This article aims to realize the systematic and visual display of the knowledge of Japanese Eight Views, construct the teaching system of Eight Views cultural teaching based on visual correlation, and verify the teaching effect of the system through teaching practice and system review. First, in order to correlate the knowledge of debris related to Japanese Eight Views, this paper constructs a database with information such as Japanese Eight Views voting data and pictures. Secondly, on the basis of the database, this paper creates the Eight Views culture teaching assist system, introduces the data and realizes the visual correlation of the knowledge module. Finally, this article uses the system to carry out teaching practice. Teaching practice proves that the use of the system is effective in improving students' learning interest and enthusiasm.
{"title":"Research and Application of Japanese Culture Teaching Assistant System Based on Japanese Eight Views Database","authors":"Tangbo Zhou, Z. Li, Jinhong Cao, Liu He","doi":"10.1109/eitt.2017.74","DOIUrl":"https://doi.org/10.1109/eitt.2017.74","url":null,"abstract":"This article aims to realize the systematic and visual display of the knowledge of Japanese Eight Views, construct the teaching system of Eight Views cultural teaching based on visual correlation, and verify the teaching effect of the system through teaching practice and system review. First, in order to correlate the knowledge of debris related to Japanese Eight Views, this paper constructs a database with information such as Japanese Eight Views voting data and pictures. Secondly, on the basis of the database, this paper creates the Eight Views culture teaching assist system, introduces the data and realizes the visual correlation of the knowledge module. Finally, this article uses the system to carry out teaching practice. Teaching practice proves that the use of the system is effective in improving students' learning interest and enthusiasm.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121215410","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}
Li Tao, Yihua Xu, Xin Li, Qian Huang, Yafei Wang, Guoping Hu
In the teachers' daily teaching practice, they hope to improve the students' performance by using a variety of teaching strategies and giving the students lots of homework, exams and study materials. This paper focuses on the relationship between the teachers' teaching strategies, the students' academic burden and academic level. In this study, a questionnaire was first completed by the students in a middle school in Central China to evaluate their objective burden, subjective pressure and emotion of anxiety, and another was completed to evaluate their recognition of the teachers' teaching strategies. The students' academic level was represented by their exam scores. Then the method of structural equation model was used to explore the relationship between these five factors. The study found that the students' objective burden had a larger positive effect on their subjective pressure than on their academic level. The teachers' teaching strategies had a positive effect on the students' academic level. The students' anxiety had a negative effect on their academic level. This study provides a digital basis for quantifying the burden of students in different groups, reducing the burden on students and adjusting the use of teaching strategies.
{"title":"A Study on the Relationship among Students' Burden, Teaching Strategies and Academic Level Based on Structural Equation Model","authors":"Li Tao, Yihua Xu, Xin Li, Qian Huang, Yafei Wang, Guoping Hu","doi":"10.1109/EITT.2017.39","DOIUrl":"https://doi.org/10.1109/EITT.2017.39","url":null,"abstract":"In the teachers' daily teaching practice, they hope to improve the students' performance by using a variety of teaching strategies and giving the students lots of homework, exams and study materials. This paper focuses on the relationship between the teachers' teaching strategies, the students' academic burden and academic level. In this study, a questionnaire was first completed by the students in a middle school in Central China to evaluate their objective burden, subjective pressure and emotion of anxiety, and another was completed to evaluate their recognition of the teachers' teaching strategies. The students' academic level was represented by their exam scores. Then the method of structural equation model was used to explore the relationship between these five factors. The study found that the students' objective burden had a larger positive effect on their subjective pressure than on their academic level. The teachers' teaching strategies had a positive effect on the students' academic level. The students' anxiety had a negative effect on their academic level. This study provides a digital basis for quantifying the burden of students in different groups, reducing the burden on students and adjusting the use of teaching strategies.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121305815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Internet has brought unpredictable opportunities and challenges to education. Teachers shall update their knowledge base to meet the demands of instruction. Online training is an essential way for professional development of teachers. Compared with traditional training methods, online training can break the limits of time, space, and resources. However, recent surveys show that a number of teachers are not satisfied with the effects of online training, indicating that there are many deficiencies in online training. Teachers are main users of online training, and their satisfaction almost represents the quality of it. Therefore, we firstly build a model of factors influencing teachers' satisfaction online training, which is based on American Customer Satisfaction Index(ACSI) and characteristics of online training, and put forward six related hypotheses. Secondly, a questionnaire is designed on the basis of five variables(teacher expectation, teacher perceived quality, teacher satisfaction, teacher complaints and teacher loyalty), which is distributed to teachers from five schools in four cities. The collected data shows that perceived quality has a significant positive effect on teachers' satisfaction with online training. Finally, we put forward some advice on the basis of survey results to improve the quality of online training and teachers' satisfaction.
{"title":"A Study on Factors Affecting Satisfaction of Junior Middle School Teachers Participating in Online Training","authors":"Cuixian Niu, Hai Zhang, Yining Wang, Xuzhen Yang","doi":"10.1109/EITT.2017.11","DOIUrl":"https://doi.org/10.1109/EITT.2017.11","url":null,"abstract":"The Internet has brought unpredictable opportunities and challenges to education. Teachers shall update their knowledge base to meet the demands of instruction. Online training is an essential way for professional development of teachers. Compared with traditional training methods, online training can break the limits of time, space, and resources. However, recent surveys show that a number of teachers are not satisfied with the effects of online training, indicating that there are many deficiencies in online training. Teachers are main users of online training, and their satisfaction almost represents the quality of it. Therefore, we firstly build a model of factors influencing teachers' satisfaction online training, which is based on American Customer Satisfaction Index(ACSI) and characteristics of online training, and put forward six related hypotheses. Secondly, a questionnaire is designed on the basis of five variables(teacher expectation, teacher perceived quality, teacher satisfaction, teacher complaints and teacher loyalty), which is distributed to teachers from five schools in four cities. The collected data shows that perceived quality has a significant positive effect on teachers' satisfaction with online training. Finally, we put forward some advice on the basis of survey results to improve the quality of online training and teachers' satisfaction.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122739501","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}
There were many exceptional educational practices in the past. Implementing these practices in current education is one way to provide better instruction. Thus, the current study compiled materials on prior educational practices and it implemented and assessed those practices. A crucial aspect of that work was interaction with a researcher who has continued to study educational practices. Compiling and digitally archiving materials on educational practices also proved of great benefit, as reported here.
{"title":"Adapting Prior Educational Practices in Materials to Current Educational Practices: Use of Digital Archives","authors":"Yoko Saito","doi":"10.1109/eitt.2017.51","DOIUrl":"https://doi.org/10.1109/eitt.2017.51","url":null,"abstract":"There were many exceptional educational practices in the past. Implementing these practices in current education is one way to provide better instruction. Thus, the current study compiled materials on prior educational practices and it implemented and assessed those practices. A crucial aspect of that work was interaction with a researcher who has continued to study educational practices. Compiling and digitally archiving materials on educational practices also proved of great benefit, as reported here.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131570399","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}
With the information age of the Internet booms and open source hardware is becoming more and more mature, maker education is setting a wave of educational change that sweeps around the world. And how to cultivate students from the essential characteristics of the maker literacy is particularly important. This paper analyzes the maker literacy based on the related research and puts forward the micro-course design model for college students' maker literacy training based on the ADDIE model. Through the experimental study, the effect of using this kind of micro-course autonomous learning is tested. The development of micro-course also provides some references
{"title":"Research on the Development of Micro-Course about College Students' Maker Literacy","authors":"Zhang Jieqi, Lyu Xiaohong","doi":"10.1109/eitt.2017.48","DOIUrl":"https://doi.org/10.1109/eitt.2017.48","url":null,"abstract":"With the information age of the Internet booms and open source hardware is becoming more and more mature, maker education is setting a wave of educational change that sweeps around the world. And how to cultivate students from the essential characteristics of the maker literacy is particularly important. This paper analyzes the maker literacy based on the related research and puts forward the micro-course design model for college students' maker literacy training based on the ADDIE model. Through the experimental study, the effect of using this kind of micro-course autonomous learning is tested. The development of micro-course also provides some references","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132118414","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 recent years, the focus of higher education has been shifting to active learning such as project-based learning (PBL) in Japanese. Previous research reported the effectiveness of PBL on students' problem-solving skills. It has been suggested that the reflection of the student is important in PBL. However, there are few studies that teacher support the reflection of students. The purpose of this study was to evaluate the method to support reflection of students. In this study, the students reflected on their learning activities with a web-based worksheet. Then the teacher evaluated the reflection contents of the students by the Rubric. This rubric was designed to guide the students toward better reflection. In addition, We changed questions that ask them what they learn from the latter half of the class. The results showed that changing a question might be helpful for the student's reflection.
{"title":"Evaluation of a Reflection Support Method for Students in PBL","authors":"H. Ueda","doi":"10.1109/EITT.2017.20","DOIUrl":"https://doi.org/10.1109/EITT.2017.20","url":null,"abstract":"In recent years, the focus of higher education has been shifting to active learning such as project-based learning (PBL) in Japanese. Previous research reported the effectiveness of PBL on students' problem-solving skills. It has been suggested that the reflection of the student is important in PBL. However, there are few studies that teacher support the reflection of students. The purpose of this study was to evaluate the method to support reflection of students. In this study, the students reflected on their learning activities with a web-based worksheet. Then the teacher evaluated the reflection contents of the students by the Rubric. This rubric was designed to guide the students toward better reflection. In addition, We changed questions that ask them what they learn from the latter half of the class. The results showed that changing a question might be helpful for the student's reflection.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125519614","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}
With smart education and deep learning becoming the main trend, deep knowledge building plays more and more important role in the development of students' higher-order ability. This study explored students' knowledge development and collaborative knowledge building during their inquiry process by way of evaluation rubric in the smart classroom. The participants were 116 elementary students from two fifth grade classes in central China. Results indicated that evaluation rubric can promote students' inquiry. Students with the help of the rubric achieved the deep level of knowledge building. What's more, the students' collaborative knowledge building were influenced by their meta-cognition and learning motivation. Implications of the exploratory study and future research are discussed.
{"title":"Fostering Elementary Students' Collaborative Knowledge Building in Smart Classroom with Formative Evaluation","authors":"Pinghong Zhou, Qiaorou Yang","doi":"10.1109/eitt.2017.35","DOIUrl":"https://doi.org/10.1109/eitt.2017.35","url":null,"abstract":"With smart education and deep learning becoming the main trend, deep knowledge building plays more and more important role in the development of students' higher-order ability. This study explored students' knowledge development and collaborative knowledge building during their inquiry process by way of evaluation rubric in the smart classroom. The participants were 116 elementary students from two fifth grade classes in central China. Results indicated that evaluation rubric can promote students' inquiry. Students with the help of the rubric achieved the deep level of knowledge building. What's more, the students' collaborative knowledge building were influenced by their meta-cognition and learning motivation. Implications of the exploratory study and future research are discussed.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128449080","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}
As globalization becomes a trend, the ability to communicate in English became one of the most important skills. Comparing to speaking, reading, and listening, most of the English learners considers listening to be the most difficult skill to acquire. The traditional way of teaching English as a second language mostly involves in slow and clear pronunciations. However, learners have difficulties learning through the traditional method. Many second language learning researchers pointed out that the reduced forms of English pronunciation have caused the difficulty in learning English for students [12]. The best way to learn the reduced form of English pronunciation is to listen to an extensive amount of English conversations in real world situations [9, 10, 11]. Movies and TV series can reflect real life situations; therefore, they are recommended for learning the reduced form of English according to many pieces of research [5]. Subtitles are often used to assist the understanding of the English learning videos. The learners may focus on the reading of the subtitles and tend to neglect the listening section. This research aims to select videos suitable for language learning, and also to develop a system that uses the App Inventor 2, an application developed by the MIT Center for Mobile Learning, to train the pronunciation of the students and enhance the listening ability of the students.
{"title":"Android App Development for Teaching Reduced Forms of EFL Listening Comprehension to Decrease Cognitive Load","authors":"Hsin-Yu Yeh, Yu-Tzu Tsai, Chih-Kai Chang","doi":"10.1109/EITT.2017.82","DOIUrl":"https://doi.org/10.1109/EITT.2017.82","url":null,"abstract":"As globalization becomes a trend, the ability to communicate in English became one of the most important skills. Comparing to speaking, reading, and listening, most of the English learners considers listening to be the most difficult skill to acquire. The traditional way of teaching English as a second language mostly involves in slow and clear pronunciations. However, learners have difficulties learning through the traditional method. Many second language learning researchers pointed out that the reduced forms of English pronunciation have caused the difficulty in learning English for students [12]. The best way to learn the reduced form of English pronunciation is to listen to an extensive amount of English conversations in real world situations [9, 10, 11]. Movies and TV series can reflect real life situations; therefore, they are recommended for learning the reduced form of English according to many pieces of research [5]. Subtitles are often used to assist the understanding of the English learning videos. The learners may focus on the reading of the subtitles and tend to neglect the listening section. This research aims to select videos suitable for language learning, and also to develop a system that uses the App Inventor 2, an application developed by the MIT Center for Mobile Learning, to train the pronunciation of the students and enhance the listening ability of the students.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133133798","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 recent years, Massive Open Online Courses (MOOCs) have a widespread and became one of the future trends to help people from different places to learn online and study courses in different majors. One of the most interesting subjects on MOOCs platforms is Language Learning. The lack of motivation to complete the course after enroling, and completion rates still real problems need to find an innovative solution. Gamification can increase learner motivation to continue studying through MOOCs and can reduce drop-out rates. This research aims at providing a theoretical and practical framework for connecting Gamification in Massive Open Online Chinese Courses and applying Gamification mechanics to support Chinese Language learning through focusing on different perspectives for applying: gamification and instructional design, gamification and course elements, gamifying course interface.
近年来，大规模在线开放课程(Massive Open Online Courses, MOOCs)得到了广泛的应用，并成为未来的趋势之一，帮助来自不同地方的人们在线学习不同专业的课程。mooc平台上最有趣的主题之一是语言学习。入学后完成课程的动力不足，完成率仍然是现实问题，需要找到创新的解决方案。游戏化可以增加学习者通过mooc继续学习的动机，并可以降低辍学率。本研究旨在透过游戏化与教学设计、游戏化与课程要素、游戏化课程界面等不同的应用视角，为将游戏化与大规模开放在线中文课程连接起来，并将游戏化机制应用于中文学习提供理论与实践框架。
{"title":"Gamification in Massive Open Online Courses (MOOCs) to Support Chinese Language Learning","authors":"A. H. Metwally, Wang Yining","doi":"10.1109/EITT.2017.77","DOIUrl":"https://doi.org/10.1109/EITT.2017.77","url":null,"abstract":"In recent years, Massive Open Online Courses (MOOCs) have a widespread and became one of the future trends to help people from different places to learn online and study courses in different majors. One of the most interesting subjects on MOOCs platforms is Language Learning. The lack of motivation to complete the course after enroling, and completion rates still real problems need to find an innovative solution. Gamification can increase learner motivation to continue studying through MOOCs and can reduce drop-out rates. This research aims at providing a theoretical and practical framework for connecting Gamification in Massive Open Online Chinese Courses and applying Gamification mechanics to support Chinese Language learning through focusing on different perspectives for applying: gamification and instructional design, gamification and course elements, gamifying course interface.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129878753","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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