Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00035
Han Wang, Tao Huang, Yuan Zhao, Yuanyuan Yue, Ye Gao, Jie Gao
Due to the role of teachers and students being separated in the learning process, online learning puts forward higher requirements for learners’ self-regulation. This paper puts forward a framework of self-regulation-oriented online learning behavior analysis, collects the data of online learning behaviors of learners in the process of online learning in Ningxia during the online learning period by questionnaire survey, analyzes the self-regulation level of learners from the aspects of environment construction, task strategy, time management, help seeking and self-evaluation, and explores the learning strategies. It is found that most of the learners show a good level of self-regulation, but there is a slight lack in task strategy; there is a significant difference in self-regulation behavior between senior and junior students; students with high perception have stronger self-regulation ability; students accompanied more by parents in the learning process often show a higher level of self-regulation.
{"title":"Self-regulation-oriented Analysis of Online Learning Behavior and Influencing Factors","authors":"Han Wang, Tao Huang, Yuan Zhao, Yuanyuan Yue, Ye Gao, Jie Gao","doi":"10.1109/ISET52350.2021.00035","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00035","url":null,"abstract":"Due to the role of teachers and students being separated in the learning process, online learning puts forward higher requirements for learners’ self-regulation. This paper puts forward a framework of self-regulation-oriented online learning behavior analysis, collects the data of online learning behaviors of learners in the process of online learning in Ningxia during the online learning period by questionnaire survey, analyzes the self-regulation level of learners from the aspects of environment construction, task strategy, time management, help seeking and self-evaluation, and explores the learning strategies. It is found that most of the learners show a good level of self-regulation, but there is a slight lack in task strategy; there is a significant difference in self-regulation behavior between senior and junior students; students with high perception have stronger self-regulation ability; students accompanied more by parents in the learning process often show a higher level of self-regulation.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115008838","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00056
Yuta Ogai, Sha Rin, Sayaka Tohyama, Masayuki Yamada
We aim to develop a web application system that supports learners by visualizing both cognitive aspects and movements. In this study, we report on the development stage of the system, which aims to automate the server-side process. We used it for training experiments for forward upward circling and confirmed that we could graphically observe the skeletal information and compare movements and speech each time.
{"title":"Development of a Web Application for Sports Skill Acquisition Process Visualization System","authors":"Yuta Ogai, Sha Rin, Sayaka Tohyama, Masayuki Yamada","doi":"10.1109/ISET52350.2021.00056","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00056","url":null,"abstract":"We aim to develop a web application system that supports learners by visualizing both cognitive aspects and movements. In this study, we report on the development stage of the system, which aims to automate the server-side process. We used it for training experiments for forward upward circling and confirmed that we could graphically observe the skeletal information and compare movements and speech each time.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126136374","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00012
Yukari Kato, Chizuko Inoue, Satoshi Yamashita, Hirohito Ishimaru, Tetsu Ueno, S. Ajisaka, S. Higashida, T. Kaneda, T. Doi, Takeshi Wad, Kiyoshi Hayakawa, K. Furuta, Ken'ichi Kitano
This study examines mentor teachers’ learning through supervisory experiences of mentees’ teaching portfolios and collaborative peer-mentoring meetings with other mentors, in the context of developing mentors’ reviewing skills and awareness as professional mentors during an intensive workshop. Qualitative analysis revealed the following three points: (1) mentors understood the importance of having an open attitude toward their mentees and effective communication techniques for encouraging mentees to reconsider their solutions; (2) mentors obtained additional information regarding their own mentors and second opinions from other mentors in peer-mentoring meetings; and (3) mentors benefited from other mentors’ management styles and reflected on their own expertise for engaging in effective mentorship in peer-mentoring meetings.
{"title":"Professional Learning through Mentorship in a Teaching Portfolio Workshop","authors":"Yukari Kato, Chizuko Inoue, Satoshi Yamashita, Hirohito Ishimaru, Tetsu Ueno, S. Ajisaka, S. Higashida, T. Kaneda, T. Doi, Takeshi Wad, Kiyoshi Hayakawa, K. Furuta, Ken'ichi Kitano","doi":"10.1109/ISET52350.2021.00012","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00012","url":null,"abstract":"This study examines mentor teachers’ learning through supervisory experiences of mentees’ teaching portfolios and collaborative peer-mentoring meetings with other mentors, in the context of developing mentors’ reviewing skills and awareness as professional mentors during an intensive workshop. Qualitative analysis revealed the following three points: (1) mentors understood the importance of having an open attitude toward their mentees and effective communication techniques for encouraging mentees to reconsider their solutions; (2) mentors obtained additional information regarding their own mentors and second opinions from other mentors in peer-mentoring meetings; and (3) mentors benefited from other mentors’ management styles and reflected on their own expertise for engaging in effective mentorship in peer-mentoring meetings.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123757305","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00020
Shuquan Li, Manfei Xu
As a key component of the 21st Century competencies, creativity has been highly promoted in school education. The latest senior high school English curriculum of mainland China also emphasizes the cultivation of thinking skills and new sets of English textbooks have been published which claim to incorporate the idea in their material selection and design. Based on a data-driven analysis of the features of instructional language in three sets (i.e., nine volumes) of the 2019 editions of English textbooks for senior high school learners in mainland China, the study reveals that the new textbooks reflect the idea of English teaching reform and are aligned with the latest national English curriculum standards which focus on developing students’ thinking quality along with their English language ability. This study also sheds light on how English teachers can analyze the linguistic features of instructional language in teaching activities, expecting to offer insights on how corpus-assisted textbook analysis is helpful concerning English teaching practice.
{"title":"Features of Instructional Language for Cultivation of Creative Thinking: A Data-driven Analysis of Chinese Senior High School English Textbooks","authors":"Shuquan Li, Manfei Xu","doi":"10.1109/ISET52350.2021.00020","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00020","url":null,"abstract":"As a key component of the 21st Century competencies, creativity has been highly promoted in school education. The latest senior high school English curriculum of mainland China also emphasizes the cultivation of thinking skills and new sets of English textbooks have been published which claim to incorporate the idea in their material selection and design. Based on a data-driven analysis of the features of instructional language in three sets (i.e., nine volumes) of the 2019 editions of English textbooks for senior high school learners in mainland China, the study reveals that the new textbooks reflect the idea of English teaching reform and are aligned with the latest national English curriculum standards which focus on developing students’ thinking quality along with their English language ability. This study also sheds light on how English teachers can analyze the linguistic features of instructional language in teaching activities, expecting to offer insights on how corpus-assisted textbook analysis is helpful concerning English teaching practice.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122551830","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 a hot research field in recent years, game-based teaching is one of the means to promote the teaching reform of "learning in fun" and realize educational informatization. Based on CiteSpace5.7.R4 software, this paper makes a visual analysis of the literature of game-based teaching from 2010 to 2020, and finds that the domestic research hotspots of game-based teaching are mainly "game-based teaching, secondary vocational English teaching, primary school mathematics, application, teaching strategy, teaching mode, kindergarten", etc., and the domestic research hotspots mainly focus on the research of integration with teaching and the application in various disciplines Application research, game-based teaching design and so on.
{"title":"Visualization Analysis of Game-based Teaching in China Based on CiteSpace","authors":"Hao Chen, Xiangchun He, Cuilu Sun, Yingjie Fan, Linsheng Wang, Junfang Chen","doi":"10.1109/ISET52350.2021.00066","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00066","url":null,"abstract":"As a hot research field in recent years, game-based teaching is one of the means to promote the teaching reform of \"learning in fun\" and realize educational informatization. Based on CiteSpace5.7.R4 software, this paper makes a visual analysis of the literature of game-based teaching from 2010 to 2020, and finds that the domestic research hotspots of game-based teaching are mainly \"game-based teaching, secondary vocational English teaching, primary school mathematics, application, teaching strategy, teaching mode, kindergarten\", etc., and the domestic research hotspots mainly focus on the research of integration with teaching and the application in various disciplines Application research, game-based teaching design and so on.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"29 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122155412","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00040
Kaili Lu, Yinghui Shi, Jie Li, H. Yang, Min Xu
This paper investigated college students’ overall levels of learning engagement and smart classroom preferences. A survey was conducted using a sample of college students (n=148) who have studied in the smart classroom environment for a semester in a university in central China. Pearson’s correlation analysis were conducted to investigate the relationship between students’ learning engagement and smart classroom preferences. The results showed that students had a high level of learning engagement and a strong smart classroom preference. Furthermore, each dimension of smart classroom preferences was positively associated with learning engagement in the smart classroom environment. These findings identified that students’ learning engagement can be improved in the smart classroom environment.
{"title":"Study on College Students’ Learning Engagement and Classroom Preferences under the Smart Classroom Environment","authors":"Kaili Lu, Yinghui Shi, Jie Li, H. Yang, Min Xu","doi":"10.1109/ISET52350.2021.00040","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00040","url":null,"abstract":"This paper investigated college students’ overall levels of learning engagement and smart classroom preferences. A survey was conducted using a sample of college students (n=148) who have studied in the smart classroom environment for a semester in a university in central China. Pearson’s correlation analysis were conducted to investigate the relationship between students’ learning engagement and smart classroom preferences. The results showed that students had a high level of learning engagement and a strong smart classroom preference. Furthermore, each dimension of smart classroom preferences was positively associated with learning engagement in the smart classroom environment. These findings identified that students’ learning engagement can be improved in the smart classroom environment.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127577989","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00065
Jialing Zeng, Ruonan Hu, Junjie J. Shang
Spatial ability has been shown to have a strong connection with mathematics learning. Geometry is considered difficult by students due to being weak in spatial ability. This study designed and developed an educational game for spatial ability training and math learning to solve the problems in math classes. Moreover, we examined the effectiveness of the educational game in the context of real math classes by designing an empirical experiment involving two groups of primary school students in grade five (N=64). The results from the experiment showed that the proposed educational game was more effective to enhance math learning compared to original math classes using general media.
{"title":"Design and Development of an Educational Game for Facilitating Spatial Ability and Mathematics Learning","authors":"Jialing Zeng, Ruonan Hu, Junjie J. Shang","doi":"10.1109/ISET52350.2021.00065","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00065","url":null,"abstract":"Spatial ability has been shown to have a strong connection with mathematics learning. Geometry is considered difficult by students due to being weak in spatial ability. This study designed and developed an educational game for spatial ability training and math learning to solve the problems in math classes. Moreover, we examined the effectiveness of the educational game in the context of real math classes by designing an empirical experiment involving two groups of primary school students in grade five (N=64). The results from the experiment showed that the proposed educational game was more effective to enhance math learning compared to original math classes using general media.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131650058","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00032
Ling L. Liang, Qifang Zhong, Mingzhang Zuo, Heng Luo, Zhonghua Wang
Affected by the COVID-19, almost everywhere, including rural areas, had to learn online at home. However, the experience during this period would directly affect the interest and willingness to learn online in the future, especially for rural students. This study examined the factors influencing online learning continuance intention in rural areas by empirical investigations on large-scale online teaching in rural schools from four provinces. About 18000 questionnaires were collected and the structural equation model (SEM) about the proposed expanded Technology Acceptance Model (TAM) in this study showed a high degree of fit, accounting for 64 % of the variance in the continuance intention. It also revealed that perceived usefulness, perceived ease of use, behavioral and emotional engagement all have a positive impact on students’ online learning continuance intention. However, cognitive engagement was not found to affect continuance intention. Finally, it offered some recommendations for educators to optimize the design of large-scale online instructions for rural students in the future and research new external factors of TAM.
{"title":"What Drives Rural Students’ Online Learning Continuance Intention: An SEM Approach","authors":"Ling L. Liang, Qifang Zhong, Mingzhang Zuo, Heng Luo, Zhonghua Wang","doi":"10.1109/ISET52350.2021.00032","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00032","url":null,"abstract":"Affected by the COVID-19, almost everywhere, including rural areas, had to learn online at home. However, the experience during this period would directly affect the interest and willingness to learn online in the future, especially for rural students. This study examined the factors influencing online learning continuance intention in rural areas by empirical investigations on large-scale online teaching in rural schools from four provinces. About 18000 questionnaires were collected and the structural equation model (SEM) about the proposed expanded Technology Acceptance Model (TAM) in this study showed a high degree of fit, accounting for 64 % of the variance in the continuance intention. It also revealed that perceived usefulness, perceived ease of use, behavioral and emotional engagement all have a positive impact on students’ online learning continuance intention. However, cognitive engagement was not found to affect continuance intention. Finally, it offered some recommendations for educators to optimize the design of large-scale online instructions for rural students in the future and research new external factors of TAM.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128556463","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}
Through three elements of thinking style, learning portfolio, and learning outcome, this study analyzes the correlation and explores the learning results of students based on different thinking styles and learning experiences. Thinking styles are based on “Function”, “Form”, “Level”, “Scope”, and “Leaning” five orientations to distinguish between different styles, from which to identify the individual characteristics of students, and through the student’s learning experience on the Learning Management System (LMS), to understand the different personal characteristics of students’ learning styles and learning preferences. Consequently, the teacher can adaptively teach students with different thinking styles according to their characteristics and adjust the teaching strategy interacting with the students in time.
{"title":"Explore Learning Outcome in Terms of Thinking Style and Learning Portfolio","authors":"Cheng-Yu Tsai, Yuzhen Luo, Chih-Tsan Chang, Hung-Hsu Tsai, Pao-Ta Yu","doi":"10.1109/ISET52350.2021.00046","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00046","url":null,"abstract":"Through three elements of thinking style, learning portfolio, and learning outcome, this study analyzes the correlation and explores the learning results of students based on different thinking styles and learning experiences. Thinking styles are based on “Function”, “Form”, “Level”, “Scope”, and “Leaning” five orientations to distinguish between different styles, from which to identify the individual characteristics of students, and through the student’s learning experience on the Learning Management System (LMS), to understand the different personal characteristics of students’ learning styles and learning preferences. Consequently, the teacher can adaptively teach students with different thinking styles according to their characteristics and adjust the teaching strategy interacting with the students in time.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127001527","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 : 2021-08-01DOI: 10.1109/ISET52350.2021.00038
Shiyan He, Minsheng Fan, Zhenhua Liu
Intervention is the most direct link to improve and enhance the learning effect of learning analysis technology, and it is crucial to maintain the learning state. In order to clarify the development prospect of learning intervention research in China, this paper first takes six Chinese core journals in the field of educational technology from 2016 to 2020 as literature sources, and selects 24 papers as research samples to compile a coding table of learning intervention research. The paper samples were quantitatively analyzed from the intervention object, learning situation, learners and intervention model. Then, it explains that learning intervention can support adaptive and personalized learning, facilitate collaborative learning, provide precise teaching services, and improve learning quality. Finally, the future development direction of learning intervention is proposed to further promote the development and application of learning intervention in the field of learning analysis.
{"title":"The Development Prospect of Learning Intervention Research under the Perspective of Learning Analysis","authors":"Shiyan He, Minsheng Fan, Zhenhua Liu","doi":"10.1109/ISET52350.2021.00038","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00038","url":null,"abstract":"Intervention is the most direct link to improve and enhance the learning effect of learning analysis technology, and it is crucial to maintain the learning state. In order to clarify the development prospect of learning intervention research in China, this paper first takes six Chinese core journals in the field of educational technology from 2016 to 2020 as literature sources, and selects 24 papers as research samples to compile a coding table of learning intervention research. The paper samples were quantitatively analyzed from the intervention object, learning situation, learners and intervention model. Then, it explains that learning intervention can support adaptive and personalized learning, facilitate collaborative learning, provide precise teaching services, and improve learning quality. Finally, the future development direction of learning intervention is proposed to further promote the development and application of learning intervention in the field of learning analysis.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130631073","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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