Open learner model refers to making student learning data collected by education systems "visible" to the students themselves. In other words, the open student model can be considered an external representation of the students' profiles or portfolios.
Method
Results
However, apart from the expected 2-way interaction between reader-attitude and post-attitude (z = -3.894, p < .01) we also have a significant 3-way interaction between reader-attitude, post-attitude and post -emotionality produced (z = 2.705, p < .01). Finally, we examined the impact of reader attitude, post-attitude and post-emotionality on response length (number of characters).
Discussion
The only significant term of the regression equation (again) was a 2-way interaction between reader attitude and post attitude (z = -3.534, p < .01). However, the absence of main effects or interactions involving post-emotionality suggests that the emotionality of a message does not influence message length.
Acknowledgements
Participants were less likely to respond to a highly conflicting post when that post was emotionally charged rather than neutral. In contrast, participants were more likely to respond to a non-conflict post when it was emotionally charged rather than neutral.
Developing the Collaborative Problem Solving Scale
- Introduction
- Method Participants
- Results
- The development this collaborative problem solving scale
3.1.1 'Reflection' (6 items) measures the extent to which an individual reflects on his or her behavior during joint problem-solving tasks (e.g. RE1: I think about the role I play in the team; RE2: I think about whether I complete task assigned to me; RE3; I consider the appropriateness of the assigned task). 3.1.2 'Propose' (7 items) measures the extent to which an individual proposes his/her own ideas during a collaborative problem-solving task (e.g. PR1: I discuss the weakness and strength of the possible solutions; PR2: I propose my own ideas ). ideas for the questions; PR3: I discuss the feasibility of the possible solutions with my teammates). 3.1.3 'Passive' (5 items) measures the extent to which an individual withdraws from the collaborative problem-solving task (e.g. PA1: I do not respond to my teammates; PA2: When I encounter difficulties, I do not propose further steps. discussion; PA3: I usually don't propose the possible solutions that I think of).
3.1.4 “Role” (3 items) measures the extent to which an individual assigns their roles during a collaborative problem-solving task (e.g. RO1: I discuss with teammates how we can assign the task; RO2: I understand the role that the team gave me; RO3: I complete the task assigned to me).
Need for Cognitive Closure as Determinant for Guidance in Wiki-based learning
Introduction and Research Questions
In settings such as the aforementioned, research has identified the personal need for cognitive closure as a relevant construct when students are confronted with conflict and controversy induced by ambiguous or contradictory information (Webster & Kruglanski, 1994). A person with a high need for cognitive closure tends to avoid ambiguity and looks for plausible but quick solutions to a problem. In contrast, those low in need for cognitive closure show preferences for ambiguity and mostly enjoy engaging in discussions and more extensive information seeking.
For this current study, we build on the results of our previous work where the need for cognitive completion was identified as an influencing variable on learning in Wiki-based environments.
Methods
Research on collaborative scripts has also gathered evidence that clear group instructions can be effective in achieving significant learning effects in Wiki-related research. Regardless of the type of support measure put in place for individual learners who focus on socio-cognitive conflicts in collaborative environments such as Wikis, consideration of specific personality differences and cognitive differences plays an important role. Recent research on Wiki-based learning scenarios with implementations of implicit and explicit learner support measures can confirm the effects of individual need for closure on learning outcome and underlying processes (Heimbuch & Bodemer, 2015).
Therefore, we are primarily interested in the question of whether we are able to identify a significant interaction between the level of an individual's need for cognitive completion and the type of guidance provided (implicit vs. explicit), which has already been used and whose positive results have been confirmed in previous studies.
Outlook
Learning System with EBS
We implemented these three problems corresponding to the three types mentioned above: (A) a person skating on the ice without friction, (B) a person falling at constant speed by parachute, (C) a ball thrown vertically upward. We also implemented these three applied problems corresponding to the above three types: (D) a spaceship moving linearly with constant speed in outer space, (E) an object pushed with constant speed on a horizontal plane with friction, (F) a thrown ball on the corner.
Experimental Use
In this research, we used the number of correct answers (this number is called a "point" from here on). Also, although the point decreased in the delayed test, the delayed test point was significantly higher than the pretest (p Figure 2).
Conclusions
Making Electronic Textbook for College Chemistry-experiment
Developing Method
Flow diagram of development of the electronic textbook for chemical experiment is shown in Scheme 1. A movie of the reaction path was produced by the software DIRECTOR (ver. 8.5.1J, Macromedia, Inc.) after displaying the bond order of the structure of the reactants in each reaction stage, drawn by the CAChe (Ikuo, 2006 and 2009). It was confirmed that the drawn CGs of the molecular models of reactants move smoothly.
A ball, which indicates the progress of the reaction, was placed on the reaction profile and the simultaneous movements of the ball and the reactants were confirmed.
Feature of Electronic Textbook
The Game-based Learning Activity Integrating Board Game and Mobile Online Searching
Tasks for History Learning
Method
After the activity, they completed a questionnaire measuring their perceived learning process and the game flow scale. The current study developed four perceived learning process indicators that students can measure at the two stages. The students gave scores from one to five based on the degree of the indicators above on the two steps.
The flow scale for games was developed by Kiili (2006), who divided flow state into nine subdimensions.
Results and Discussions
After the game instructions were given, participants were given ten minutes to complete the game task. The table shows with the comparison of the students' perceived learning process at the initial game stage and mobile device intervention stage. The results indicated that students in the mobile device intervention stage had relatively more attention (M=3.80, SD=1.135), cognitive engagement (M=3.43, SD=1.304), group discussion (M=4.08, SD= 1.070), and the utility of story learning (M=3.74, SD=1.159) than the initial game phase, and the difference was statistically significant.
To evaluate students' level of engagement, students demonstrated flow scores higher than three (the median of a five-point Likert scale) across all dimensions.
Conclusion
Learning Design in Combination of Mobile Application for Summary Speaking Task by
Self-study and Pair Work in a Class
- Learning Design
- Outline of the Experiment
- Analysis Result
- Conclusion and Future Work
In this research, we proposed learning design in combination of MAST and pair work in an English class. In one week, participants used MAST as homework for six days, and on the 7th day they did pair work in class. 1) We developed MAST and proposed learning design in combination of self-study using MAST and pair work in a class.
However, we need to improve the content of MAST and pair work to motivate students to practice more, because many of the participants practiced once or twice a week for all items.
Opportunities and Challenges in Implementing Digital Equity Initiatives in Remote Areas In
Taiwan
Background
In the social sciences, digital equity in education is achieved when "all learners have opportunities to develop the means and capacity to be full participants in the digital age, including designers and producers (not just users) of current and future technologies and communications and information sources" (Solomon, Allen, & Resta, 2003, p. xiii). Although the critical components may differ in different international contexts, it provides a holistic framework for dialogues on digital equity in different regions of the world. There have been many studies that have investigated the impact of digital equity initiatives on individual students or schools through case studies in Taiwan (劉旨峰 et al., 2013; 王雅芳 & 呂慈涵, 2012).
I would like to use Fulton and Sibley's framework to analyze the overall impact of digital capital initiatives over the past ten years.
Research Methods
Fulton and Sibley (2003) proposed the following four critical components for educational equity in the digital age: (1) access to hardware/software and connectivity, (2) access to excellent and culturally responsive content and the opportunity to contribute to the content, (3) access to educators who know effective technology integration, and (4) access to systems whose leaders support change through technology (p. 14-23). What are the different components of digital equity initiatives in Taiwan and how do these components promote educational opportunities. I will survey staff at Digital Opportunity Centres, university partners, tutors and curriculum developers about their views of the essential components of the digital equity initiatives to promote learning.
Students' GPAs or test scores before and after the eTutoring sessions will be an indicator of their performance.
Outcomes and Contributions
调查数字学习伙伴计划中中小学生在辅导大学和课堂环境中数学学习态度的差异。第十七届全球中文计算机教育应用大会（GCCCE 2013），北京-北京大学。弱势学生数字化学术教学中的新问题-数字学习伙伴计划-“在一起”的概念和机制。
第十六届全球中文计算机教育应用研讨会(GCCCE 2012)，屏东垦丁福华大饭店。
Influence of Learning on Realistic
Mathematics ICT-Assisted Mathematical Problem Solving Skills Students
- Realistic Mathematics Education ICT-Assisted
- Mathematical Problem Solving in Realistic Mathematics Education
- Research Method
- Results
- Conclusion
The ability to solve mathematical problems of students who are taught using ICT-assisted realistic mathematics learning is higher than those who are not taught using ICT-assisted realistic mathematics learning. The conclusion is that learning with the help of ICT Realistic mathematics affects the student's ability to solve mathematical problems. The next step calculates the effect of learning realistic mathematics with the help of ICT on the student's ability to solve mathematical problems.
Realistic mathematics education can be used as a mathematics teacher learning approach to enhance students' mathematical problem-solving skills.
An Investigation into Students’ Writing Process Using Digital Pens
Research Objects
However, we could not analyze the data for lessons 6, 12 and 13 due to malfunctions of digital pens and Bluetooth receivers. The special paper used with this pen has a patterned surface with microdots, and the pen's camera reads these dots to identify the writing pattern. Using OpneNOTE, data for all students was displayed graphically on the screen and could be managed there (Figure 1).
Because this study is a pilot for future work, we had only six students use a digital pen to write answers to the exercises throughout the semester.
Research Methods and Resources
