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Int. J. Mob. Learn. Organisation最新文献

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Implementation of mobile game-transformed lecture-based approach to promoting C programming language learning 实现移动游戏转化为基于讲座的方法来促进C编程语言的学习
Int. J. Mob. Learn. Organisation Pub Date : 2020-01-21 DOI: 10.1504/ijmlo.2020.10026332
Kannika Daungcharone, P. Panjaburee, Krittawaya Thongkoo
{"title":"Implementation of mobile game-transformed lecture-based approach to promoting C programming language learning","authors":"Kannika Daungcharone, P. Panjaburee, Krittawaya Thongkoo","doi":"10.1504/ijmlo.2020.10026332","DOIUrl":"https://doi.org/10.1504/ijmlo.2020.10026332","url":null,"abstract":"Many studies have utilised the potential of mobile games to promote students' learning performance, while few have transformed compiler working steps into mobile games. In this paper, the researchers developed a mobile game by simulating the C compiler working steps with daily life situations. Afterward, the researchers applied a lecture-based learning approach to implementing the game in a Thai university C programming language course. The group implemented a mobile game-transformed lecture-based approach by comparing it to conventional lecture-based approach and mobile game approach. The findings of this study support the notion that students can better achieve the C programming language concept through a mobile game, especially when integrated with the process of lecture-based approach. The findings of this study also highlight the mobile game-transformed lecture-based approach support the students'motivation to learn the C programming language.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122731732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education 在幼儿教育中推广机器人、数学、STEM教育和扫盲的平板电脑和应用程序
Int. J. Mob. Learn. Organisation Pub Date : 2020-01-21 DOI: 10.1504/ijmlo.2020.10026334
Pandora Dorouka, Stamatis Papadakis, M. Kalogiannakis
{"title":"Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education","authors":"Pandora Dorouka, Stamatis Papadakis, M. Kalogiannakis","doi":"10.1504/ijmlo.2020.10026334","DOIUrl":"https://doi.org/10.1504/ijmlo.2020.10026334","url":null,"abstract":"New interactive technologies in terms of smart mobile devices and accompanied applications (apps) attract an increasing attention in the field of preschool and early-primary education. This has risen a great amount of academic literature, and numerous implementation initiatives. Despite this widespread interest, successful integration of interactive technologies in preschool and early-primary education still faces unresolved issues and challenges. This paper refers mostly to smart mobile devices and their accompanied mobile applications (apps) at the device/platform level. Robotics, Mathematics, STEM and Literacy are discussed below, since these are the fields found to provide most opportunities in early childhood, especially promising to cultivate interests early in computing. The ultimate objective is to present a greater comprehension of the influence of new technologies on young children's learning procedure and its potential for early childhood education. The study ends up with a general analysis of the research findings and a short proposal for the extension of the under-study subject as well.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116512296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 79
Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey 中国教师STEM技术教学知识调查:STEM- tpack调查的试点验证
Int. J. Mob. Learn. Organisation Pub Date : 2020-01-21 DOI: 10.1504/ijmlo.2020.10026335
C. Chai, M. Jong, Zhiming Yan
{"title":"Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey","authors":"C. Chai, M. Jong, Zhiming Yan","doi":"10.1504/ijmlo.2020.10026335","DOIUrl":"https://doi.org/10.1504/ijmlo.2020.10026335","url":null,"abstract":"As STEM education is increasingly drawing attention from different parts of the world, there is also an emerging call for STEM education to be synthesised with the TPACK framework for the purpose of teacher professional development. Unfortunately, teacher professional development for integrative STEM education anchored by engineering design has been lacking. This study attempts to integrate STEM and TPACK framework as a means to advance the state of affairs. In particular, a STEM TPACK survey was created and validated in this study. The exploratory factor analysis indicates that the four factors, i.e. the technological pedagogical science knowledge, technological pedagogical mathematics knowledge, technological pedagogical engineering knowledge and integrative STEM can be identified. The regression analysis indicates that the three TPACK factors can predict the teachers' integrative STEM efficacy. In addition, teachers who have experienced teaching STEM classes are generally more efficacious in their STEM TPACK knowledge. Overall, the study indicates that teachers' TPACK are associated with their efficacy in implementing STEM education. This implies that it is important to expound further teacher professional development efforts using the TPACK framework, and the inclusion of mobile apps could be important.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127131476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
On the exploration of a mobile executive functioning coaching solution for students with and without disabilities in post-secondary STEM education 关于在STEM后教育中为残疾和非残疾学生提供移动执行功能指导解决方案的探索
Int. J. Mob. Learn. Organisation Pub Date : 2020-01-21 DOI: 10.1504/ijmlo.2020.10026331
Jingrong Xie
{"title":"On the exploration of a mobile executive functioning coaching solution for students with and without disabilities in post-secondary STEM education","authors":"Jingrong Xie","doi":"10.1504/ijmlo.2020.10026331","DOIUrl":"https://doi.org/10.1504/ijmlo.2020.10026331","url":null,"abstract":"This study investigated the insights of post-secondary science, technology, engineering, and mathematics (STEM) students with and without disabilities regarding their experiences with academic coac...","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134108631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Primary school students' intrinsic motivation to plugged and unplugged approaches to develop computational thinking 小学生使用插电和不插电方法发展计算思维的内在动机
Int. J. Mob. Learn. Organisation Pub Date : 2019-06-14 DOI: 10.1504/IJMLO.2019.10021903
Shan Jiang, G. Wong
{"title":"Primary school students' intrinsic motivation to plugged and unplugged approaches to develop computational thinking","authors":"Shan Jiang, G. Wong","doi":"10.1504/IJMLO.2019.10021903","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.10021903","url":null,"abstract":"This paper compared primary school students' intrinsic motivation to plugged and unplugged approaches to develop computational thinking using a revised Intrinsic Motivation Inventory. A total of 400 fourth-graders who have completed a school-provided coding course participated in the study. The revised instrument examined students' motivation of the two learning approaches from four dimensions: interest, perceived competence, value and relatedness. The main findings of the study are: (1) primary school students show moderate to high motivation to learn computational thinking through both plugged and unplugged approaches; (2) compared to unplugged approach, students gain higher perceived competence from plugged approach; and (3) the revised Intrinsic Motivation Inventory has good psychometric properties in the context of computational thinking except for the close correlation among different dimensions. Finally, implications for developing computational thinking with mobile devices were proposed.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132529534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Designing instructional videos and classwork activities: teaching internet of things via flipped classroom 设计教学视频和课堂活动:通过翻转课堂教授物联网
Int. J. Mob. Learn. Organisation Pub Date : 2019-06-14 DOI: 10.1504/IJMLO.2019.10021920
Chi-Un Lei, Cheuk-Wang Yau, K. Lui, V. Tam, A. Yuen, E. Lam
{"title":"Designing instructional videos and classwork activities: teaching internet of things via flipped classroom","authors":"Chi-Un Lei, Cheuk-Wang Yau, K. Lui, V. Tam, A. Yuen, E. Lam","doi":"10.1504/IJMLO.2019.10021920","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.10021920","url":null,"abstract":"Internet of Things (IoT) applications demonstrates great potential to improve our quality of life and efficiency of business operations. Traditionally, students are taught engineering concepts in lectures. However, this may not be the most effective approach for teaching students IoT, since it can hardly allow students to gain exposure to relevant concepts, programming practices, and system-level design of a practical application. In order to help students get hands-on experience, an undergraduate course focusing on IoT application development was flipped recently: Classroom-based lectures were replaced by a series of student-paced online video lectures, and most weekly meetings were transformed into laboratory sessions facilitated by the course team. In this paper, we (1) discuss the rationale for designing the course structure and learning activities, (2) evaluate the course effectiveness through analysing students' video viewing behaviour and their project deliverables, and (3) propose future pedagogical development for scaling up students' learning.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"75 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133733430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Students' characteristics in programming learning and the design of a mobile learning platform 学生编程学习的特点及移动学习平台的设计
Int. J. Mob. Learn. Organisation Pub Date : 2019-06-14 DOI: 10.1504/IJMLO.2019.10021915
C. Lam, Wei Ke, S. Im, A. Gomes, A. J. Mendes, M. Marcelino
{"title":"Students' characteristics in programming learning and the design of a mobile learning platform","authors":"C. Lam, Wei Ke, S. Im, A. Gomes, A. J. Mendes, M. Marcelino","doi":"10.1504/IJMLO.2019.10021915","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.10021915","url":null,"abstract":"We studied the correlations between novice students' performance in an introductory programming course and their learning characteristics and styles as well as their motivations toward this difficult area. Based on the findings, we then provided a conceptual design of a mobile learning platform for enhancing their performance, using the most prevalent messaging and social media applications (APPs) among the students. The study took place in two different academic years for students taking introductory programming courses at Macao Polytechnic Institute in Macao and the University of Coimbra in Portugal. We compared the results of the two samples and found that although we could not establish correlations in many cases, we were able to get some insights on some context and teaching aspects that might be improved. The most important factor to improve the students' performance in their first programming course is to enhance their confidence and motivation in a visual learning environment.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116021384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
An analysis of undergraduate level flipped courses based on the seven principles: a case study 基于七项原则的本科水平翻转课程分析:个案研究
Int. J. Mob. Learn. Organisation Pub Date : 2019-06-14 DOI: 10.1504/IJMLO.2019.10021925
Jing Luo, Mansurbek Kushnazarov, K. Hew
{"title":"An analysis of undergraduate level flipped courses based on the seven principles: a case study","authors":"Jing Luo, Mansurbek Kushnazarov, K. Hew","doi":"10.1504/IJMLO.2019.10021925","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.10021925","url":null,"abstract":"The concepts of implementing the flipped classroom approach are fundamentally the same across different disciplines, yet many teachers still consider it too difficult to switch from the traditional lecture mode to the flipped classroom approach due to the lack of a practical model. This paper mainly evaluates five different technological courses that adopted the flipped classroom approach for one semester in The University of Hong Kong based on the 'Seven Principles for Good Practice in Undergraduate Education' proposed by Chickering and Gamson in 1987. Good principle-guided practices from these five courses are summarised. It is aimed that the findings of this paper will motivate on-campus teachers to adopt the flipped classroom approach.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127177015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Lessons learned from integrating concept mapping and gaming approaches into learning scenarios using mobile devices: analysis of an activity for a geology course 将概念映射和游戏方法整合到使用移动设备的学习场景中的经验教训:对地质学课程活动的分析
Int. J. Mob. Learn. Organisation Pub Date : 2019-03-22 DOI: 10.1504/IJMLO.2019.100412
Gwo-jen Hwang, Hsin-Yu Lee, Chih-Hung Chen
{"title":"Lessons learned from integrating concept mapping and gaming approaches into learning scenarios using mobile devices: analysis of an activity for a geology course","authors":"Gwo-jen Hwang, Hsin-Yu Lee, Chih-Hung Chen","doi":"10.1504/IJMLO.2019.100412","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.100412","url":null,"abstract":"In this study, an integrated concept mapping and gaming-based learning approach was proposed to support mobile learning activities. To investigate the effects of the interaction between concept mapping and gaming on the participants' mobile learning outcomes, a quasi-experimental design was adopted and conducted for a learning activity of the elementary school course unit 'knowing the representative rocks in different geographical locations in Taiwan'. The participants were divided into three experimental groups and one control group. The experimental groups used the integrated concept mapping and gaming-based mobile learning approach, the gaming-based mobile learning approach and the integrated concept mapping and guidance-based mobile learning approach, respectively. On the other hand, the control group used the conventional guidance-based mobile learning approach. The experimental results showed that no interaction was observed between the gaming approach and the concept mapping approach. Furthermore, it was found that the concept mapping approach was not beneficial for students' learning achievement, while the gaming approach significantly improved their learning motivation, learning satisfaction and flow experience. Finally, discussion is provided to explain the findings, in particular, to infer why concept mapping did not achieve the expected positive impacts, as a reference for future studies.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"541 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123088637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
A methodology for designing mobile, pervasive, seamless and IoT-based learning scenarios: language, process and supporting tools 设计移动、普及、无缝和基于物联网的学习场景的方法:语言、流程和支持工具
Int. J. Mob. Learn. Organisation Pub Date : 2019-03-22 DOI: 10.1504/IJMLO.2019.100402
J. Malek, M. Laroussi, H. Ghézala, Mariem Nefzi
{"title":"A methodology for designing mobile, pervasive, seamless and IoT-based learning scenarios: language, process and supporting tools","authors":"J. Malek, M. Laroussi, H. Ghézala, Mariem Nefzi","doi":"10.1504/IJMLO.2019.100402","DOIUrl":"https://doi.org/10.1504/IJMLO.2019.100402","url":null,"abstract":"A significant interest and a considerable attention have been given, in recent years, to the mobile pervasive and the Internet of Things (IoT) throughout different fields such as education. However, there are only few empirical examples regarding the use of those technologies in learning design and there is a scarcity of theoretical researches and studies within the literature. This paper seeks to fill this gap by investigating features required in designing such TEL scenarios and by proposing a methodology that allows teachers to design, simulate, enact and track, innovative learning scenarios. The strengths of our approach lie in the fact that it takes into account both design and run-time phases by combining mobile and IoT Key elements, Model-driven development, Activity theory and Tin-Can Api specification. We have conducted two researches at the Tunisian Bardo National Museum to verify the utility of applying the proposed methodology. The paper concludes with a discussion of how the methodology meets the challenges.","PeriodicalId":155372,"journal":{"name":"Int. J. Mob. Learn. Organisation","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116246456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
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