Pub Date : 2021-10-13DOI: 10.33965/celda2021_202108l030
Chutimon Rungsilp, K. Piromsopa, A. Viriyopase, K. U-yen
The study of mind-wandering is popular since it is linked to the emotional problems and working/learning performance. In terms of education, it impacts comprehension during learning which affects academic success. Therefore, we sought to develop a machine learning model for an embedded portable device that can categorize mind-wandering state to assist people in keeping track of their minds. We utilize a low-channel EEG to record the brain state and to build the predictive model because of its practicality and user-friendly. Most machine learning experiments in mind-wandering using EEG exhibit good individual-level performance. For the group-level technique, only a few research has developed a model. As a result, the goal of this research is to achieve a high-accuracy group-level model. Thus, Leave One Participant Out Cross Validation (LOPOCV) was used to assess the model correctness. This study shows that using a baseline normalization technique assists feature extraction and improves performance. The model was built using a support vector machine (SVM), and the best model achieved an accuracy value of 75.6 percent.
{"title":"MIND-WANDERING DETECTION MODEL WITH ELECTROENCEPHALOGRAM","authors":"Chutimon Rungsilp, K. Piromsopa, A. Viriyopase, K. U-yen","doi":"10.33965/celda2021_202108l030","DOIUrl":"https://doi.org/10.33965/celda2021_202108l030","url":null,"abstract":"The study of mind-wandering is popular since it is linked to the emotional problems and working/learning performance. In terms of education, it impacts comprehension during learning which affects academic success. Therefore, we sought to develop a machine learning model for an embedded portable device that can categorize mind-wandering state to assist people in keeping track of their minds. We utilize a low-channel EEG to record the brain state and to build the predictive model because of its practicality and user-friendly. Most machine learning experiments in mind-wandering using EEG exhibit good individual-level performance. For the group-level technique, only a few research has developed a model. As a result, the goal of this research is to achieve a high-accuracy group-level model. Thus, Leave One Participant Out Cross Validation (LOPOCV) was used to assess the model correctness. This study shows that using a baseline normalization technique assists feature extraction and improves performance. The model was built using a support vector machine (SVM), and the best model achieved an accuracy value of 75.6 percent.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125808588","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 : 2021-10-13DOI: 10.33965/celda2021_202108c045
Marc Egloffstein, Muhittin Şahin, Max Bothe, Tobias Rohloff, Nathanael Schenk, Florian Schwerer, Dirk Ifenthaler
This short paper investigates learner behavior in Enterprise MOOCs with the help of interaction patterns. By means of lag sequential analysis, data from 13 openSAP MOOCs from the topic areas business, design, and technology with a total number of N =72,668 active learners have been analyzed. Starting from consistent high-level behavioral patterns, a deeper analysis on the interaction level revealed variations between the course topic areas: Behavioral patterns in technology courses differ from business and design courses. Drawing upon these results, implications for future research are mapped out. with the announcements, discussions, progress, and textual instructions after visiting announcements in the courses from all three topic areas. Learners interacted with assignments and textual discussion prompts areas after visiting announcements in the Business and Technology courses. In addition to these, learners interacted with final-exams and surveys after visiting announcements in the Business courses. Looking at the assignment category, results show that learners interact with assignments, progress, textual discussion prompts, and textual instructions after visiting assignments in all three topic areas. Learners interacted with textual downloads after visiting assignments in the Business and Design courses. Learners visited textual hands-ons after visiting assignments in the Design and Technology courses.
{"title":"LEARNER INTERACTIONS AND BEHAVIORAL PATTERNS IN ENTERPRISE MOOCS","authors":"Marc Egloffstein, Muhittin Şahin, Max Bothe, Tobias Rohloff, Nathanael Schenk, Florian Schwerer, Dirk Ifenthaler","doi":"10.33965/celda2021_202108c045","DOIUrl":"https://doi.org/10.33965/celda2021_202108c045","url":null,"abstract":"This short paper investigates learner behavior in Enterprise MOOCs with the help of interaction patterns. By means of lag sequential analysis, data from 13 openSAP MOOCs from the topic areas business, design, and technology with a total number of N =72,668 active learners have been analyzed. Starting from consistent high-level behavioral patterns, a deeper analysis on the interaction level revealed variations between the course topic areas: Behavioral patterns in technology courses differ from business and design courses. Drawing upon these results, implications for future research are mapped out. with the announcements, discussions, progress, and textual instructions after visiting announcements in the courses from all three topic areas. Learners interacted with assignments and textual discussion prompts areas after visiting announcements in the Business and Technology courses. In addition to these, learners interacted with final-exams and surveys after visiting announcements in the Business courses. Looking at the assignment category, results show that learners interact with assignments, progress, textual discussion prompts, and textual instructions after visiting assignments in all three topic areas. Learners interacted with textual downloads after visiting assignments in the Business and Design courses. Learners visited textual hands-ons after visiting assignments in the Design and Technology courses.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127262061","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 : 2021-10-13DOI: 10.33965/celda2021_202108l005
Brittany M. Garcia, S. Chun, Caleb Kicklighter, Bin Mai, Marco Palma, J. Seo
Virtual reality recently expanded to collaborative and social networking environments where users interact with virtual characters (VCs) of various appearances and behaviors, often impacting the quality of experience. In this paper, we present preliminary survey results of perceptions about characteristics of VCs and a user study of a VR lecture app with different styles of virtual instructors. VCs were collected from existing collaborative and social VR applications and categorized by body types and design style. Survey results coupled with prior works guided the development of design styles, which we briefly present. In the user study, 12 users experienced two different VR lectures with randomly assigned character styles. Results show participants found the stylized VC familiar and human while the realistic VC was engaging and trustworthy. Results also show feelings of learning more about the lecture topic with the stylized VC. students' learning and learning related experiences. of research design of VCs for learning we the following research How different visual types of VCs impact users’ perception and support learning?In this paper, we present preliminary survey results of perceptions on characteristics of VCs, which were collected from existing collaborative and social VR applications and categorized by body types and design style. Then we present a user study of a VR lecture app that we created. This application includes different design styles of virtual instructors. Finally, we discuss meaningful insights of designing virtual instructor characters for educational VR applications.
{"title":"STUDYING DESIGN ATTRIBUTES OF VIRTUAL CHARACTERS TO SUPPORT STUDENTS' PERCEIVED EXPERIENCES IN VIRTUAL REALITY LECTURES","authors":"Brittany M. Garcia, S. Chun, Caleb Kicklighter, Bin Mai, Marco Palma, J. Seo","doi":"10.33965/celda2021_202108l005","DOIUrl":"https://doi.org/10.33965/celda2021_202108l005","url":null,"abstract":"Virtual reality recently expanded to collaborative and social networking environments where users interact with virtual characters (VCs) of various appearances and behaviors, often impacting the quality of experience. In this paper, we present preliminary survey results of perceptions about characteristics of VCs and a user study of a VR lecture app with different styles of virtual instructors. VCs were collected from existing collaborative and social VR applications and categorized by body types and design style. Survey results coupled with prior works guided the development of design styles, which we briefly present. In the user study, 12 users experienced two different VR lectures with randomly assigned character styles. Results show participants found the stylized VC familiar and human while the realistic VC was engaging and trustworthy. Results also show feelings of learning more about the lecture topic with the stylized VC. students' learning and learning related experiences. of research design of VCs for learning we the following research How different visual types of VCs impact users’ perception and support learning?In this paper, we present preliminary survey results of perceptions on characteristics of VCs, which were collected from existing collaborative and social VR applications and categorized by body types and design style. Then we present a user study of a VR lecture app that we created. This application includes different design styles of virtual instructors. Finally, we discuss meaningful insights of designing virtual instructor characters for educational VR applications.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123956581","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 : 2021-10-13DOI: 10.33965/celda2021_202108l028
I. Zualkernan
A significant amount of research has gone into predicting student performance and many studies have been conducted to predict why students drop out. A variety of data including digital footprints, socio-economic data, financial data, and psychological aspects have been used to predict student performance at the test, course, or program level. Fairly good prediction results have been achieved using both traditional machine learning and more recently deep learning methods. While using diverse sets of data has achieved good results, this data is often difficult and expensive to collect, and may have privacy-related issues. This paper explores the extent to which only prior performance data readily available with registrars in most Universities can be used to predict student performance in future terms. Twenty term data from 789 students enrolled an engineering program at an American University were used to train long term short term (LSTM), Bi-directional LSTM and Gated Reference Units (GRU) models to predict student performance in future terms. The results are that all three types of models were able to reasonably predict the next term’s performance (F1-score of about 0.70) regardless of the number of terms a student had spent the University. The models generally did not overfit. The prediction was reasonable until about trying to predict performance on seventh term in the future, but the performance dropped beyond this point primarily due to lack of sufficient data (F1-score of about 0.2).
{"title":"EXPLORING PREDICTING PERFORMANCE OF ENGINEERING STUDENTS USING DEEP LEARNING","authors":"I. Zualkernan","doi":"10.33965/celda2021_202108l028","DOIUrl":"https://doi.org/10.33965/celda2021_202108l028","url":null,"abstract":"A significant amount of research has gone into predicting student performance and many studies have been conducted to predict why students drop out. A variety of data including digital footprints, socio-economic data, financial data, and psychological aspects have been used to predict student performance at the test, course, or program level. Fairly good prediction results have been achieved using both traditional machine learning and more recently deep learning methods. While using diverse sets of data has achieved good results, this data is often difficult and expensive to collect, and may have privacy-related issues. This paper explores the extent to which only prior performance data readily available with registrars in most Universities can be used to predict student performance in future terms. Twenty term data from 789 students enrolled an engineering program at an American University were used to train long term short term (LSTM), Bi-directional LSTM and Gated Reference Units (GRU) models to predict student performance in future terms. The results are that all three types of models were able to reasonably predict the next term’s performance (F1-score of about 0.70) regardless of the number of terms a student had spent the University. The models generally did not overfit. The prediction was reasonable until about trying to predict performance on seventh term in the future, but the performance dropped beyond this point primarily due to lack of sufficient data (F1-score of about 0.2).","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126831541","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 : 2021-10-13DOI: 10.33965/celda2021_202108r051
S. Panesi, Lucia Ferlino
Training to improve executive functions in pre-schoolers is a hot topic since it's very important to enhance these cognitive abilities starting from a young age. Executive functions are associated with and predictive of other cognitive and social components. In literature, several researches support the idea that training with technological tools can provide more benefits, while others underline the importance of training with analogue materials. This paper highlights strengths and weaknesses of these two approaches and stimulates reflection on further research. on the basic components of EFs and represents a good tradeoff between individualized computer-based interventions and large-group curricular interventions. In line with Röthlisberger and colleagues (2012), Panesi, Ferlino & Podestà (2019) present a training intervention designed to promote EFs in preschoolers with typical and atypical development within the educational context. The intervention combines the use of technology (through specific apps) along with analogical materials. These studies open to a new field of research and provide practical implications in both educational and clinical contexts, allowing teachers and clinicians to offer children both individualized and collective activities by exploiting the potential of interventions with analog and digital tools.
{"title":"ENHANCING EXECUTIVE FUNCTIONS IN PRESCHOOLERS: TECHNOLOGIES YES OR NOT?","authors":"S. Panesi, Lucia Ferlino","doi":"10.33965/celda2021_202108r051","DOIUrl":"https://doi.org/10.33965/celda2021_202108r051","url":null,"abstract":"Training to improve executive functions in pre-schoolers is a hot topic since it's very important to enhance these cognitive abilities starting from a young age. Executive functions are associated with and predictive of other cognitive and social components. In literature, several researches support the idea that training with technological tools can provide more benefits, while others underline the importance of training with analogue materials. This paper highlights strengths and weaknesses of these two approaches and stimulates reflection on further research. on the basic components of EFs and represents a good tradeoff between individualized computer-based interventions and large-group curricular interventions. In line with Röthlisberger and colleagues (2012), Panesi, Ferlino & Podestà (2019) present a training intervention designed to promote EFs in preschoolers with typical and atypical development within the educational context. The intervention combines the use of technology (through specific apps) along with analogical materials. These studies open to a new field of research and provide practical implications in both educational and clinical contexts, allowing teachers and clinicians to offer children both individualized and collective activities by exploiting the potential of interventions with analog and digital tools.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121883833","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 : 2021-10-13DOI: 10.33965/celda2021_202108l026
Jörgen Ivar Sikk, Kairit Tammets
PISA studies have concluded that while the level of knowledge, amongst students in Estonia, is good the level of higher order thinking skills is lower, especially in natural sciences, which is accompanied by lower study motivation. In order to study the level of higher order thinking skills and what influences those skills, an action research was conducted. The research was done in Tallinn 21. school with 90 students from 8th grade. The students studied, using ICT enhanced study material specifically made to increase their higher order thinking skills. In order to study the effects of the study material, student’s problem solving skills were measured before and after using the new study material. Also, the students had to answer a questionnaire, which was measuring their study motivation and self-confidence. The research concluded that the study material has an effect on the level of higher order thinking skills, but the statistical evidence was lacking to clearly understand the role of the new study material.
{"title":"ACTION RESEARCH TO STUDY PROBLEM SOLVING SKILLS OF PRIMARY SCHOOL PHYSICS STUDENTS","authors":"Jörgen Ivar Sikk, Kairit Tammets","doi":"10.33965/celda2021_202108l026","DOIUrl":"https://doi.org/10.33965/celda2021_202108l026","url":null,"abstract":"PISA studies have concluded that while the level of knowledge, amongst students in Estonia, is good the level of higher order thinking skills is lower, especially in natural sciences, which is accompanied by lower study motivation. In order to study the level of higher order thinking skills and what influences those skills, an action research was conducted. The research was done in Tallinn 21. school with 90 students from 8th grade. The students studied, using ICT enhanced study material specifically made to increase their higher order thinking skills. In order to study the effects of the study material, student’s problem solving skills were measured before and after using the new study material. Also, the students had to answer a questionnaire, which was measuring their study motivation and self-confidence. The research concluded that the study material has an effect on the level of higher order thinking skills, but the statistical evidence was lacking to clearly understand the role of the new study material.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116539190","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 : 2021-10-13DOI: 10.33965/celda2021_202108c043
Takashi Crum
This research study explored the effective use of interactive whiteboards to prepare students with basic literacy concepts to compete in a global economy. A single case study was employed to explore elementary teachers' adoption rates of interactive whiteboards (IWBs) to improve elementary literacy development. This qualitative narrative approach used observations, interviews, member-checking, and field notes to explore elementary teachers’ perceptions related to professional development training for literacy instruction. The findings of this study revealed themes of integrated technology, instruction, elementary teacher perceptions, and elementary teacher’s self-efficacy about using interactive whiteboards to improve elementary literacy development. the use of the interactive whiteboard as a tool to enhance the teaching and learning of elementary literacy skills. This qualitative methodology was appropriately designed to provide an interpretive analysis of elementary teachers' perspectives that gave voice to their lived experiences (Yin, 2016). A purposeful sample size was utilized of elementary teachers from kindergarten through 2nd grade at an inner-city public school in New York City. The goal of this study was to present the value of the interactive whiteboard for student learning and elementary teachers’ perceptions related to professional development for literacy instruction. The New York City school district comprised 1,722 schools across five boroughs during this study. The participating school in this study was one of 98 schools in district 9 of the Bronx, New York. This inner-city elementary school educates students in grades Pre-K through fifth grade. The targeted population included elementary teachers with three or more years of teaching experience. The sample of participants in this study demonstrated four specific characteristics, (1) they were certified elementary teachers, (2) they had more than three years of teaching experience, (3) they taught grades kindergarten thru 2nd, and (4) they used technology in the classroom for at least one year. The sampling pool of participants consisted of 25 elementary teachers; 15 elementary teachers were general educators, five were intervention specialists, and five were special educators. A sample of 12 elementary teacher participants who met the criteria were sought to provide an adequate voice for elementary teachers’ perceptions regarding the integration of IWBs as a tool to enhance literacy development.
{"title":"TEACHERS' PERCEPTIONS REGARDING THE USE OF INTERACTIVE WHITEBOARDS TO ENHANCE ELEMENTARY LITERACY DEVELOPMENT","authors":"Takashi Crum","doi":"10.33965/celda2021_202108c043","DOIUrl":"https://doi.org/10.33965/celda2021_202108c043","url":null,"abstract":"This research study explored the effective use of interactive whiteboards to prepare students with basic literacy concepts to compete in a global economy. A single case study was employed to explore elementary teachers' adoption rates of interactive whiteboards (IWBs) to improve elementary literacy development. This qualitative narrative approach used observations, interviews, member-checking, and field notes to explore elementary teachers’ perceptions related to professional development training for literacy instruction. The findings of this study revealed themes of integrated technology, instruction, elementary teacher perceptions, and elementary teacher’s self-efficacy about using interactive whiteboards to improve elementary literacy development. the use of the interactive whiteboard as a tool to enhance the teaching and learning of elementary literacy skills. This qualitative methodology was appropriately designed to provide an interpretive analysis of elementary teachers' perspectives that gave voice to their lived experiences (Yin, 2016). A purposeful sample size was utilized of elementary teachers from kindergarten through 2nd grade at an inner-city public school in New York City. The goal of this study was to present the value of the interactive whiteboard for student learning and elementary teachers’ perceptions related to professional development for literacy instruction. The New York City school district comprised 1,722 schools across five boroughs during this study. The participating school in this study was one of 98 schools in district 9 of the Bronx, New York. This inner-city elementary school educates students in grades Pre-K through fifth grade. The targeted population included elementary teachers with three or more years of teaching experience. The sample of participants in this study demonstrated four specific characteristics, (1) they were certified elementary teachers, (2) they had more than three years of teaching experience, (3) they taught grades kindergarten thru 2nd, and (4) they used technology in the classroom for at least one year. The sampling pool of participants consisted of 25 elementary teachers; 15 elementary teachers were general educators, five were intervention specialists, and five were special educators. A sample of 12 elementary teacher participants who met the criteria were sought to provide an adequate voice for elementary teachers’ perceptions regarding the integration of IWBs as a tool to enhance literacy development.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127098006","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 : 2021-10-13DOI: 10.33965/celda2021_202108c037
Barbara Getto, Franziska Zellweger
This work-in-progress paper presents a project with focus on the role of digital strategies on higher education development in the context of the pandemic situation. During the pandemic, higher education institutions had to switch to distance learning at very short notice. Motivated by the urgency of the external circumstances, digital media were used to a great extent. Numerous empirical studies have examined the experiences of lecturers and students and pointed to potentials and challenges. The steering efforts of higher education management and strategic implications though, have so far been less in focus. This project will contribute to the discourse on how the systematic further development of digitization efforts can take place in a forward-looking manner and what role digitization strategies play in the further development of studies and teaching in the context of the pandemic.
{"title":"DEVELOPING DIGITAL HIGHER EDUCATION IN THE PANDEMIC","authors":"Barbara Getto, Franziska Zellweger","doi":"10.33965/celda2021_202108c037","DOIUrl":"https://doi.org/10.33965/celda2021_202108c037","url":null,"abstract":"This work-in-progress paper presents a project with focus on the role of digital strategies on higher education development in the context of the pandemic situation. During the pandemic, higher education institutions had to switch to distance learning at very short notice. Motivated by the urgency of the external circumstances, digital media were used to a great extent. Numerous empirical studies have examined the experiences of lecturers and students and pointed to potentials and challenges. The steering efforts of higher education management and strategic implications though, have so far been less in focus. This project will contribute to the discourse on how the systematic further development of digitization efforts can take place in a forward-looking manner and what role digitization strategies play in the further development of studies and teaching in the context of the pandemic.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128472477","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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