Pub Date : 2021-08-01DOI: 10.1109/ISET52350.2021.00062
Wei Mo, Yi Zhang, Yunhua Fu, Jia-Fei Lin, Hanrui Gao, Yuru Lin
Several previous studies have proved the effectiveness of experiential learning in promoting students’ learning performances. However, some challenges of experiential learning have been stated, such as lack of effective learning support, especially in the classroom environment. This study has been to exploit Scratch programs as an alternative, meaningful, and generalizable way to construct experiential learning scenarios for classroom teaching. In this study, a Scratch-based experiential learning approach was developed to improve students’ learning achievements as well as their learning interest. Moreover, a one group pre-test and post-test experiment was conducted on a Math course in an elementary school. The experimental results display that: (1) The implemented approach can significantly enhance students’ learning achievements; (2) The proposed approach steadily developed students’ learning interest in Math and significantly enhanced students’ learning interest in programming. Moreover, it stimulated high situational interest of students. (3) This approach had more facilitation on the establishment of domain knowledge meaning sense for students with good foundation. (4) There is no significant difference in the impact of this approach on students of different genders.
{"title":"Effects of A Scratch-based Experiential Learning Approach on Students’ Math Learning Achievements and Interest","authors":"Wei Mo, Yi Zhang, Yunhua Fu, Jia-Fei Lin, Hanrui Gao, Yuru Lin","doi":"10.1109/ISET52350.2021.00062","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00062","url":null,"abstract":"Several previous studies have proved the effectiveness of experiential learning in promoting students’ learning performances. However, some challenges of experiential learning have been stated, such as lack of effective learning support, especially in the classroom environment. This study has been to exploit Scratch programs as an alternative, meaningful, and generalizable way to construct experiential learning scenarios for classroom teaching. In this study, a Scratch-based experiential learning approach was developed to improve students’ learning achievements as well as their learning interest. Moreover, a one group pre-test and post-test experiment was conducted on a Math course in an elementary school. The experimental results display that: (1) The implemented approach can significantly enhance students’ learning achievements; (2) The proposed approach steadily developed students’ learning interest in Math and significantly enhanced students’ learning interest in programming. Moreover, it stimulated high situational interest of students. (3) This approach had more facilitation on the establishment of domain knowledge meaning sense for students with good foundation. (4) There is no significant difference in the impact of this approach on students of different genders.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"31 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":"114184026","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/ISET52350.2021.00044
Liu Jun, Yang Juan, Yan Weiwei, Kuang Xiaofang
Attention is one of the key cognitive factors that affect English learning. This paper analyzes the distribution and transfer of learners’ attention in the process of English learning by using eye movements data, and explores the design principles of English learning resources. According to different English learning characteristics, three sets of learning resources are designed. Through the analysis of eye movements data, the design principles of picture learning resources and audio-visual multi-mode learning resources are obtained. Picture learning resources should emphasize the corresponding relationship between pictures and English vocabulary, so as to help learners establish and improve the second language system. The pictures in the learning resources should help learners form the overall cognition of English, rather than establish the corresponding Chinese meaning in English. Audio-visual multi-mode learning resources have a positive effect on the improvement of learners’ English learning ability, but they need to be designed according to different English learning features. At the same time, the coordination of visual and auditory stimuli needs to be changed according to learners’ learning ability.
{"title":"Research on the Design of Primary School English Learning Resources Based on Cognitive Model","authors":"Liu Jun, Yang Juan, Yan Weiwei, Kuang Xiaofang","doi":"10.1109/ISET52350.2021.00044","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00044","url":null,"abstract":"Attention is one of the key cognitive factors that affect English learning. This paper analyzes the distribution and transfer of learners’ attention in the process of English learning by using eye movements data, and explores the design principles of English learning resources. According to different English learning characteristics, three sets of learning resources are designed. Through the analysis of eye movements data, the design principles of picture learning resources and audio-visual multi-mode learning resources are obtained. Picture learning resources should emphasize the corresponding relationship between pictures and English vocabulary, so as to help learners establish and improve the second language system. The pictures in the learning resources should help learners form the overall cognition of English, rather than establish the corresponding Chinese meaning in English. Audio-visual multi-mode learning resources have a positive effect on the improvement of learners’ English learning ability, but they need to be designed according to different English learning features. At the same time, the coordination of visual and auditory stimuli needs to be changed according to learners’ learning ability.","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":"116057852","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/ISET52350.2021.00021
Jun Tian, Xuan Wang, Jin-xin Wang, Daiqi Wang, Can Zuo
By the natural parents are the essentials of educating young generations. In China during Covid-19, especially the lock-down period, parents companied children at home and observed their learning behavior. Parental acceptance of online learning can offer a valuable reference for the further adaptation of online k-12 education. This study used an integrated model of technology acceptance and expected confirmation, demonstrating Parental acceptance by three variables: acceptance, satisfaction, and continuance intention. Moreover, an influential, factor model of Parental acceptance was built, which including teacher support, perceive autonomy and interactivity, technology preference and experience. Measurement and structural data models are verified by using partial least squares regression (PLS), which supports all the hypotheses empirically.
{"title":"Parental Acceptance of Online Learning During Covid-19 Pandemic: A Study Based on Integrated Model of Technology Acceptance and Expected Confirmation","authors":"Jun Tian, Xuan Wang, Jin-xin Wang, Daiqi Wang, Can Zuo","doi":"10.1109/ISET52350.2021.00021","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00021","url":null,"abstract":"By the natural parents are the essentials of educating young generations. In China during Covid-19, especially the lock-down period, parents companied children at home and observed their learning behavior. Parental acceptance of online learning can offer a valuable reference for the further adaptation of online k-12 education. This study used an integrated model of technology acceptance and expected confirmation, demonstrating Parental acceptance by three variables: acceptance, satisfaction, and continuance intention. Moreover, an influential, factor model of Parental acceptance was built, which including teacher support, perceive autonomy and interactivity, technology preference and experience. Measurement and structural data models are verified by using partial least squares regression (PLS), which supports all the hypotheses empirically.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"5 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":"127799852","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/ISET52350.2021.00061
Taro Saiki, Ei-ichi Sato
To solve problems such as lack of appropriate teaching materials in elementary school programming classes, the use of drones was considered. We gave classes using drone for 26 children. All children were able to create a drone program to fly the designated flight route and complete the tasks. In the questionnaire after the class, it was confirmed that there was a high level of interest in programming and that it was effective in understanding unlearned content and active learning.
{"title":"Effective Use of Drone in Elementary School Programming Classes","authors":"Taro Saiki, Ei-ichi Sato","doi":"10.1109/ISET52350.2021.00061","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00061","url":null,"abstract":"To solve problems such as lack of appropriate teaching materials in elementary school programming classes, the use of drones was considered. We gave classes using drone for 26 children. All children were able to create a drone program to fly the designated flight route and complete the tasks. In the questionnaire after the class, it was confirmed that there was a high level of interest in programming and that it was effective in understanding unlearned content and active learning.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"396 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":"115211579","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}
Emotional engagement is identified as a critical issue for assessing online learning performance. With the increasing attention to emotional engagement in online learning, there has been a concomitant rise of needs and interest in investigating the prediction of it. As significant antecedents of emotional engagement, the study explored the effects of the emotion regulation and meta-emotion on online emotional engagement by newly employing a hybrid structural equation modeling-artificial neural network (SEM-ANN) approach with data of 302 students. The SEM analysis indicated that emotion regulation was highly related to meta-emotion, and two dimensions of meta-emotion, emotional clarity and repair were significantly associated with emotional engagement. Besides, emotional repair also fully mediated the link from emotion regulation to emotional engagement. Likewise, the ANN model suggested that emotional clarity and repair predicted emotional engagement, with more than 71% accuracy. The findings implied the critical importance of paying attention to learners’ meta-emotion for promoting emotional engagement and academic achievement. Theoretical and practical implications are discussed.
{"title":"Predicting the Emotional Engagement in Online Learning: A Hybrid Structural Equation Modeling-artificial Neural Network Approach","authors":"Linjie Zhang, Changqin Huang, Tao He, Xuemei Wu, Xizhe Wang, Jianhui Yu","doi":"10.1109/ISET52350.2021.00048","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00048","url":null,"abstract":"Emotional engagement is identified as a critical issue for assessing online learning performance. With the increasing attention to emotional engagement in online learning, there has been a concomitant rise of needs and interest in investigating the prediction of it. As significant antecedents of emotional engagement, the study explored the effects of the emotion regulation and meta-emotion on online emotional engagement by newly employing a hybrid structural equation modeling-artificial neural network (SEM-ANN) approach with data of 302 students. The SEM analysis indicated that emotion regulation was highly related to meta-emotion, and two dimensions of meta-emotion, emotional clarity and repair were significantly associated with emotional engagement. Besides, emotional repair also fully mediated the link from emotion regulation to emotional engagement. Likewise, the ANN model suggested that emotional clarity and repair predicted emotional engagement, with more than 71% accuracy. The findings implied the critical importance of paying attention to learners’ meta-emotion for promoting emotional engagement and academic achievement. Theoretical and practical implications are discussed.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"72 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":"115615391","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/ISET52350.2021.00016
Zhi Liu, Ning Zhang, Shiqi Liu, Sannyuya Liu
SPOC forums are the main vehicle for learners to communicate and interact online. Learners are able to conduct group knowledge construction through collaborative discussions; thus a large amount of text data are generated. These data often reflect learners’ implicit cognitive behaviors. This study aimed to explore the development trajectory of group cognitive behaviors in a SPOC forum among learners, and to further uncover the behavioral regularity that learners’ cognitive behavior may subsequently shift and change over time. Specifically, we collected 35 participants’ forum data across 14 weeks. Lag sequential analysis and epistemic network analysis were jointly adopted to discover cognitive behavior sequence and the connection structure between cognitive behaviors in different learning stages. As discussion progressed in the forum, behavior sequence had the tendency of diversity and the change of cognitive behavior structure was significant. Especially in the final stage, learners’ cognitive behaviors gradually shift to lower-order cognitive behaviors, which may be related to preparation for exams. Therefore, teacher could rethink the design of discussion content and examination style to maintain a relatively high level of cognitive engagement in forum discussion.
{"title":"Development Trajectory of Student Cognitive Behaviors in a SPOC Forum: An Integrated Approach Combining Epistemic Network Analysis and Lag Sequential Analysis","authors":"Zhi Liu, Ning Zhang, Shiqi Liu, Sannyuya Liu","doi":"10.1109/ISET52350.2021.00016","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00016","url":null,"abstract":"SPOC forums are the main vehicle for learners to communicate and interact online. Learners are able to conduct group knowledge construction through collaborative discussions; thus a large amount of text data are generated. These data often reflect learners’ implicit cognitive behaviors. This study aimed to explore the development trajectory of group cognitive behaviors in a SPOC forum among learners, and to further uncover the behavioral regularity that learners’ cognitive behavior may subsequently shift and change over time. Specifically, we collected 35 participants’ forum data across 14 weeks. Lag sequential analysis and epistemic network analysis were jointly adopted to discover cognitive behavior sequence and the connection structure between cognitive behaviors in different learning stages. As discussion progressed in the forum, behavior sequence had the tendency of diversity and the change of cognitive behavior structure was significant. Especially in the final stage, learners’ cognitive behaviors gradually shift to lower-order cognitive behaviors, which may be related to preparation for exams. Therefore, teacher could rethink the design of discussion content and examination style to maintain a relatively high level of cognitive engagement in forum discussion.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"20 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":"126171907","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/ISET52350.2021.00023
Kit‐ling Lau
While the positive effects of technology enhanced language learning on learning English or Chinese as a second language have been widely supported, e-learning has seldom been adopted in the traditional classical Chinese (CC) reading instruction which has long been dominated by the teacher- centered instruction. The study collaborated with Chinese language teachers to design and implement three types of e- learning activities, namely online teaching videos, Internet resources, and digital games, to support students’ learning of CC reading in the out-of-class context. A total of 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after the collaborative project. Both positive and negative comments on the e-learning materials and activities were received from the participating students. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.
{"title":"Using E-learning Activities to Support Classical Chinese Learning in the Out-of-class Context","authors":"Kit‐ling Lau","doi":"10.1109/ISET52350.2021.00023","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00023","url":null,"abstract":"While the positive effects of technology enhanced language learning on learning English or Chinese as a second language have been widely supported, e-learning has seldom been adopted in the traditional classical Chinese (CC) reading instruction which has long been dominated by the teacher- centered instruction. The study collaborated with Chinese language teachers to design and implement three types of e- learning activities, namely online teaching videos, Internet resources, and digital games, to support students’ learning of CC reading in the out-of-class context. A total of 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after the collaborative project. Both positive and negative comments on the e-learning materials and activities were received from the participating students. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"36 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":"124962147","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}
Children with autism have visual processing disorders to external dynamic stimuli. In the face of a large amount of dynamic information in real life, whether children with autism can normally perceive and maintain visual attention is the basis of whether they can make appropriate behavioral responses. Therefore, analyzing their characteristics of visual tracking and processing of dynamic information is particularly important for the learning and development of children with autism. In this study, 41 children with autism aged 3-7 years were recruited as research participants. The free-viewing paradigm and multi-factor in-subject experimental design were adopted. Eye-tracking technology was used to analyze the characteristics of visual tracking and processing of dynamic information in children with autism. The results showed that visual tracking of children with autism was affected by various features of the target. As the target moving speed increased, visual tracking of children with autism became better. They had better visual tracking performance of targets moving in regular paths than irregular paths. They showed less attention to social target than non-social target, which might be one of the reasons for their social disorders. The result of this study would provide a variety of empirical evidence for research in the field of visual tracking of children with autism, and provide guidance for the design of effective interventional learning materials.
{"title":"Research on the Influence of Target Features on the Visual Tracking of Children with Autism","authors":"Kun Zhang, Chenxin Liu, Jingying Chen, Xiaodi Liu, Guangshuai Wang, Rujing Zhang","doi":"10.1109/ISET52350.2021.00049","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00049","url":null,"abstract":"Children with autism have visual processing disorders to external dynamic stimuli. In the face of a large amount of dynamic information in real life, whether children with autism can normally perceive and maintain visual attention is the basis of whether they can make appropriate behavioral responses. Therefore, analyzing their characteristics of visual tracking and processing of dynamic information is particularly important for the learning and development of children with autism. In this study, 41 children with autism aged 3-7 years were recruited as research participants. The free-viewing paradigm and multi-factor in-subject experimental design were adopted. Eye-tracking technology was used to analyze the characteristics of visual tracking and processing of dynamic information in children with autism. The results showed that visual tracking of children with autism was affected by various features of the target. As the target moving speed increased, visual tracking of children with autism became better. They had better visual tracking performance of targets moving in regular paths than irregular paths. They showed less attention to social target than non-social target, which might be one of the reasons for their social disorders. The result of this study would provide a variety of empirical evidence for research in the field of visual tracking of children with autism, and provide guidance for the design of effective interventional learning materials.","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":"128756353","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/ISET52350.2021.00014
Shanyun Kuang, Zhijun Xu, Jiaqi Gui, Jiawen Deng
With the development of the society, interdisciplinary talents are in great demand. But there are many difficulties in training interdisciplinary personnel. It may be a feasible way to add interdisciplinary learners in peer feedback activities by means of IT support. However, there was less studies on peer feedback integrated with. In this study, 100 students from two related majors, were selected for a 5-week experiment of peer feedback. Then, the content of the collected 588 feedback messages was analyzed to explore the relationship between types and ad option. The results showed that the peer feedback integrated with interdisciplinary collaboration enhanced students' motivation and academic self-efficacy significantly, and helped to cultivate interdisciplinary talents. Interdisciplinary students brought new ideas to peers, but they rarely made specific suggestions. There were significant differences in the adoption of different types among feedback messages. Finally, some suggestions were made for interdisciplinary peer feedback from the aspects of participant guidance, scaffold construction, and technology application.
{"title":"Research on the types and adoption of peer feedback integrated with interdisciplinary collaboration","authors":"Shanyun Kuang, Zhijun Xu, Jiaqi Gui, Jiawen Deng","doi":"10.1109/ISET52350.2021.00014","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00014","url":null,"abstract":"With the development of the society, interdisciplinary talents are in great demand. But there are many difficulties in training interdisciplinary personnel. It may be a feasible way to add interdisciplinary learners in peer feedback activities by means of IT support. However, there was less studies on peer feedback integrated with. In this study, 100 students from two related majors, were selected for a 5-week experiment of peer feedback. Then, the content of the collected 588 feedback messages was analyzed to explore the relationship between types and ad option. The results showed that the peer feedback integrated with interdisciplinary collaboration enhanced students' motivation and academic self-efficacy significantly, and helped to cultivate interdisciplinary talents. Interdisciplinary students brought new ideas to peers, but they rarely made specific suggestions. There were significant differences in the adoption of different types among feedback messages. Finally, some suggestions were made for interdisciplinary peer feedback from the aspects of participant guidance, scaffold construction, and technology application.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"4 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":"128322773","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/ISET52350.2021.00029
Can Zuo, Xuan Wang, Jixin Wang, Jun Tian, Yongpeng Cui, Quan Zhou
In the beginning of2020, COVID-19 pandemic emerged in many regions of China, and the spring semester of primary and middle schools was postponed. At the call of "Suspension of Classes but not Learning" by MOE, all educational institutes adopted the online learning methods. However, the home-based online learning lacks teacher supervision, peer support, classroom environment constraints. These intensify students’ attention difficulty when compared -with face-to-face learning in the classroom, which makes students’ learning engagement more important to ensure the learning effect. According to online focus group interviews with the education experts and K-12 teachers respectively, the researchers found out some possible influencing factors to K-12 students’ online learning engagement: perceived teacher involvement, perceived parental involvement, students’ self-discipline, and student emotion. Therefore, this study proposes a prediction model from the above four aspects. By using multivariate linear regression analysis and variance analysis, this study finds: (1) Perceived teacher involvement, perceived parent support, student self-discipline and student emotion all have significant positive effects on online learning engagement. (2) There are significant differences in students’ online learning engagement for different learning stages and different network environments at home Students’ online learning engagement has no significant difference between urban and rural areas.
{"title":"Research on the Influencing Factors of K-12 Students’ Engagement in Home-based Online Learning during COVID-19 Pandemic","authors":"Can Zuo, Xuan Wang, Jixin Wang, Jun Tian, Yongpeng Cui, Quan Zhou","doi":"10.1109/ISET52350.2021.00029","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00029","url":null,"abstract":"In the beginning of2020, COVID-19 pandemic emerged in many regions of China, and the spring semester of primary and middle schools was postponed. At the call of \"Suspension of Classes but not Learning\" by MOE, all educational institutes adopted the online learning methods. However, the home-based online learning lacks teacher supervision, peer support, classroom environment constraints. These intensify students’ attention difficulty when compared -with face-to-face learning in the classroom, which makes students’ learning engagement more important to ensure the learning effect. According to online focus group interviews with the education experts and K-12 teachers respectively, the researchers found out some possible influencing factors to K-12 students’ online learning engagement: perceived teacher involvement, perceived parental involvement, students’ self-discipline, and student emotion. Therefore, this study proposes a prediction model from the above four aspects. By using multivariate linear regression analysis and variance analysis, this study finds: (1) Perceived teacher involvement, perceived parent support, student self-discipline and student emotion all have significant positive effects on online learning engagement. (2) There are significant differences in students’ online learning engagement for different learning stages and different network environments at home Students’ online learning engagement has no significant difference between urban and rural areas.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"130 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":"128689305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：