities for the proposal. The learning proposal, resulting in the active involvement of students after previous phases of practical experimentation in virtual environments, and the set of parameters guiding the design constitute the main implications of the study.
{"title":"THE LEARNING DESIGN FOR MEDIATION TRAINING THROUGH ONLINE ENVIRONMENTS: GETTING TO THE FIFTH LANGUAGE SKILL","authors":"Mª Mercedes Rico Garcia, L. Burns, M. J. Sánchez","doi":"10.33965/celda2019_201911l039","DOIUrl":"https://doi.org/10.33965/celda2019_201911l039","url":null,"abstract":"From the skills needed to adjust for the current mismatch between labor market demands and higher education training, collaboration and the development of communication strategies stand out. To improve communication as a whole, The Common European Framework of Reference for Languages (CEFR), constitutes a body of reference which adds to the traditional skills new descriptors such as mediation and online interaction. The study constitutes a step towards the identification and design of online training to develop foreign languages mediation competences through virtual environments; that is, the reconstruction of meaning through online production, reception, culture and interaction practices. The contextualization for doing so is a unique one that is relevant to intercultural competences: critical incidents, which will form the basis of the contextualization of learning activities for the proposal. The learning proposal, resulting in the active involvement of students after previous phases of practical experimentation in virtual environments, and the set of parameters guiding the design constitute the main implications of the study.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"39 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":"116563588","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_201911l027
Vaclav Zubr
The introduction of a learning organisation model brings many benefits to organisations. To evaluate whether it is a learning organisation, the Marsick and Watkins Dimensions of a Learning Organisation Questionnaire can be used. In the Czech Republic, only a few studies have been conducted using this questionnaire. The aim of this paper is to compare the IT sector and the education sector in terms of learning time and assessment of the individual dimensions of the learning organisation by Marsick and Watkins. In 2018 and 2019, studies with the Dimensions of a Learning Organisation Questionnaire focusing on the IT sector and the education sector (secondary schools) were conducted in the Czech Republic. In total, 201 respondents from the IT sector and 121 respondents from secondary schools participated in the study. When comparing the time spent on self-education in both sectors, it is clear that the employees spend 1 to 20 hours per month with self-education, while in the IT sector common employees dedicate more to self-education, executives dedicate more to self-education in the education system. When comparing the average values of the dimensions of a learning organisation in relation to the time spent on self-education, the results in both sectors are very similar. It can be argued that the assessment of individual dimensions increases with the time spent on self-education up to 20 hours per month. The biggest difference in average values can be seen in Dimension 4, while the smallest difference on average dimension can be seen in Dimension 7.
{"title":"RELATIONSHIP BETWEEN LEARNING TIME AND DIMENSIONS OF A LEARNING ORGANISATION","authors":"Vaclav Zubr","doi":"10.33965/celda2019_201911l027","DOIUrl":"https://doi.org/10.33965/celda2019_201911l027","url":null,"abstract":"The introduction of a learning organisation model brings many benefits to organisations. To evaluate whether it is a learning organisation, the Marsick and Watkins Dimensions of a Learning Organisation Questionnaire can be used. In the Czech Republic, only a few studies have been conducted using this questionnaire. The aim of this paper is to compare the IT sector and the education sector in terms of learning time and assessment of the individual dimensions of the learning organisation by Marsick and Watkins. In 2018 and 2019, studies with the Dimensions of a Learning Organisation Questionnaire focusing on the IT sector and the education sector (secondary schools) were conducted in the Czech Republic. In total, 201 respondents from the IT sector and 121 respondents from secondary schools participated in the study. When comparing the time spent on self-education in both sectors, it is clear that the employees spend 1 to 20 hours per month with self-education, while in the IT sector common employees dedicate more to self-education, executives dedicate more to self-education in the education system. When comparing the average values of the dimensions of a learning organisation in relation to the time spent on self-education, the results in both sectors are very similar. It can be argued that the assessment of individual dimensions increases with the time spent on self-education up to 20 hours per month. The biggest difference in average values can be seen in Dimension 4, while the smallest difference on average dimension can be seen in Dimension 7.","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":"130743113","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_201911l044
Keita Nakayama, Atsushi Shimada, T. Minematsu, Yuta Taniguchi, R. Taniguchi
Thanks to an increase in the amount of information on the Internet and the spread of ICT-supported educational environments, much attention has been paid to learning support based on “smart” recommendation technologies. In this study, we propose an education improvement model based on the recommender system using the human-in-the-loop design strategy. Our proposed model enhances not only learners via recommendation, but also teachers and the system itself through the interaction between teachers and the system. In this paper, we introduce the details of the proposed model and implementation strategy followed by a report of preliminary experimental results.
{"title":"K-TIPS: KNOWLEDGE EXTENSION BASED ON TAILOR-MADE INFORMATION PROVISION SYSTEM","authors":"Keita Nakayama, Atsushi Shimada, T. Minematsu, Yuta Taniguchi, R. Taniguchi","doi":"10.33965/celda2019_201911l044","DOIUrl":"https://doi.org/10.33965/celda2019_201911l044","url":null,"abstract":"Thanks to an increase in the amount of information on the Internet and the spread of ICT-supported educational environments, much attention has been paid to learning support based on “smart” recommendation technologies. In this study, we propose an education improvement model based on the recommender system using the human-in-the-loop design strategy. Our proposed model enhances not only learners via recommendation, but also teachers and the system itself through the interaction between teachers and the system. In this paper, we introduce the details of the proposed model and implementation strategy followed by a report of preliminary experimental results.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"47 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":"116819969","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_201911c053
Felix Weber
The Future Skills Report about the future of learning and higher Education (Ehlers & Kellermann, 2019) defines a variety of skills in which the active learner plays a central role. Starting from this perspective, our idea is to promote future skills with a digital data-driven study assistant for. As a theoretical foundation research about constructivism, self-regulation and goal-setting is reviewed and the concept of Goal Trees as structuring element of a software is derived. On a psychological level we show how Goal Trees may increase motivation and simplify study planning. On the level of user interface design, we show how Goal Trees may be used as structuring element of a digital data-driven study assistant. Consequently we outline how functionalities derived from research about goal-setting and self-regulation can be implemented in a study assistant. Finally advantages and challenges of implementing such a system are discussed.
{"title":"GOAL TREES AS STRUCTURING ELEMENT IN A DIGITAL DATA-DRIVEN STUDY ASSISTANT","authors":"Felix Weber","doi":"10.33965/celda2019_201911c053","DOIUrl":"https://doi.org/10.33965/celda2019_201911c053","url":null,"abstract":"The Future Skills Report about the future of learning and higher Education (Ehlers & Kellermann, 2019) defines a variety of skills in which the active learner plays a central role. Starting from this perspective, our idea is to promote future skills with a digital data-driven study assistant for. As a theoretical foundation research about constructivism, self-regulation and goal-setting is reviewed and the concept of Goal Trees as structuring element of a software is derived. On a psychological level we show how Goal Trees may increase motivation and simplify study planning. On the level of user interface design, we show how Goal Trees may be used as structuring element of a digital data-driven study assistant. Consequently we outline how functionalities derived from research about goal-setting and self-regulation can be implemented in a study assistant. Finally advantages and challenges of implementing such a system are discussed.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"50 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":"128320468","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_201911c052
Balázs Barna, Szabina Fodor
Using an e-learning system as an educational tool has become a common practice among university courses. A well-structured e-learning system can not only support the course as a storage place of materials but can help the students to learn the given subjects. The Moodle (Modular Object-Oriented Dynamic Learning Environment) e-learning environment provides a wide scale of possibilities to create a student-centered, highly manageable course interface. The tool is given; however, the motivation of students is rarely satisfying. Tough the success of a course mostly depends on the teaching materials, using gamification principles can enhance the motivation level of students. The aim of this paper is to propose a structure built up from the core elements of Moodle, existing plugins and suggested developments, which could provide a properly gamified Moodle course that fosters the students to gain motivation for learning better.
{"title":"COMPLEX GAMIFICATION PLATFORM BASED ON MOODLE SYSTEM","authors":"Balázs Barna, Szabina Fodor","doi":"10.33965/celda2019_201911c052","DOIUrl":"https://doi.org/10.33965/celda2019_201911c052","url":null,"abstract":"Using an e-learning system as an educational tool has become a common practice among university courses. A well-structured e-learning system can not only support the course as a storage place of materials but can help the students to learn the given subjects. The Moodle (Modular Object-Oriented Dynamic Learning Environment) e-learning environment provides a wide scale of possibilities to create a student-centered, highly manageable course interface. The tool is given; however, the motivation of students is rarely satisfying. Tough the success of a course mostly depends on the teaching materials, using gamification principles can enhance the motivation level of students. The aim of this paper is to propose a structure built up from the core elements of Moodle, existing plugins and suggested developments, which could provide a properly gamified Moodle course that fosters the students to gain motivation for learning better.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"37 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":"132930409","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_201911l034
Mai Yokoyama, K. Miwa
In order to clarify the effects of teachers’ Educational Policy on students’ Learning-as-duty Conception, we examined the effects of interaction between teachers’ Educational Policy and students’ Learning Goal Orientation on Learning-as-duty Conception of the students. A questionnaire survey was conducted with 50 teachers and 189 undergraduate students at a Japanese public university. The interaction between teachers’ Educational Policy and students’ Learning Goal Orientation showed a significant or a marginally significant for students’ Learning-as-duty Conception in five of twelve cases. The findings suggested that the relationship between teachers’ Educational Policy and students’ Learning-as-duty Conception may change depending on the level of students’ Learning Goal Orientation. three The and sample items are (E1) Support for Task Execution (5 items; α .77), “Advise on theme settings” “Show clear goals to be achieved.” Formative Evaluation of Presentation (4 items; content of the presentation” “Evaluate skills of the presentation”; Teaching on (2 .25, p <. 01). This result showed that in the seminar consisting of students with low Learning Goal Orientation, the more the teacher tried to understand the students’ characteristics, the higher the students’ Learning-as-duty Conception became.
{"title":"INTERACTION EFFECTS OF TEACHERS’ EDUCATIONAL POLICY AND STUDENTS' LEARNING GOAL ORIENTATION ON STUDENTS’ LEARNING-AS-DUTY CONCEPTION","authors":"Mai Yokoyama, K. Miwa","doi":"10.33965/celda2019_201911l034","DOIUrl":"https://doi.org/10.33965/celda2019_201911l034","url":null,"abstract":"In order to clarify the effects of teachers’ Educational Policy on students’ Learning-as-duty Conception, we examined the effects of interaction between teachers’ Educational Policy and students’ Learning Goal Orientation on Learning-as-duty Conception of the students. A questionnaire survey was conducted with 50 teachers and 189 undergraduate students at a Japanese public university. The interaction between teachers’ Educational Policy and students’ Learning Goal Orientation showed a significant or a marginally significant for students’ Learning-as-duty Conception in five of twelve cases. The findings suggested that the relationship between teachers’ Educational Policy and students’ Learning-as-duty Conception may change depending on the level of students’ Learning Goal Orientation. three The and sample items are (E1) Support for Task Execution (5 items; α .77), “Advise on theme settings” “Show clear goals to be achieved.” Formative Evaluation of Presentation (4 items; content of the presentation” “Evaluate skills of the presentation”; Teaching on (2 .25, p <. 01). This result showed that in the seminar consisting of students with low Learning Goal Orientation, the more the teacher tried to understand the students’ characteristics, the higher the students’ Learning-as-duty Conception became.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"4 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":"133542900","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}
In Thailand, for most students in high school, remembering the periodic table is an important part of learning chemistry and to pass a university entrance examination in their scientific program. As many students live in the bigger city areas in Thailand, most of them encounter the same problems such as limitations on lesson time, and their involvement in a wide range of high school and extra-curricular activities which reduces the student's study time. Self-learning is one method that has been proven to be effective, convenient, and fast. Presently, there are few effective resources for students to enjoy self-learning. Game-based learning is one of the approaches that has been suggested, but most of them are too difficult to learn how to play, not attractive and not challenging. In this study, a smartphone-based learning game was designed and developed with better level design, including color emotional theory, and quality graphic design to provide a better user experience. The game consists of three stages, and at each stage, a mini-puzzle game is presented which plays a different style with different goals to be achieved. The first stage of the game is to remember the names and symbols of elements. The second stage is to remember the group and period, while the third stage allows students to apply elements to form chemical compounds. The results from an evaluation showed that 96% of 102 students, enjoyed playing the game, 87% said the game was challenging, and 94% remembered at least 3 elements more than before playing. The satisfaction questionnaire demonstrated the benefits of the game-based learning system on self-learning in chemistry.
{"title":"A SMARTPHONE GAME TO PROMOTE SELF-LEARNING IN CHEMISTRY","authors":"Krittiya Saksrisathaporn, Patcharaphon Sribunthankul","doi":"10.33965/celda2019_201911l043","DOIUrl":"https://doi.org/10.33965/celda2019_201911l043","url":null,"abstract":"In Thailand, for most students in high school, remembering the periodic table is an important part of learning chemistry and to pass a university entrance examination in their scientific program. As many students live in the bigger city areas in Thailand, most of them encounter the same problems such as limitations on lesson time, and their involvement in a wide range of high school and extra-curricular activities which reduces the student's study time. Self-learning is one method that has been proven to be effective, convenient, and fast. Presently, there are few effective resources for students to enjoy self-learning. Game-based learning is one of the approaches that has been suggested, but most of them are too difficult to learn how to play, not attractive and not challenging. In this study, a smartphone-based learning game was designed and developed with better level design, including color emotional theory, and quality graphic design to provide a better user experience. The game consists of three stages, and at each stage, a mini-puzzle game is presented which plays a different style with different goals to be achieved. The first stage of the game is to remember the names and symbols of elements. The second stage is to remember the group and period, while the third stage allows students to apply elements to form chemical compounds. The results from an evaluation showed that 96% of 102 students, enjoyed playing the game, 87% said the game was challenging, and 94% remembered at least 3 elements more than before playing. The satisfaction questionnaire demonstrated the benefits of the game-based learning system on self-learning in chemistry.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"273 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":"128806288","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_201911l008
María José Naranjo Sánchez, Mª Mercedes Rico Garcia, H. S. Santamaría, Jesús Salguero Serrat
With the recent emergence of the interactive TV, the iTV starts to gain ground as a learning social media forgotten in the last decades due to previously existing applications (smart phones, tablets, laptops) that surpassed it. The TV has always been used as a means of transmission and family conciliatory, but, at the same time, the necessary feedback, as well as its adaptation to the users’ preferences, language level, and age have always been lacking in every learning process that smart televisions can currently provide. In this sense, it seems necessary, on the one hand, to investigate the different characteristics and capabilities of smart televisions and, on the other, to design educational learning pills for English language learning through adaptive smart TVs. To achieve the aforementioned objectives an interactive methodology based on family/ peer gaming will be presented as a way to awake collective and social learning. The expected results will be an application developed with Hybrid Broadcast Broadband technology including a content recommendation system designed considering the user’s preferences and a set of educational pills created by a team of linguists and experts in language and methodology. To conclude, this project seeks to promote language learning acquisition in a fun and entertaining way and enhance the experience with their television which has been a traditional model representing bond and time to gather around family and friends.
{"title":"ADAPTIVE SMART TV AS A SOCIAL LANGUAGE LEARNING PLATFORM","authors":"María José Naranjo Sánchez, Mª Mercedes Rico Garcia, H. S. Santamaría, Jesús Salguero Serrat","doi":"10.33965/celda2019_201911l008","DOIUrl":"https://doi.org/10.33965/celda2019_201911l008","url":null,"abstract":"With the recent emergence of the interactive TV, the iTV starts to gain ground as a learning social media forgotten in the last decades due to previously existing applications (smart phones, tablets, laptops) that surpassed it. The TV has always been used as a means of transmission and family conciliatory, but, at the same time, the necessary feedback, as well as its adaptation to the users’ preferences, language level, and age have always been lacking in every learning process that smart televisions can currently provide. In this sense, it seems necessary, on the one hand, to investigate the different characteristics and capabilities of smart televisions and, on the other, to design educational learning pills for English language learning through adaptive smart TVs. To achieve the aforementioned objectives an interactive methodology based on family/ peer gaming will be presented as a way to awake collective and social learning. The expected results will be an application developed with Hybrid Broadcast Broadband technology including a content recommendation system designed considering the user’s preferences and a set of educational pills created by a team of linguists and experts in language and methodology. To conclude, this project seeks to promote language learning acquisition in a fun and entertaining way and enhance the experience with their television which has been a traditional model representing bond and time to gather around family and friends.","PeriodicalId":385382,"journal":{"name":"Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)","volume":"15 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":"121296475","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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