Innovative Technologies and Learning

One of the models that encourage active learning, self-reliance and self-responsibility in students is STAD (Student Teams Achievement Division) cooperative learning model through Edmodo. The application of this model is expected to improve student learning interest and achievement. The objectives of this study were: (1) Improving student learning interest in Cross Culture Understanding (CCU) course through the implementation of STAD cooperative learning models using Edmodo, and (2) Improving the achievement of students in Cross Culture Understanding (CCU) course through the application of STAD cooperative learning model using Edmodo. The participants are 37 college students in International Business Management. The result showed: (1) students’ learning interest, in general, has increased. Before implementing STAD using Edmodo, students’ learning interest was less than 50. After the model applied then in the first cycle students’ learning interest increased by 77.5% and increased again in the second cycle to 87.78%, and (2) the increasing percentage of competence in Cycle II of 87.78% compared to 64.86% in the first cycle by using the model of STAD Cooperative Learning. In conclusion, the student team achievement divisions technique can be applied through Edmodo to enhance students’ interest and learning achievement on the CCU course successfully.

This study aims to explore the influence of interactive and non-interactive e-books used in nursing education courses on the achievement of high achievement and low achievement students. This study used a quasi-experimental study design with two classes of students as experimental and control groups. Both two groups use the same learning materials. The results of the study show that both e-books have a positive impact on learning outcomes, but interactive e-books are more effective, and learning through interactive e-books is more effective for low-achieving students than for high-achieving students. It also means that this learning method can effectively narrow the gap between high and low students.

Recent years have witnessed serious drug abuse, which has caused numerous societal problems. Schools thus are incorporating anti-drug use into formal curricula. However, current anti-drug courses employ unidirectional or lecture-based approaches, which make anti-drug knowledge acquisition dull and unattractive, thus leading to ineffective outcomes. In order to improve learning effectiveness, this study designed an augmented-reality (AR) board game for university campus drug prevention. Thirty-nine undergraduates with an average age of 19 at an university in Tainan, Taiwan participated in the study. Results show that the AR board game on drug prevention can effectively enhance learning effectiveness. Interviews revealed positive perceptions on usability and joyful learning with the board game.

This study aimed to determine the effectiveness of a game-based situated learning system in oral health education, on middle age and elderly subjects. The learning outcomes of the middle-aged and elderly subjects were measured using an ARCS motivation scale and system usability scale, and by an experimental teaching mobile device. The subjects investigated in this study are all residents of Taichung City, who are aged 45 to 65 years, 15 males and 15 females were enrolled. There were three main results in our research: (1) Most of the middle age and elderly subjects have a positive experience in the use of the game-based situated learning system; (2) Compared to before use of the game-based situated learning system, the middle age and elderly subjects have significantly higher learning outcomes after the use of the system. (3) Compared to before using the game-based situated learning system, the middle age and elderly subjects have significantly higher motivation to learn after the use of the system. To conclude, this study found that a game-based situated learning system can improve the motivation and willingness of middle age and elderly subjects to learn oral health knowledge. In addition, the use of a game-based situated learning system may improve the oral health knowledge of middle age and elderly subjects, and have a positive impact on the behavior of oral health care in these subjects.

In the modern society featuring developed information technology, the integration of technology into various aspects of life has been normal. Studies regarding the integration of technology into educational scenarios have also flourished. This study will integrate the augmented reality (AR) technology into the teaching of natural science for the eighth grade of middle school. This technology assists learners in learning about chemical units, such as “mole number”, “atomic weight” and “molecular weight”, to understand the composition and characteristics of matter. The concepts of this unit are relatively abstract, so the characteristics of AR combined with learners’ life experience can present the world of microscopic particles, which are invisible to the naked eye and complex and abstract, enabling learners to establish correct rules and imagine the microscopic particle world properly and paving a smooth way for future chemistry learning.

STEAM education is currently one of the most important parts of the elementary school curriculum. If STEAM learning can cultivate good problem-solving ability, it will also help improve judgment and thinking abilities. Several voices in the literature have argued for cooperative learning in STEAM courses. Although the effectiveness of course learning often is evaluated using course feedback forms, there is comparatively little emphasis on whether a course succeeds in realizing cooperative learning. For a course involving self-propelled toy-brick cars, there is little research on the application of low-grade pupils. Therefore, based on the integration of STEAM courses into self-propelled toy-brick car learning, this study applied two learning strategies of cooperative learning and individual learning to low-grade pupils in the second grade in elementary schools. After completing the course problem-solving ability indicators were measured and analyzed using the problem-solving ability test. The results show that the mean score of the experimental group in the problem-solving ability test was higher than that of the control group. In the problem-solving ability test, the scores of the two groups were also significantly different, which suggests that cooperative learning is more effective than individual learning strategies.

This paper shows the functionality of an online web-based system to facilitate English collocation learning via videos along with their captions. As videos can be attractive and fun materials for L2 learners who are learning English as a foreign language, this system is hopefully able to support them to be exposed to collocations by watching videos especially in terms of drama types. After recognizing collocations used in drama videos, L2 learners can look for further explanations and instances via an online concordancer integrated into this learning system. There were also functions including knowledge sharing, online assessment, and learning portfolio. In order to detect the usefulness and usability of the proposed system, we initially identified a small sum of the users’ perception as a pilot test. This preliminary result exhibited that these participants agreed the proposed system could help them learn English collocations.

Base on the serious and extensive influences of declining birth-rate with rapid development of Taiwanese higher education institutions, the Taiwanese higher education institutions have started to develop the most effective MOOCs to aggressively increase comprehensive institution revenues with the lowest course costs by means of multiple digital social-media technology in order to formulate the most effective strategic sustainability for surviving in this baptism of fire. Therefore, this research intensively employed the Quality Function Deployment Method of House of Quality (QFD-HOQ) model of qualitative analysis to construct the Most Valuable Social-media Technology MOOCs Interdisciplinary Course Evaluation Model (MVSTMICEM) to induce the most valuable decisive factor of Social-media Technology MOOCs Interdisciplinary Course to deeply explore the three most critical research mainstream topics: “how to offer the most high-quality social-media technology to advance the MOOCs quality for triggering school student’s self-studying interdisciplinary interests, how to supply the most the most diversified MOOCs for attracting corporate employee’s self-studying interdisciplinary demands and how to provide the most multiple-disciplinary MOOCs with the diversified social-media technology for aggressively increasing higher education institution’s revenues with the lowest courses costs.”

Educational robots have become popular and mature in lots of Robot-Assisted Language Learning (RALL) applications in recent years. This paper reports the development of an English Teaching Assistant Robot (ETAR) and its effects on in-class English learning motivation for the first-year university students in Taiwan. The study uses the social robot NAO, with voice and interactive functions, as a classroom assistant to help teachers to train students’ spoken English in the classroom, including single-word and text reading aloud practice, sing-a-song as well as rollcall in class. After a six-week experiment, the results show that the introduction of the ETAR to the freshman English class improved students’ English learning motivation. Moreover, the teachers’ burden of some fixed mechanical work such as rollcall, word pronunciation, and text reading aloud practice can be reduced, and then teachers can have more energy to take care of more low learning-achievement students.

In recent years, the flipped classroom has been widely adopted. It is a student-centered learning model that has been acknowledged in the literatures. However, students’ engagements in the in-class activities of flipped classrooms will affect their overall learning performance. Especially, EFL learners tend to be inactive in English class. It is important for teachers to provide interactive learning activities and get instant feedbacks from the students to keep them engaged in class. Interactive Response Systems (IRS) provides the opportunities for students to interact positively with the teacher. They also allow the teacher to know better of student’s individual learning situation. In this paper, an IRS was conducted in the in-class learning activities of a flipped English classroom. A quasi-experiment was conducted in a primary school in Taiwan to explore the effects of this approach on students’ learning achievement and learning motivation. The experimental results indicate that conducting IRS in flipped English classrooms could significantly improve students’ learning achievement, but the students’ learning motivation was not dramatically promoted.

The immersion of virtual reality (VR) has transcended the existing experience of multimedia teaching. This paper aims to design a virtual reality eye tracker device to analyze the cognitive process of program debugging by adopting virtual reality technology to build a 3D code rendering system and, at the same time, using eye tracking technology to study visual attention as well as to analyze and compare the differences in internal behavioral cognition in terms of program debugging. This paper has 32 students as participants who have studied C++ programming language courses for more than one year in the department of computer science. With Unity 3D development tool, the experiment creates a virtual classroom scene and C++ programming language code. The participants’ eye movements are recorded by an eye tracker device integrated in a Head-Mounted Display (HMD). The eye movement defines the regions of interest (ROIs) according to the division of the program’s function, and the difference in visual attention between various ROIs in the code is discussed when the participant performs the program debugging task. The finding results are expected to improve the dilemma of the existing programming teaching, so that the instructors can provide appropriate teaching aids for students to achieve the purpose of programming teaching and improving the students’ programming competence.

The study focuses on the investigation of English as a foreign language (EFL) students’ learning motivation and style. Moreover, the study highlights the usage of collaborative learning as the teaching strategy, which is different from traditional teaching method. Teacher made EFL students learn collaboratively to see if it could assist them to learn more efficiently. The study recruited 100 tenth-grade students in Kaohsiung City. They were sorted into two classes: one is the experimental class; the other is the control class. In the process of experiment, the English teacher asked the students in Experimental Class some questions based on the textbook content so that the students could conduct group discussions in each lesson of the semester. Regarding the Control Class, the English teacher guides the students to learn the content according to their textbooks, and doesn’t give the students any group discussion questions. The results designate that students’ English learning performance improved and their learning motivation and attitude heightened in the process of collaborative learning. Students have a high evaluation of collaborative learning because their burden in the learning process is reduced. What’s more, they enjoy the fun of interacting with others.

The purpose of this research was to design and development of constructivist web-based learning environment to enhance problem solving process and transfer of learning for computer education student. The developmental research (Type I): design and development process were employed in this study. Several methods used were document analysis, survey and case study. The results revealed that: (1) The designing of constructivist web-based learning environment consisted of the following components; (1) Problem base (2) Resources (3) Cognitive tool (4) Collaboration (5) Related case (6) Fostering problem solving process center (7) Transfer of learning center (8) Social support for education views (9) Scaffolding, and (10) Coaching, (2) The efficiency of this learning environment was evaluated by expert review. It was found that the learning environment is appropriate on 3 aspects: content, instructional design and media. (3) The problem solving process was found from the problem solving process test form (mean = 86.54, S.D = 0.31) and the transfer of learning test form (mean = 81.22, S.D. = 0.21) that every learner passes the 70% criterion of the specific scores, and (4) The students’ opinion towards the learning environment was divided into 3 aspects. They were (1) the contents can be supported concept formation of the learners, (2) characteristic of learning environment was designed for helping learners to easily for learning about in classroom and out of the classroom, (3) the learning environment supported and encouraging learners to enhancing knowledge construction and problem solving process and transfer of learning for the learners.

This study explores using process mining techniques for analysis of Moodle logs. This topic is very interesting because the use and applications of e-learning solutions have been rising for last decade in the Czech Republic in both academic and commercial area. This study explores using process mining techniques to discover student’s activities, navigation paths, and behavior in LMS Moodle. Data from 701 students from Silesian University in Opava, School of Business Administration in Karvina who followed an online course called “Informatics for Economists I” was used. The events log is from the winter semester of the academic year 2016/2017 and consists of 32 984 events, 33 activities which were conducted by 701 students. It was applied process mining techniques that are implemented in a tool called Disco by Fluxicon. The reader should learn from this study about current promising techniques for analyzing data from e-learning systems and especially about using process mining techniques for Moodle events log analysis.

From DeepBlue to AlphaGo, computer game is the drosophila of Artificial Intelligence. For the AI services of assisting human learning, we believe computer board games can also play the role of the drosophila. From the viewpoint of social development, after the rise of AI, human need more ability of logical thinking and judgement than before. Advocating computer games is an excellent tool for the training of logical concepts and hence produces positive impact in our society. Since human Go players have a different process of reasoning compared to Go programs today, we need to develop learning methods that more closely match how humans think. Deep Learning takes inspiration from human cognitive processes and is similar to human intuition. As a result, Go programs developed with Deep Learning generate plays that feel more human. We use Deep Learning and Reinforcement learning to develop scaffolding learning system for Go. The system contains human-like Go programs with various strengths, which allows novice players to learn the game progressively. We also introduced a simplified variant of Go, named Jungo. The game could help the beginners to learning the game of Go.

In the past, Student Engagements were measured in the form of statistical scales. In previous studies, some scholars divided the bad behaviors of students into 19 categories, covering 22 subcategories. These bad behaviors may represent a lack of either Student Engagements or intention to study the course. With the rise of artificial intelligence, some students’ lousy behavior recognition in the classroom can be used as the judgment standard of Student Engagements. In this work, we try to use image processing technology combined with machine learning and use SVM method to determine whether students have the use of mobile phones in the classroom. We divide the processing stage into several parts, namely pre-processing, segmentation, extract features, and machine learning. In the futures, we may use artificial intelligence to judge the dis-behavior of students during class; it is also possible to assist in the validation of research related to such scales in the past.

This paper specifically focuses on how to build a Chinese facial expression database collecting the facial expressions of college students and describes a strategy to develop an automatically detecting technique for academic emotions to support teachers making better decisions in blended and digital learning environments. There are some famous worldwide databases of facial emotion expressions, e.g., Amsterdam Dynamic Facial Expression Set (ADFES), Montreal set of facial displays of emotion, or Brazillian FEI database. Their major collections are full facial expression of western people with very limited Asian or Chinese faces. Because some emotion facial expressions might be culturally bounded, it arises the necessity to develop a Chinese facial expression database as a critical step to develop an automatically facial emotion expression dictating technique with high accuracy.

Virtual worlds are very versatile environments. It isn’t a didactic device narrowly focused on one or a few uses, but it allows a wide range of activities, teaching forms and methods. In the paper’s introductory part, virtual worlds are defined in the conceptual and content areas. Further, their technological concept is described. Using the available knowledge, didactic-technological aspects have been defined to accelerate the use options of these virtual worlds in the role of the educational environment. The research aim is to describe the benefits and drawbacks of using virtual reality in management teaching and to answer the research question RQ: Are managerial skills training in a simulated environment more effective than other teaching methods, thanks to clarity? In the paper’s application part, a research survey on respondents groups A and B is described, whose aim was to compare the deployment of virtual reality in teaching managerial skills of bachelor students with the traditional way of teaching. Subsequently, a questionnaire was carried out by all respondents, where 7 questions were placed with the possibility of evaluation on a scale of 1–5 points where 5 points are the highest ranking. The basic questionnaire file included all respondents. The Student’s T Test was used. Conclusions and recommendations were formed, based on the synthesis of the acquired knowledge.

One of the greatest advantages of Augmented Reality (AR) in education is that AR increases student knowledge construction. This study aimed to design and development of constructivist augmented reality book to enhance analytical thinking. Developmental research (Type I) was employed in this study. Research methodology is developmental research; developmental research consisted of 3 processes which were designing process, developing process, and evaluating process. The procedures were as following: (1) to examine the principles and theories, (2) to synthesize designing framework, (3) to design and develop the constructivist augmented reality book according to above mentioned designing framework, and (4) to evaluate the efficiency of the constructivist augmented reality book. The results revealed that: (1) The constructivist augmented reality book enhancing analytical thinking comprise of 6 components as follows: (1) Problem base, (2) Resources, (3) Collaboration, (4) Scaffolding, (5) Coaching and (6) Analytical thinking training centre. (2) The efficiency of the constructivist augmented reality book enhancing analytical thinking was found to be appropriate as following: learning content, media designing and augmented reality book designing.

Knowledge about astronomy is an important part of natural science; however, students taking the course of observing the outer space and stars cannot efficiently engage in the activity that poor learning outcome results from the limits of time, place, weather, and flat teaching materials. Although simulation software or paper-based planispheres have been applied to support astronomy learning, students cannot clearly understand the three-dimensional nature of astronomical concepts. Recently, due to the rapid advancement of technology, augmented reality (AR) is applied more and more to education. With the support of AR, classrooms are provided with real-and-virtual-combined learning equipment for students to reach the goal of visualizing complicated space relationships and abstract conception. It seems to bring a new opportunity for astronomy learning. However, although there have been studies on applications of augmented reality, few of them are concerned about empirical investigation on astronomical observation. This study therefore aims to establish an augmented-reality learning system on mobile devices and compare the differences among learning aids of a paper-based planisphere, computer simulation, and augmented reality on cognitive learning achievement and stargazing skill on astronomical instruction. Three classes of elementary students, in total, 87 students, participated in this study. One class used augmented reality on mobile devices to conduct astronomical observation, another class used simulation, and the other class used paper-based planispheres. The results indicate that augmented reality was effective in improving astronomy knowledge and stargazing skill.

Learning jazz piano is considered technically difficult. Most people cannot afford private piano tuition and there are many freely available video tutorials on the Internet. This study identified a set of challenging topics associated with learning jazz piano based on popular YouTube jazz piano tutorials. The results suggest that learners are struggling to understand the construction of complex chords in the 12 keys. Most tutorial videos show two parallel keyboards, one physical with the real hands and one virtual keyboard, which the viewers must map onto their own keyboard. Based on these results a series of visualization approaches were explored through a low-fi prototype by augmenting the physical piano keyboard with voicing instructions using a projector.

As the rapid growth of information technology, the demand for proficiency in software programming skyrockets. Compared to teaching with slides traditionally, hands-on programming training is more beneficial and practical. However, it is exhausting and time-consuming for educators to grade all assignments in person. Besides, students may not get feedback immediately to correct their wrong conceptions. Therefore, an automatic grading system is required to grade and send feedback to students. Based on an existing continuous integration system, which checks whether new programs behave as expected, we develop a set of course management tools and deploy an automatic grading system in this paper. Our system requires a server to run and test the programs. However, the server is susceptible to being compromised by hackers. Therefore, how we protect sensitive data and prevent malicious network traffic are demonstrated in this paper as well. The tools were applied in an Android application development course with 140 students enrolled. Around 72% of the students indicate the automatic grading system is beneficial to their learning.

Computer science has become an essential part of many disciplines. Skills of thinking computationally have become increasingly important for everyone. Systematic development of the skills of computational thinking (CT) includes developing the skills of solving problems by defining the problem, solving the problem algorithmically and analyzing the solution. As there has been a rise of teaching CT skills at secondary school level, an instrument for assessing CT skills is needed. The goal of this study is to modify and empirically test an instrument for assessing CT skills. An instrument with 10 tasks was created and a study was conducted with 649 secondary school students. Confirmatory factor analysis is used to confirm that the instrument is suitable for assessing skills of algorithmic design and pattern recognition. Results show that this modified instrument can be used to assess and set directions for developing CT skills at secondary school level.

This study was aimed to (1) to compare the achievement of control group using the interactive learning environment and the regular class, (2) to compare the Algorithmic Thinking of control group using the interactive learning environment and the regular class, (3) to study relationships between Algorithmic Thinking and learner’s achievement of control group and the regular class and (4) study learner’s attitudes learning with interactive learning environment to enhance creative thinking in problem solving. The developmental research (phase III) was employed in this study. The procedures were as following: (1) design process (2) development process (3) evaluation process. The target group is 24 of Bachelor’s degree students in Computer Education, faculty of Education, Khon Kaen University. The result revealed that: (1) The learning achievement of the experimental group was statistically significantly higher than the controlled group at .05; (2) The Algorithmic Thinking of the experimental group was statistically significantly higher than the controlled group at .05; (3) The learning achievement was significantly and positively related to Algorithmic Thinking at the .05 level; and (4) The learners’ attitude of learners towards learning with the interactive learning environment was at the highest level ($$ \overline{X} = 4.52 $$, S.D. = 0.54).

The current information age puts a high premium on programming skills, with education systems around the world rushing to integrate programming instruction into national curricula as early as elementary school. Programming instruction is complicated, however, by inconsistencies in course content and mismatches between instruction goals and the learner’s current ability level, which can lead to learner frustration and poor learning outcomes. Lack of appropriate practice methods also negatively impacts learner performance and knowledge acquisition. This study describes the design of an interactive guided instruction platform for real-time program compiling based on JavaScript. The program learning unit uses text designed with incremental and progressive levels of difficulty, along with a programming assistance learning platform. It provides step-by-step online interactive training using an editing interface that visualizes and compares the execution results of the program, allowing learners to repeatedly practice each task using different approaches and parameters, thus helping learners develop autonomy, critical thinking and self-confidence, thus improving learning motivation and learning outcomes. The course automatically records learner progress, allowing learners to monitor their performance against past performance and current benchmarks, and to plan for future learning. The system detects learning difficulties and bottlenecks, providing appropriate learning assistance as needed, along with support mechanisms including discussion forums and other functions, allowing learners to pose questions and interact with instructors and other learners in a modular mutually assisting community.

Creative thinking is the ability to generate new ideas in various ways due to the adaptability of existing thinking as well as the performance of problem solving. This can foster student’s creative thinking. This study was aimed to synthesize the designing framework of constructivist digital learning environment model to enhance creative thinking for undergraduate students. Research target groups were (1) 90 undergraduate students registered in the faculty of Education and (2) 3 experts for this designing framework. Model Research phase 1 Model Development was employed. Qualitative data was collected by Document Analysis and Survey method, and the data was then analyzed by interpreting and concluding. Research results revealed that the designing framework comprised 5 stages as (1) Activating cognitive structure and creative thinking (2) Supporting cognitive equilibrium (3) Enhancing cognitive structure accommodation (4) Enhancing creative thinking and (5) Supporting and fostering knowledge construction. Besides, the model components consisted of 7 parts as (1) Problem based (2) Learning resources (3) Collaboration center (4) Cognitive tools center (5) Creative thinking center (6) Scaffolding center (7) Coaching center. The evaluation results were hence shown that the designing framework had theoretical validity and consistent with claimed theories.

This research aims to develop a model of mobile application based on user-centered design for academic library services in Thailand. The research sample consists of five hundred undergraduate students selected by two-stage sampling according to the universities and the student levels to define the needs. The other sampling group consists of ten experts for evaluating the model. The data collection was conducted through questionnaires and an evaluation form and was analyzed by descriptive statistics such as arithmetic mean and standard deviation. The results revealed that users’ needs of services were identified in four groups: circulation service (Mean = 3.99), information searching (Mean = 3.97), library facilities (Mean = 3.87), and library public relations (Mean = 3.87). A model was developed from these needs and was then evaluated by the experts. The overall quality is at the highest level (Mean = 4.34) whereby the utility (Mean = 4.53) and propriety (Mean = 4.43) are at the highest level while the feasibility (Mean = 4.20) and accuracy (Mean = 4.20) are at the high level.

The purpose of this research was to synthesize theoretical framework of constructivist web-based learning environment model to enhance mathematical problem solving. The design and development research model is employed in this study. The research procedure consists of four main steps: first step document analysis and examination of learning and teaching context. Second step examining and analyzing the related principles and theories such as learning theory, constructivist theories, mathematical problem solving, media theory, and technology. Third step to study instructional context. The fourth step to synthesize the theoretical framework. The result revealed that: the theoretical framework consisted of 7 bases were as follows: (a) Basic contextual: (i) the education core curriculum, (ii) basic mathematics belong learning area of mathematics in secondary high school, (ii) context for high school mathematics learning focused on thinking and mathematical process skills for higher education. (b) Basic of mathematical problem solving: (i) how to solve it of Polya, (ii) problem solving of Krulik and Rudnick (c) Basic teaching sciences: (i) constructivist theory is cognitive constructivism and social constructivism, (ii) cognitive Theory is information processing theory, schema theory, mental model theory, metacognition theory and cognitive load theory. (d) Basics of learning psychology of constructivist learning environment model: (i) OLEs model, (ii) CLEs model, (iii) SOI model, (iv) cognitive apprenticeship, (v) situated learning. (e) Foundations of media theory: (i) media symbol system, (ii) learning with multimedia. (f) Fundamentals of technology: (i) web-based learning environment, (ii) Facebooks, Line, Google Classrooms. (g) Basic of neuroscience.

Information processing is the process which occurs in human thinking process. It concerns Information processing procedures and information retrieval from long-term memory. Research purpose was to synthesize designing framework of the constructivist learning environment model to enhance information processing and reduce cognitive load for students’ primary grade 5. Model research type was employed by document analysis to synthesize theoretical and designing frameworks. The qualitative data was collected and analyzed by summarizing, interpreting, and method of descriptive analysis. The target groups comprised 9 experts and 30 students each from Anubankhonkaen school, Demonstration of School Khon Kaen University, Elementary Division, and Modindaeng Demonstration School Khon Kaen University, Elementary Division. The data was collected by the following (1) principles and theories study (2) literature review (3) designing framework synthesizing based on information processing principle of Klausmeier (1985) and cognitive load reducing of Sweller (2011). The research results were found that its designing framework comprised 4 processes as (1) Activating cognitive structure and enhancing information processing along with reducing cognitive load (2) Supporting cognitive equilibrium and enhancing information processing along with reducing cognitive load (3) Enhancing knowledge construction and enhancing information processing along with reducing cognitive load and (4) Supporting and fostering knowledge construction. It as well consisted of 7 components as (1) Problem base (2) Vocabulary Bank (3) Brainstorming center (4) Information processing enhancing and cognitive load reducing center (5) Cognitive tool center (6) Scaffolding center and (7) Coaching center.

It is important to start from an early age to educate cyber users about cyber safety so that the cyber users can be cyber safety aware. It would then be the right step to take in educating cyber users already at school level. Out of research done it was clear that the educators in South African schools does not have the right resources, knowledge and skills to enhance schools cyber users cyber safety awareness. A scoping review was performed to identify resources to establish the knowledge areas and skills that the educators need to enhance the cyber safety awareness within the South African schools. This research recommends a number of knowledge areas and skills through a proposed theoretical framework that can be used to create and enhance cyber safety awareness.

Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schön’s ‘Theory of Action’ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schön’s theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educations’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schön’s theory that has been developed through two recent studies, and invites its application in future research and development.

Readability is referred to as the degree of difficulty to which an given text (article) can be understood by readers. When readers are reading a text with high readability, they will achieve better comprehension and learning retention. However, it has been a long-standing critical challenge to develop effective readability prediction models that can automatically and accurately assess the readability of a given text. When building readability prediction models for the Chinese language, word segmentation ambiguity is often a knotty problem that will inevitably happen in the pre-processing of texts. In view of this, we present in this paper a novel readability prediction approach for the Chinese language, building on a recently proposed, so-called Bidirectional Encoder Representation from Transformers (BERT) model that can capture both syntactic and semantic information of a text directly from its character-level representation. With the BERT-based readability prediction model that takes consecutive character-level representations as its input, we effectively assess the readability of a given text without the need of performing error-prone word segmentation. We empirically evaluate the performance of our BERT-based readability prediction model on a benchmark task, by comparing it with a strong baseline that utilizes a celebrated classification model (named fastText) in conjunction with word-level presentations. The results demonstrate that the BERT-based model with character-level representations can perform on par with the fastText-based model with word-level representations, yielding the accuracy of 78.45% on average. This finding also offers the promise of conducting readability assessment of a text in Chinese directly based on character-level representations.

Innovation in education encourages stakeholders to explore and apply different ways of looking at problems and solving them. Large-scale community projects (LSCPs) in a higher education institution (HEI), provide an ideal environment for combining curriculum outcomes, education innovation, real-world engagement and knowledge assets. However, current research that focuses on knowledge asset management in innovative learning is limited, and this study aims to contribute a holistic approach for managing knowledge assets in this context. In this study, we designed a knowledge asset management framework for LSCPs in higher education taking cognisance of innovative educational model characteristics. We applied the framework by mapping it to a community project module from an HEI using the elements of the framework as a guide. By using the knowledge asset management framework for LSCPs in higher education, an HEI can ensure that their community module enables strong support to the community, that students’ knowledge and skills are enhanced and that all new knowledge assets created during the project delivery, are captured and stored using innovative technology sets.

Humans are still the weakest link in the cyber security system. In order to correct cybersecurity behaviour, it is important to understand both the behaviour as well as the cause of the behaviour. In an effort towards the latter, researchers have conducted empirical studies that investigate the constructs of cybersecurity behaviour. This approach has led to a plethora of constructs being proposed as the determinates of cybersecurity behavior. The large number of constructs make it difficult to decide which constructs to focus on when designing cybersecurity behavior interventions. This problem is not unique to cybersecurity behaviour. A similar problem exists in the medical domain. One proposed solution, that achieved good results in the medical domain, is the use of the Theoretical Domain Framework. The contribution of the current paper is a mapping of the constructs found in cybersecurity behaviour, to the Theoretical Domain Framework. This has been achieved by a systematic literature survey. The significance of the study is the identification and of the main behavioural constructs used in the cybersecurity domain. The findings of this research are aimed at being used as a basis when planning theory-based interventions for cybersecurity behaviour change.

The literature review and the investigations that have been conducted show that there is a need for a framework that would integrate ICT security awareness into the South African education system. The state of the current usage of ICT in South Africa was investigated as well as the level of ICT security awareness among South African school learners. A gap analysis between the two spheres of ICT security awareness and ICT in education showed that there was indeed a problem. A vigorous research methodology using among others an extensive questionnaire and themes was used to propose a framework that would attempt to provide a solution to the identified problem. After receiving feedback from the research participants, the proposed framework underwent an analysis phase and it was improved and the responses were incorporated to it. A framework called the South African ICT Security Awareness Framework for Education (SAISAFE) has been proposed in this research. This paper presents the process that was undertaken in order to formulate the proposed framework. The complete proposed framework and a brief description of its components are also presented in this paper.

It is difficult and important to teach Chinese characters to foreign students. Graphic method has the property of visibility, so it is appropriate to use this method in the teaching Chinese as a foreign language. In order to verify the practical effect of the graphic method, a study was conducted and formative evaluation system was established. The research results shows that the graphic method is helpful to students’ understanding and memory, to enhance the students’ interest in learning. So it is beneficial to use graphic method in the teaching.

How to select current events is decisive for teaching effects of international laws. The author proposes based on years of practical teaching experiences in international laws that selected current events shall be pertinent, timely, appropriate and extensible. This paper intends to empirically analyse if these four standards for case selection are favourable for improving teaching of international laws. The research findings of this paper are as follows: (1) Observe if the four standards for selecting cases about international laws are easy to practise in routine teaching of international laws; (2) arrange tests for students to confirm if these standards for case selection are helpful for teaching international laws.

Since augmented reality (AR) technology has the characteristics of enhancing display effect and real interaction with human beings, it has been widely used in different scenarios of education. However, the AR technology usually requires a corresponding equipment such as a head mounted display (HMD) to display, so its application scope is limited in many aspects. This paper uses the Unity development tools to develop an AR application, which can display three-dimensional (3D) structural models corresponding to different three views of a geometric object on mobile smartphones. During the learning process of engineering drawing, different three views can be scanned by the application, and the corresponding 3D model is automatically restored. By combining the virtual 3D structure with the real world experience, students can better learn engineering drawing courses in the virtual combined environment. The survey results show that the AR application can effectively improve students’ understanding and cognizing of 3D objects in engineering drawing learning.

Nowadays, it is no longer appropriate to evaluate students’ performance just only using the final exam scores, the learning procedure should be taken into account as the compensation. Online discussion is widely employed and is one important component in blend learning. Combining participation and the depth of thinking, we propose a model to evaluate students’ performance in online discussion as a compensation for the final evaluation. Further on, we examine the key factors that affect the discussion performance. The result reveals that with/without the instructor’s participation, the questions level and the form to initial a question affect the students’ behavior pattern and discussion performance, and more, besides of instructors, those “Discussion Leader” who are active in discussion and always give deep level posts have the same effect as the instructors on the discussion.

The assessment of the Internet of Things (IoT) security is not easy because it consists of not only conceptual knowledge but also procedural knowledge, and can be regarded as the hands-on assessment. Therefore, in this study, a scheme of Online Simulated Test Activity (OSTA) is proposed to facilitate the online assessment of IoT security. An assessment activity built based on OSTA scheme is able to allow students to virtually operate and interact with the simulated IoT Security scenario, i.e., IP Camera Security, and to offer them the diagnostic reports after the assessment. Accordingly, the assessment performance in IoT Security subject can thus be expected to be improved.

Computational thinking (CT) is gaining recognition as an important skill set for students, both in computer science and other disciplines. Digital computer games have proven to be attractive and engaging for fostering CT. Even though there are a number of promising studies of games that teach CT, most of these do not consider whether students are learning CT skills or adapt to individual players’ needs. Instead, they boost theoretical knowledge and promote student motivation in CT by usually following a computer-assisted instruction concept that is predefined and rigid, offering no adaptability to each student. To overcome such problems, by benefiting from a probabilistic model that deals with uncertainty, Bayesian Network (BN), we propose an adaptive CT game called AutoThinking. It seeks to engage players through personalized and fun game play while offering timely visualized hints, feedback, and tutorials which cues players to learn skills and concepts tailored to their abilities. The application of BN to AutoThinking not only adaptively provides multiple descriptions of learning materials (by offering adaptive textual, graphical, and video tutorials), similar to the natural way that teachers use in classrooms, but also creatively integrates adaptivity within gameplay by directing the cats (non-player characters) to a specific zone on the game according to players’ ability. Consequently, these adaptive features enable AutoThinking to engage players in an individually tailored gameplay and instill CT concepts and skills.

This study created the “Challenges from the Industry X Solutions from Talents” mechanism, which emphasizes learning from doing instead of traditional talent cultivation modes by aligning artificial intelligence (AI) talents with critical problems of enterprises. The problem-solving process begins with industry AI demands. This paper design a platform, AIGO, aiming to cultivate AI talents, and enabling them to solve real-world industrial problems. The platform is composed of competition, learning and community.

This study used case study method studying two cases with disabilities. The study starts with surveying the digital application status and digital learning needs of the two cases, followed by designing customized digital learning courses for the two cases, and then assessed the impact of the learning on the cases about their overall life quality. Data collection includes quantitative data (two questionnaires) and qualitative data (course feedback and responses and interview records). The former is analyzed by Excel software, while the latter is analyzed by content analysis. The study found that the customized digital learning courses could help the cases effectively improve their social relationships and breaking the limitations of their learning environment. However, such effect might vary depending upon the individual characteristics and their independence degree of learning.

In recent years, the Internet Celebrities (ICs) have emerged as the most influential factor on adolescents. Although ICs are simply other users uploading their user-generated content (UGC), they attract followers through their unique combination of similarity, sociability, and a sense of being different from the audience. While ICs were widely discussed in fields like marketing and youth culture, few researches studied their education value. Our study utilize Uses and Gratifications Theory to extract students’ perceptive motivation to learn from ICs’ videos. We surveyed 101 high school students about their motivations to use ICs’ video to learn enterprise finance. These students considered Entertainment, Convenience, and Information were major gratifications they would get by learning from ICs’ videos. We also found past experience with ICs’ videos did influence student’s perceptive Escapism gratification.

Organisations with a learning organisation concept are finding a better position in response to external stimuli, greater flexibility (and therefore the ability to keep up with development) or to improve corporate image through this concept. Employee satisfaction can also be improved by promoting learning. So far, only a few studies have been performed on Czech Republic territory using the Dimension of Learning Organisation Questionnaire. The aim of this study is to compare results in the 2018 and 2019 surveys conducted in the IT sector and secondary schools in the Czech Republic. The results show that there is a statistically significant difference in the significance level p = 0.05 in 2018 between the age categories 11–20 years and 21–30 years (p = 0.04) in relation to the evaluation of the individual dimensions of the learning organisation. Simultaneously, there is a statistically significant difference between the average dimension rating for organisations with less than 250 employees in 2018 and 2019 (p = 0.02). Overall, after comparing the surveys, it is argued that the implementation rate of a learning organisation in the IT sector and in the secondary school sector is roughly the same.

This study aimed to explore the interplay between 10th grade students’ decision-making abilities and their co-regulated behaviors in groups on socio-scientific issues. The mixed method was employed in the current study with convenient sampling to invite 38 students participating. They engaged in an SSI decision-making learning module collaboratively (paired in a group). The results of leg sequential analysis manifested that HIRG (higher informal reasoning groups) focused on identifying the demands of the learning task. They would set a specific goal and used strategies after clarifying the demands of the learning task. They also actively regulated their cognitive performance after some monitoring and evaluating behaviors. Students demonstrated higher informal reasoning and employed a specific decision-making strategy in groups in an SSI context if they could clarify the task demands and set a clear goal associated with actively monitoring and regulating their collaborative learning. Further, students’ co-regulation was coded as self-regulation, co-regulation, and social shared regulation. In general, the number of students’ self-regulation behaviors was identified quite few, and the number of social shared regulation were higher than that of co-regulation. HIRG attempted to perform more social shared regulation for their decision making on the SSI.

Graduateness in higher education research forms part of the discourse on the readiness of graduates to take their rightful place as productive citizen in the professional world. The link between graduateness and employability is characterized by a collection of attributes and professional skills that makes a graduate employable. Although the task of developing graduateness is regarded as a critical outcome to enable students to obtain employment it is not directly addressed in the modules that comprise a degree. Academics find it difficult to incorporate the noncognitive attributes of graduateness in teaching partly because of a lack of clear definitions. As a result of this lack in an ODL context, it may be even more difficult to develop students’ graduateness than in a residential setup. By analyzing approaches to develop graduateness through a Role Theory lenses it is possible to come to an understanding of the roles, behaviors and expectations evident in the key participants in developing graduateness. These aspects are expressed and captured in a model that serves as the foundation for creating approaches to the development of graduateness in an ODL context.

The Semantic Web extends the read/write Web 2.0, allowing meaning to be assigned to content and the links between content, leading to the machine processability of this content and potential benefit to teaching and learning. Considering the difficulty that research students have with the concepts that make up the structure of a research methodology, this research explored the value of using a semantic wiki to support the learning and teaching of this structure in computing fields of study. This will add to current online approaches to research methodology learning as well as the use of the Semantic Web in and for learning. Following a design science research approach, a conceptual model of the domain led to an ontology, which formed the basis of the content and structure of the semantic wiki. Research methodology concepts and relationships were realised in the wiki and semantic annotations added to allow improved presentation and exploration of domain knowledge. The wiki was evaluated by both supervisors and research students, finding that there was value in the approach, but that it was not a quick-fix solution.

Peer review and peer feedback is a mechanism that can have a positive effect on the quality of assignment essays. Reviewers need an education on what is a good review and how to conduct a review. A peer review process was implemented at a fourth-year information and cyber security module. The process did not result in any significant higher quality essays. This study evaluates the process as well as the results to determine what lessons can be learned from the process. The study highlights the importance of a strong correlation between the mark rubric and the list of identified characteristics of a good essay. The study strengthens the fact that student reviewers need to be educated in the review process and review aspects.

The purpose of this research was to synthesize theoretical framework and designing framework of web-based learning environment model based on constructivist theory to enhance Digital Literacy skill. The research was documentary research. The procedures were as following: (1) To examine and analyze the principles and theories (2) To review relevant literature (3) To explore the context concerning (4) To synthesize theoretical framework and designing framework of constructivist web-based learning environment. Using the framework of digital literacy, UNESCO (2011) as following on three principles: (1) the skills and knowledge to use a variety of digital media; (2) the ability to critically understand digital media content and applications; and (3) the knowledge and capacity to create (content) with digital technology. The result revealed that: Constructivist web-based learning environment comprise of 6 components as following: (1) Learning Task (2) Learning Resource Center (3) Digital Literacy center (4) Cognitive tool (5) Scaffolding center and (6) Coaching center.

The decrease in the cost of ICT devices has seen a steady increase in ICT users connecting to cyberspace. The number of cyber users has increased over the years and across the globe. One group of cyber users that actively participates in cyberspace are the youth (school learners) that use cyberspace or education and socializing. However, school learners do not have the required cyber safety awareness, skills and knowledge to protect themselves and their information in cyberspace. These cyber users participate on social media sites, on instant messaging forums and use the web to gather information. Being a cyber user has numerous advantages for any cyber user. However, these cyber users are also exposed to a wide range of cyber dangers within cyberspace. It is therefore vital that all cyber users in cyberspace be aware of various negative cyber incidents that can occur. Examples of such incidents include identity theft, hacking, sexting and the receiving of unwanted material. It is therefore vital that all cyber users be aware of the cyber risks and threats and know how to address or avoid a cyber threat. This research aims to (1) identify different building blocks that are needed to establish and grow a cyber safety culture in South Africa, (2) identify the different cyber safety topics to include in the cyber safety curriculum, (3) identify the 21st century learning skills that underpin cyber safety awareness, education, knowledge and skills development, and lastly, (4) provide a presentation method for a cyber safety approach.

Gamification can heighten student motivation and make learning more engaging. Several literature reviews focus on the effects of gamification; however, no work to date has been done that exclusively examine qualitative studies in higher education. In this paper, we systematically review existing literature on gamification in Information Systems (IS) research to identify qualitative topics studied. We synthesise relevant studies with the concept of an information ecology to show how important sociocultural dimensions and participatory design are for sustainable and successful gamification in higher education. We deploy Hermeneutics as a theoretical lens. The hermeneutic circle, in particular, allows us to understand a complex ‘whole’ of a gamification information ecology from presuppositions about the sociocultural dimensions of its ‘parts’, and their interconnectedness. The paper furthermore argues for iterative methodologies to assist designers, practitioners and users to co-evolve towards a sustainable gamification solution. Iterative methodologies typically take highly participatory and cyclic approaches that allow stakeholders to systematically investigate and develop effective and sustainable solutions.

Advances in Internet technologies have enabled students to improve their learning experiences by making use of diverse sources of information and knowledge. The teaching model of the twenty-first century is gradually changing. The learning center of the student is no longer a teacher but the student himself/herself. Today, teachers are no longer the soul of teaching but the student is increasingly involved in the learning process. But students are easily affected by emotions in learning efficiency. Research has shown that learning experience can be good when students are in positive moods whereas negative emotions have the opposite effect. To improve the student’s learning efficiency, teachers who are students must understand their learning emotions. When students’ emotions are negative, teachers must step in to provide assistance to the students in their studies. This study analyzed brain wave signals and classified brain wave emotions by using the support vector machine (SVM) method. Brain wave emotional analysis results provide the teacher’s emotions during the learning process. When students are in negative moods, teachers can intervene to assist students during learning in due course.

This system enables the learner more clearly comprehend the delivered courses through comparing or combining different contents showed simultaneously among screens. Lecturers also can utilize the multichannel stimulation to design multimedia materials on multi-screen to increase the learning effects. Likewise, the system supports functions of drawing lines, marks making, or handwriting which is similar to the traditional black board teaching. Moreover, the system adds the KINECT body control allowing more flexible adjustments like switching pages and switching the placement of counterpart screens with body movements. On the other hand, this paper also proposed an editing system for easier reproducing teaching materials based on a multi-screen system. Except for the basic marks making function, the drag and drop editing design of the editing system helps lecturers reference their lecturing contents. This multiscreen projecting system was applied in college courses and successfully proved that it does enhance the learning effectively.

As an emerging technology and a factor of the era’s progress, blockchain technologies have gained considerable attention in recent years. Knowledge on blockchain technologies has become important for students. Gameplay experiences foster learning as players accomplish game tasks in virtual environments. In this study, we combine the “learning by teaching” and “learning through play” to create a digital game-based learning environment for learning blockchain technologies. This study proposes and evaluates an innovative way of how the knowledge of blockchain technologies can be taught via a role-playing game (RPG), or 3D animation and comic teaching materials. To enhance the knowledge and literacy of computer science students, we designed and developed an RPG teaching material using the flipped learning and task clearance modes, which helps undergraduate students learn about and improve their cognition of blockchain technologies.

The purpose of this research is to design and develop of the constructivist web-based learning environment with augmented reality to enhance critical reading for first-year information technology students of two-year college in Cambodia. The design and development research model is employed in this study [11]. The research procedure consists of four main steps: (1.) document analysis and examination of learning and teaching context, (2.) examining and analyzing the related principles and theories such as learning theory, Constructivist theories, critical reading, media theory, and technology (3.) synthesizing of the theoretical framework based on the reviewed principles and theories, (4.) synthesizing design framework for the constructivist web-based learning environment to enhance critical reading based on the theoretical framework. The participants of this study consisted of seven experts. The result of this study who that there are six basic elements of the theoretical framework includes (1) psychological base, (2) pedagogical base, (3) contextual base, (4) critical reading base, (5) media theory base, and (6) technological base. The designing framework has four mains components as following: (1.) the activation of cognitive structure and critical reading enhancement, (2.) the enhancement of cognitive equilibrium, (3.) the enhancing of knowledge construction and critical reading, and (4.) the enhancement and support of knowledge construction, and the designing frameworks has 7 elements as following: (1.) Problem base, (2.) Learning resources center, (3.) Collaboration center, (4.) Cognitive tools, (5.) Critical Reading center, (6.) Scaffolding, and (7.) Coaching center.

South African students use mobile devices as information access and interaction tools in their daily lives but seldom use them for learning. The question is why online students minimally choose to use mobile devices for learning despite empirical case study evidence that supports m-learning. To get an answer to this question, this study investigated the factors that influence students’ intention to choose to use mobile devices for learning. The study adopted the Procedure for Conceptual Framework Analysis to carry a literature analysis of selected South African m-learning case studies, ICT policies, educational ICT policies, and grey ICT reports. The result of this study is a proposed conceptual framework that categorizes factors that influence students’ intention to choose to use mobile devices for learning into Country Mobile Phone Environment Factors, Educational Institution Factors, Educator Factors and Student Factors. The categories are valuable for they inform strategic planning and implementation of mobile learning services whilst ensuring the needed cooperation with students at educational institutions.

The purpose of this study is to develop and evaluate a mobile-assisted Chinese language learning app that introduces hundreds of fundamental Chinese characters with an innovative method, namely the Key-Image Mnemonics (KIM). This method is developed based on cognitive and learning theories (i.e., the Elaboration Theory, the Dual Coding Theory, and the Key-Word Method) and the effectiveness of this method in Chinese-as-foreign/second-language (CFL/CSL) learning is strongly supported by laboratory and classroom studies. In this paper, mobile technologies were applied to enhance the effect of this Key-Image Mnemonics. Firstly, we reviewed background research in the fields of mobile learning and character learning of CSL/CFL learners. Second, we presented the framework and development of the app, Chinese Key-Image Learning, which aims to support autonomous learning of CFL/CSL learners. Specifically, this app provides handwriting practices with instant feedback, including handwriting demonstration, evaluation, and error correction. Finally, we conducted a focus group to gather feedback from Chinese teachers and students to understand their perceived usefulness, perceived ease of use, and perceived enjoyment after using this app. The evaluation included both quantitative and qualitative aspects. Implications for using this app in supporting character learning of CFL/CSL learners as well as our future work are discussed.

Technology assists learning and teaching covers a great deal of research and yet there are relatively few studies suggesting paths how language instructors help L2 learners cope with learning by implementing augmented reality techniques. Thus, the purpose of this study was to investigate whether the implementation of augmented reality technique helps increasing EFL learners’ learning effectiveness and motivation. The research took place at a private university in the northern part of Taiwan. 216 freshmen participated in the study. Mixed method was applied in the study. The questionnaire of augmented reality technique assists learning L2 effectiveness and satisfaction were implemented at the first section of the data collection. In addition, the use of semi-structure interview and field note techniques were carried out to be the main method of gathering qualitative research data. 12 Participants were randomly selected and asked to reflect on how technology operates in the English learning context and how AR technique creates the model of interactive learning environments after participants’ learning practices. The results indicated that implementing augmented reality technique was a vital strategy for producing independent thinkers and learners.

In this study we aim to design and implement a handheld Chinese reading system to facilitate Chinese classic literature reading. In order to well design the system, before the system design and implementation, we used the classic Chinese literature, Dream of the Red Chamber, as the reading content for our example, to conduct the needs analysis survey on line. We wanted to investigate the target users’ reading behaviors, difficulties in reading Chinese classic literature, reading experiences with the Dream of the Red Chamber, and personal preferences of the proposed system in terms of shapes and colors of the cloud images, etc. Eventually, the results of data analysis would be helpful for our system design and implementation. Thus we present a conceptual framework of the system based on the data and feedback from the participants. It is our hope with the constructive feedback from the potential users, we will be able to build a significant Chinese reading system to meet the user’s actual needs and expectation so as to foster classic Chinese reading enhanced by the emerging information technologies.

Blockchain technology, a secure ledger of transactions distributed among a network of computers is the technology that enables value transaction on the Internet, which has the potential to create new foundations for our economic and social systems. Blockchain technology has widely been used in the finance and e-commerce industries for processing payments and smart contracts. Consensus algorithms, which are used to achieve agreement on data among distributed systems, are mostly determine by the type of blockchain, i.e. public, private, or federated, and are used for the verification and validation of transactions in such blockchain platforms. Current application of blockchain technology in the educational sector has mostly been for keeping student records, storing and validating diploma and degree certificate for academic credentials. Most of the available consensus algorithms for blockchain provide some form of reward to miners e.g. in the form of cryptocurrency. For blockchain to be adapted and used for other educational applications such as the creation of learning contents, the right consensus algorithm is needed. Since a Learning Content Creation will have little or no reward for participants and also not need “mining”, the consensus model selection will need to treat participants fairly so to not push them away. In this introductory paper, we briefly review the available consensus algorithms and provide our insight how the Blockchain framework can be adapted for instructional design and learning content creation. A proposed framework which will lead to further studies and the development of such system is discussed here.

Cross-disciplinary integration is one of the most important strategies for current education and technologies development. Although literary creation and technology have always belonged to different disciplines, they have far-reaching effects on each other. This paper addresses the influence of the grand vision regarding science and technology in series of novels during the late period of the Qing Dynasty. Scholars at that time have a very strong technological vision and literary creativity. Through observing serial novels in Shanghai at that time, we learn that the demand for a large number of popular literary markets in the Beijing-Tianjin region did cause such works to be released one after another. Therefore, we should re-observe the officer’s mind and people’s mind during the late period of the Qing Dynasty, and strive to integrate literary thoughts and scientific education in the future world. At the same time, in a cross-disciplinary integrated knowledge system, we need to jointly develop and practice the infinite creative value of life.

Innovative technologies and learning in a third-year Computing module, especially when providing open access to education and learning, served as the rationale for this study. The aim is reporting on findings from the pilot phase of a Student Module Evaluation (SME). The authors review applicable theoretical conceptual frameworks, and literature into teaching and learning, addressing the challenges of computing education in an Open and Distance e-Learning (ODeL) environment. The mixed-methods methodology resulted in mainly quantitative findings, with qualitative findings providing details regarding what students enjoyed about the module, whether students prefer it presented as a year module, how the module can be improved, and further comments. The findings provided data towards the aim of evaluation and improvement. Regarding possible future work, following the outcome of this pilot, full-scale roll outs of SMEs are planned, employing an automated tool. The significance of the paper lies in presenting original work contributing to debate in the fields of ODeL and technology enhanced learning, closing research gaps.

As a recognition of the importance of teachers’ beliefs for developing robust ICT use in the schools, this paper investigates how teacher beliefs have changed from the implementation phase in the early 2000s and up to present time. Utilising data from the national Norwegian survey “Monitor school”, variables on the amount of ICT used by teachers in the classroom are used as predictor for the teachers’ beliefs about technology. The data is drawn from 6 datasets (2003, 2005, 2007, 2009, 2011 and 2016) and encompass 3032 teachers in 7th, 9th and 2nd upper secondary grade. Three variables of teachers’ beliefs about technology covers aspects of ICT and differentiation, variation and motivation. The findings point at the fact that teachers already in 2003 were positive towards technology, but that their beliefs about the benefits of using ICT in teaching increased substantially between 2005 and 2007. Furthermore, the impact of teachers’ use of ICT on their beliefs is seen only with a moderate, although significant estimate.

When bringing innovative technology into school education it has been challenging to get full benefits from the technology. Instead of seeking new ways of teaching we tend to adapt the use of technology to traditional ways of teaching. This can relate to the fact that we lack theoretical concepts that help us rethink and revise our practices. In Norwegian curriculum we see different learning discourses represented, that makes it difficult to change our concept of knowledge. It is therefore time to look for new ways of understanding the concept of knowledge, to be able to build new perspective on learning and teaching that opens for a more innovate way of using technology in education. George Siemens’ connectivism gives interesting contributions to this transformative process, and may inspire to new concepts of knowledge.

Chulalongkorn University has been utilizing information systems for course administration system, named CU-CAS, to help manage the course syllabus, course contents and course satisfaction survey. While current students have been selecting courses based on information from seniors and friends, we recognize that the data from CU-CAS could be useful in selecting course, but have not been fully utilized. Therefore, this project aims to design a data dashboard to help students select courses to register, based on the data from course satisfaction survey by students from the past three years of course offerings. In this work, we developed CU-CAS data visualization using Google Data Studio. Data were analyzed and presented the overall of the evaluation result in term of dashboard. According to our pilot study, students make decisions for enrollment by comparing the evaluation result in the past three years, in the form of different indicators. We also collected and analyzed data from the student blogs that review courses that they took using word cloud and Markov chain. Both data from CU-CAS and blogs will be represented to students to help students make decision in registering courses. This project is one of the e orts to utilize data in a way that is easy to understand to students, allow Chulalongkorn University to understand students learning behavior, and bring back to plan and adjust teaching strategies.

The aim of this paper is to highlight use of the flipped classroom method, and how teachers perceive this teaching practice. More specific the research focus on whether the teachers’ experience that the model leads to increased motivation in the students learning process. The background for the research is generated from qualitative interviews with teachers, and the empirical data obtained is from semi-structured interviews with these informants. The results show that the flipped classroom method in fact did increase participation and cooperation, which in turn generated motivation and willing students. The teachers got more time for guidance of each student, which provided more solid knowledge on each student’s academic level.

The purpose of this research is to synthesize the develop Framework of constructivist web-based learning environment model to enhance Critical Thinking for primary students. Model research was employed in this study (Richey & Klein, 2007), which focuses on processes of design and model development. The research procedures consist of three major steps: (1) document analysis and examination of learning and teaching context, (2) analyzing related principles and theories such as learning theory, Constructivist theories, Critical thinking, media theory and technology, and (3) synthesizing the theoretical framework and designing framework for Constructivist web-based learning environment model to enhance Critical thinking based on the reviewed principles and theories. The participants of this study were experts from various fields such as theorists, designers, developers, evaluators, researchers, and learners. The results of the study show that there are five basic elements of the theoretical framework includes (1) psychological base, (2) pedagogical base, (3) contextual base, (4) Critical Thinking base, (5) Media theory and Technology base, and. The designing framework has four mains components as following (1.) The activation of cognitive structure and enhance critical thinking, (2.) The enhancement of cognitive equilibrium, (3.) The support and enhancement of cognitive structure and critical thinking, and (4.) The enhancement and support of knowledge construction and helping of critical thinking, and the designing frameworks has 8 elements as following: (1) Problem base, (2) resources center, (3) Related communities Center, (4) Collaboration center, (5) Cognitive tools, (6) Critical Thinking center, (7) Scaffolding center, and (8) Coaching center.

The research reported on in this paper presents exciting possibilities to explore how innovative technologies are used to facilitate learning in a Massive(ly) Open Online Course (MOOC). The paper shows how opportunities with regard to e.g. e-books and technologies enhanced learning are being used in ever-changing educational environments, towards the future of open access to education and learning, specifically in an Open and Distance e-Learning (ODeL) environment. The significance of the paper lies in presenting original work contributing to debate in the fields of ODeL and higher education, closing research gaps relevant to innovative technologies and learning, with potentially useful content for the audience, particularly facilitators, including examples of practice regarding massive participation. Although established constructivist or instructionist approaches are usually adopted in pedagogies for innovative technologies, questions are also asked, making the underlying assumptions and theory informing the paper evident. A diversity of research methods implemented regarding MOOCs included data and learning analytics, case studies utilizing user statistics and survey data to examine students’ experiences, and investigating models of co-located MOOC study groups, using quasi-experimental comparisons. Discussion and analysis of results in the environment of MOOCs discover lessons learned from the affordances and acceptance of established and innovative technologies and learning for retention and success. Conclusions propose implications regarding MOOCs, including approaches to in pedagogies for innovative technologies. MOOCs’ success depends on how well challenges to the future of MOOCs, regarding models towards the scholarship of teaching and learning applied to large cohorts, are managed.

The Purposes of this research were: (1) to examine learners’ creative thinking (2) to compare pretest and posttest of the learners’ creative thinking for measuring and evaluation of executive function by using Torrance Tests of Creative Thinking (TTCT). The Model research Phase III Model Use was employed in this study. Both quantitative and qualitative data were collected and analyzed. Mean, standard deviation, percentage and Z test, Wilcoxon Matched-pairs Signed rank test and protocol analysis were used to analyzed the data. The target group was 27 learners of the 2018 academic year at Banhaedsuksa School. The results showed that: (1) The students’ creative thinking 4 aspects including: (1) fluency (2) flexibility (3) originality and (4) elaboration and (2) The comparison of the pretest and posttest of the learners’ creative thinking, from measuring and evaluation of executive function by using Torrance Tests of Creative Thinking showed that standard scores total activity of posttest all students were significantly higher than standard scores total activity of pretest at the level 0.05

The aim of this study was to find ways to modernize Sámi language teaching and teaching in the Sámi language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sámi language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sámi allaskuvla - Sámi University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sámi language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

The purpose of the study was to explore the direct effects of vocational students’ study stress and social support on physical and mental health as well as to evaluate the moderating role of social support between study stress and physical and mental health. Data was collected from 232 vocational Data Processing Department students in Taiwan and was analyzed using hierarchical regression. The results show that vocational students’ study stress had a negative effect on physical and mental health, and parental support had positive influences on physical and mental health. In addition to the direct effect, partial support for teachers’ support can reduce the negative impact of academic stress on physical health. Partial support for classmate support can reduce the negative impact of academic stress on mental and physical health. Through these empirical findings, practical implications and suggestions for further research were discussed.

This research is an action research about reflecting of instruction. The “teacher’s goal” of the course is to cultivates their self-learning and problem-solving abilities through the process of finishing a personal project - developing games. After eighteen-week courses, students will generate game works. However, the instruction evaluation from students is not on the same page. Based on investigative results of instruction evaluation, students who have participated in the courses were interviewed after semester end, and instructors’ further reflection will be brought up from interview results.

This study was aimed at designing and developing the interactive learning environment to enhance creative thinking in problem solving for computer education students. The Developmental Research Method - Type II of Richey and Klein (2007) was used with focuses on a model design and development. During the first phase, the model was designed and developed through the following steps: (1) studying relevant principles, theories and research, (2) synthesizing the theoretical framework, (3) studying the context, (4) synthesizing the designing framework, (5) developing the interactive learning environment, (6) assessing the efficiency of the interactive learning environment, and (7) studying the real context of the interactive learning environment. The findings of this phase show the following major components of the interactive learning environment, namely, (1) problem base, (2) learning resource, (3) related case, (4) cognitive tool, (5) training for creative problem solving thinking, (6) collaboration, (7) scaffolding, (8) coaching, and (9) stakeholders. In terms of the efficiency of the interactive learning environment model, we found efficiency in the experts’ evaluation, in learners’ attitudes, in creative problem solving thinking, and in learning achievements.

The purpose of this research is to integrate creative thinking strategies and skills into a project-based programming course for undergraduate students from information engineering and engineering and sciences departments. For creativity training, this study uses Mind map tool in the course to reinforce students’ divergent thinking ability, and for the projects, this study provides Arduino quadcopters and various sensors for students to program their controlled flights in order to enhance students’ programming and convergent thinking abilities. The course is taught to a group of 38 freshmen from an engineering and science department in a university in southern Taiwan. Both qualitative and quantitative research methods, including programming ability test, Abbreviated Torrance Test for Adults (ATTA), and expert’s participant observations, are used in this research for evaluating the course performance in a one-group pretest-posttest design. The results in students’ programming ability tests indicate that the programming ability of students is positively and significantly improved by the project-based course. From the after-course surveys and the expert’s participant observations, this study finds students, after hand-on projects, show strong learning interest and motivation. From the ATTA tests, this study can confirm the positive enhancement in students’ creativity after they participate in the creative project-based programming course, but there is no significant difference in the overall creativity performance between the ATTA pre- and post-tests. Suggestions are provided in this study to further strengthen the effectiveness and efficiency of future instruction and investigation in relevant courses.

Research into the impact of social presence on students’ learning performance in the online-based problem-based learning (PBL) context is rarely extended in clinical training courses. The constructs of social identification and trust in community members, especially in the current intern group, cannot be overlooked because students encounter a variety of the problem-situations can change constantly. In such circumstances, a collaborative learning process may quickly help students make decisions based on their skills/abilities, experiences, and information in order to achieve their learning goals. According to in-depth interviews with the instructors, this study proposed a model to investigate students’ learning performance that has been used in medical or nursing education but is not yet generally available in the fields of aesthetic medicine or cosmetic/plastic surgery education. Therefore, we expect the results of this study to provide a valuable reference for the PBL design that will enhance students’ professional abilities and skills via their identification and trust in their community and will improve their reasoning skills during clinical training courses. Likewise, the findings may contribute to the ability of instructors to manage their courses and provide the information needed for their students promptly and effectively via virtual communities.

This article describes a case study on how Facebook can be used in different ways to create new innovative learning strategies and opportunities for practicing social work related to children and adolescents. The study concerns information and communication in groups and networks on Facebook as a communication channel. Using qualitative methods, the students’ use of this digital network was observed to identify the opportunities and challenges that arose in connection with innovation. Diffusion theory was used as a frame of reference for the study. The findings show that social network communities for social work education should be included as a more defined topic in research on social work. This study helps to accentuate the importance of additional research on the topic.

Web search and the consequent possibility of accessing billions of documents, with relative ease, is now an important resource for students in the learning process. But what seems to prefigure a new era in sharing knowledge risks remaining a utopia for dyslexic students. This paper presents an educational experience based on the use of Instagram to create a “visual” search engine where the search results are shown through images (and not just words) that represent the educational mediator to recall content related to specific concepts. The affordances of this tool and its educational implications are analysed (highlighting their potential and threats) in order to develop appropriate actions for this new learning environment.

In recent years, owing to the development of mobile devices, people can use social media more conveniently. This new trend of media drastically changes people’s lives, especially among adolescents. Earlier researches suggested it benefits their learning performance but also contains the risk of addiction. This research thus investigated the relationship between the usage of social media and the academic achievement of college students, and whether this would be different among students with the various locus of control. There was a total of 298 students participated in this research. The results are as follows: (1) External locus of control on expanding one’s conduct grade has several significant positive effects. (2) External locus of control on expressing the usage of social media has several significant positive effects. (3) Conduct grade was directly affected by External locus of control, this connection was the full mediation by the use time of social media. Last but not least, we have some suggestions for teachers, parents, and schools. Since using social media is essential for modern life, the following rise and problems from using social media applications or websites exist too. However, social media should not take the blame entirely. It all depends on how you use it. We should teach students to control themselves and use the right way to get better academic results, rather than getting rid of mobile phones and removing social media applications from their mobile phones. We hope that we can find the proper solutions in the future by having more in-depth research and avoid students’ abuse of social media and improve academic achievement.

The purpose of this study aimed to study the relationship between fake news and the cognitive perception of online sources of Thai public. With intensified use in a world of IT devices, more knowledge is available. The Thai trait of belief in all printed or published media must be changed for fake news to be discerned by users. A survey was made by 500 online questionnaires found that much news on social media outlets was a scam, incite feelings against or for a group of people. In Thailand, the general person easily believes in media platform because they are written, and supported by pictures and testimonial information. Fake news was used (1) online items and trusted as things printed are true (2) people express good or bad feelings for a public person, Thai people must for educated form early to doubt.

In most second language teaching environments, the traditional teaching instruction tends to focus on language elements, grammatical rules, and vocabulary memorizing rather than learning on the language in meaningful discourse for successful communication. A simple memory of abstract language elements in a context-free learning environment will make language learning a very difficult task and often frustrate teachers in providing examples of relevant contexts with phrases and sentences. This study describes an interactive video retrieval tool that helps English teachers provide the authentic material of a particular language element which can be viewed in different environments. The tool allows students to access 110 video clips containing examples of contextualized language elements to help them build their perception of the target language. Besides, the tool analyzes the emotional polarity of each subtitle. The result shows that 5814/6000 words could be found by using the tool for Chinese CET-6 training, and the repetition rate the examples was 85% (CET-4) and 87% (CET-6). In a short time, the tool is designed to give teachers access to many dynamic examples from a multimedia corpus, and the choice of teachers can be easily used as a teaching resource for students. The design of this study not only reveals the importance of using dynamic instances in the classroom, but also provides an effective strategy for English teachers to present and explain new vocabulary to students.

In this paper, we design and implement a system that uses a digital map system to assist the learning of argumentative essay with Argument map and Concept map. The system had experimented in a primary school with 346 students for 20 weeks that is a whole semester with three groups: Argument Map, Concept Map, and conventional method. The contribution of this study is to improve the quality of student’s essay writing by using the advantage of Argument Map. This study compares the effectiveness of the arguments in the essay writing based on the use of different argumentation strategies such as traditional writing, Concept Map writing, and Argumentative Map writing. The experiment results show that Argument Map group is the most significantly improving among the three groups. The analysis results on the improvement on three dimensions of argumentation: (1) claim, reason, and evidence, (2) arguments on supporting the claim and on refuting opposition claim, and (3) completeness and coherence are also reported in the paper.

This project explores the small open online course (SMOOC) and the artificial intelligence (AI) assisted writing, grading and feedback system Quick Research Papers (QRP) that overcomes the traditional teaching method’s problems and limitations of class size, space, time, and number of exercises, in order to enhance graduate students’ English abstract writing skill. We apply SMOOC and QRP to teach 79 graduate students for abstract writing and track their writing errors in order to pinpoint their writing weaknesses so as to provide better teaching consultation. The results show that only 68 students followed through the second stage of writing the assignment. Total of 12,916 words were written by these 68 students, resulting in total errors of 501; top ten errors are noun, spelling, subject-verb agreement, writing style, common style error, formal writing error, long sentence, incomplete sentence, punctuation, object of verb, respectively. These research findings provide a good clue on how to guide and coach students as a class to enhance their abstract writing skill. Through AI analytics, individual student’s weakness can also be identified, leading to more effective individual consultation.

In this study, researchers applied speech-enabled language translation (SELT) technology during lectures in English as a medium of instruction in order to improve student perceived learning emotions. Thirty three university students participated in this study. Their perceived learning emotions were measured before, during, and after class using the questionnaire. The difference in perceived learning emotions of all students before, during and after class was compared. In addition, learning emotions of low EFL ability and high EFL ability students were compared. The results showed no significant difference in perceived learning emotions of all students before, during, and after class. There was a significant difference in perceived learning emotions between low EFL ability students and high EFL ability students. Perceived learning emotions of high EFL ability students were significantly better before class but significantly lower during and after class compared to those of low EFL ability students. This result suggests that SELT was beneficial for perceived learning emotions of low EFL ability students during and after lectures in English as a medium of instruction.

The purpose of this study is to explore the effect of virtual multimedia teaching on high school students’ English academic performance and learning attitude. This study especially focuses on using virtual learning environments to assist students to language learning. This study developed a virtual learning environment (VLE) to help foreign language learners learn English. The use of VLE provides learners with the opportunity to develop a sense of community, like a learning community. In this study, 120 freshmen from a high school in Kaohsiung city were studied. The 120 students were divided into two groups. One was Experimental class; the other is Control class. This course is based on the English proficiency of the students. The results show that VLE can help students improve their English learning performance and attitude. Students in this study considered VLE to be a meaningful learning method, which provided them with more opportunities to interact with their classmates in online group work.

The paper intends to explain the trend of modern technologies and the challenges of system engineering education. In addition to leveraging learning-by-doing and experimental learning approaches, in the paper, we refer to the student-centered learning approach and design a role-exchanging (RE) session to encourage students to ask and to answer questions. The main objective of a RE session is to open students’ brain, so that the teacher may know what students have learned from the discussion and the interaction among students. Two types of RE sessions are implemented in this research: with a time constraint and without a time constraint. Taking the “Embedded Operating Systems (EOS)” as an experimental course, we demonstrate how we implemented the two types of RE sessions. From our experience of implementation, a RE session without time constraint allows students to have a more in-depth discussion for the specified topic. However, the session may be less efficient if no proper reward policy is designed with the session. For a RE session with a time constraint, students need to prepare more questions in advance, and the teacher should involve less in the session, in which the teacher cannot explain too much if ambiguous answers were given in the Q&A in the RE session. We show our implementation of RE sessions in the paper and share the results to the teachers’ community where the applicant participates so that the RE sessions can be applied to future innovative courses in system engineering education.

The purpose of this study is to explore the employability of the Department of Mechanical Engineering of the National Science and Technology School after graduation, and to study the employers of social freshmen and machinery-related enterprises who graduated from the Department of Mechanical Engineering within five years. with regard to mechanical related abilities, general common abilities, and behavioral attitudes. The correlation between the three major employment performances. The research target is 123 fresh people from the country who have graduated within five years of student and 112 employers people from all over the country. Graduates use Employability Table for Mechanical and Mechanical College Graduation in Science and Technology Colleges self-assessment of core employability performance. The Employers uses Employability Table for Mechanical and Mechanical College Graduation in Science and Technology Colleges to assess the graduates’ employment performance. The results of the study show that there are significant differences between graduates and employers in terms of the three major employability-oriented items, and the scores of graduates are generally higher than those of employer. Finally, based on the research findings, this study proposes relevant suggestions for improving the core employment and future research of college students.

This study investigates the efficacy of the simulation-based laboratory lessons in electronics industrial instrumentation to support both knowledge and problem solving skill of engineering students. This study focused on developing of simulation-based laboratory lessons in electronics industrial instrumentation to enhance ill-structured problem solving for engineering students. The result revealed that the designing framework consist of the component called “Simulation Laboratory” which can activate cognitive structure and enhance Ill-structured problem solving. The other focus, this study aimed to compare the effectiveness of simulation-based laboratory versus traditional laboratory. The result revealed that there is no significant difference for both laboratories. The finding of this study indicate that is possible to use the simulation-based laboratory instead of traditional laboratory to reduce constraint of equipment investment, specific time and space.

This paper is a study of the use of E-learning tools in a course on basic logic. It is a continuation of earlier studies involving practical experiments with students of communication using the Syllog system for syllogistic reasoning. In the present study, we also discuss the use of the Proplog system which we developed to support a part of the course dealing with basic propositional logic. Both systems make it possible to do learning analytics based on logged data. The aim of the present paper is to investigate whether various log-data from the use of the two E-learning tools can be helpful in order to improve the quality of the logic teaching. Furthermore, it is discussed how the use of the tools can be integrated in the logic course including the exam.