Proceedings of the 2019 3rd International Conference on Education and E-Learning最新文献

{"title":"Using Game-Based Technology to Enhance Learning for Children with Learning Disabilities: A Pilot Study","authors":"Tânia Rocha, R. Nunes, J. Barroso, P. Martins","doi":"10.1145/3371647.3371662","DOIUrl":"https://doi.org/10.1145/3371647.3371662","url":null,"abstract":"In this paper, it is described a multimedia interactive technology to enhance learning for children with learning disabilities. Developed with a user-centered design philosophy, it aims to present an easy user interaction environment to focus students on learning of reading and/or writing activities. With this purpose, it is described the solution developed and the usability assessment, through heuristics and user tests. The heuristics results revealed some minor problems in the design contents (that will be treated in a second version). However, the user tests showed children performed all tasks with success, not only in the offered time but also with no difficulty. Furthermore, they seemed satisfied and motivated to continue the interaction autonomously.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131934338","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}

{"title":"The Acceptance and Use of Mobile Learning Applications in Higher Education","authors":"M. Camilleri, A. Camilleri","doi":"10.1145/3371647.3372205","DOIUrl":"https://doi.org/10.1145/3371647.3372205","url":null,"abstract":"Many individuals are increasingly using ubiquitous technologies, including interactive applications (apps) that are widely available on our mobile devices, including the smart phones and tablets. Therefore, in the last few years, educators and policy makers have introduced mobile learning (m-learning) technologies in order to support their students during their learning journey. A thorough literature review suggests that there are several contributions in academia that have investigated the students' acceptance and use of technology, in different contexts. In this light, this research has integrated valid and reliable measures from the Technology Acceptance Model and the Theory of Planned Behavior to better understand the university students' readiness to engage with mobile technologies for educational purposes. Specifically, this study explores the perceived usefulness and ease of use of m-learning technologies. Moreover, it investigated whether the research participants were influenced by their friends, acquaintances and educators to engage with these technologies and / or by the facilitating conditions at their university. The findings revealed that students held positive attitudes toward the m-learning technologies as they perceived them as useful and easy to use. Moreover, the university's facilitating conditions had a significant effect on the students' usage of these technologies. This study also reported that the students' social influences did not have an effect on their intention to use these devices.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116563263","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}

{"title":"Mathematical Question Structure Extraction and Possibilities of Automatic Question Making by Plane Graph","authors":"T. Matsuda, M. Sonoda, Masashi Eto, H. Satoh, Tomohiro Hanada, Nobuhiro Kanahama, Daiki Katoh, Hiroki Ishikawa","doi":"10.1145/3371647.3371655","DOIUrl":"https://doi.org/10.1145/3371647.3371655","url":null,"abstract":"This paper proposes an analysis method of mathematic question structure and considers the possibility of automatic question making of mathematics. In previous researches, method for effective usage and automatic generation on multiple choice problems had been considered. When we consider automatic generation of problems, automatic generation of calculation problems such as arithmetic operations can be easily implemented, and some have been implemented as e-learning systems. However, it is not easy to automatically generate the type of problem that derives the answer while applying some formulas. Therefore, in this research, we propose a method to extract the structure of mathematic questions by analyzing problems with induction of university entrance level using the structure of plane graph. A plane graph of mathematic question can be created by using a unit to be learned in a textbook as a vertex and constructing an edge connecting the vertices according to the procedure of inductions. By creating a plane graph in this way, clustering of mathematical problems using information other than learning items and fields, and information to be a hint of new problem creation can be obtained. It is also possible to recommend question structures that are candidates for new questions from such hints. Furthermore, it is also possible to apply it to the development of new teaching materials by giving the examinee's score information to a plane graph.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131313877","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}

{"title":"Innovative Teaching Using Simulation and Virtual Environments for ERP Implementation","authors":"K. Chuang, Kuan C. Chen","doi":"10.1145/3371647.3371671","DOIUrl":"https://doi.org/10.1145/3371647.3371671","url":null,"abstract":"Training and development is one of the most important functions of business processes reengineering. Business process reengineering involves changes in structures and in processes within the business environment. The entire technological, human, and organizational dimensions may be changed in BPR. ERP plays a major role in business process reengineering as it provides office automation, it allows the business to be conducted in different strategies, provides flexibility in manufacturing, permits quicker delivery to customers and supports rapid and marketing sales. ERP implementation is an opportunity to improve performance by rethinking and redesigning business processes. With the increasing importance of ERP Implementation, training and developing employees with essential qualifications and skills have become vital for organizations. There are several ERP Implementation training methods for various purposes and needs. In this project, ERP simulation-based training method is used to train employees in the perspective of the interactivity and visualization advantages. This study provides practical guidelines regarding how best to implement simulation-based training in the manufacturing company. The outcome of this project is that the guidelines will increase the use of ERP simulation method in ERP implementation, and consequently, improve the awareness of business.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123718885","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}

{"title":"Flipping the Interpretation Course with Rain Classroom: A Survey of Students' Attitudes and Perceptions","authors":"Ling-Chiao Wu","doi":"10.1145/3371647.3371660","DOIUrl":"https://doi.org/10.1145/3371647.3371660","url":null,"abstract":"Responding to students' concerns over the instructional approach and the learning effect of the traditional interpretation course, the present study proposes a flipped classroom model for the interpretation course with the help of Rain Classroom, a powerful tool for blended teaching and learning both in and out of class. The implementation of this flipped interpretation class is elaborated and students' attitudes and perceptions towards this instructional strategy and its learning effect are examined through a questionnaire survey and an interview. The results reveal that the students prefer the flipped interpretation class to the traditional interpretation class, with highly positive opinions of the flipped classroom model and the learning effect. In addition, the benefits of this flipped interpretation class supported by Rain Classroom are explored. On the one hand, Rain Classroom facilitates the self-regulated learning by providing a rich variety of learning materials readily available on the smartphone and creating a supportive, technology-enhanced learning environment featuring sufficient feedback and efficient monitoring. On the one hand, the face-to-face learning in class turns out to be more productive and efficient as more time is freed up for active forms of learning such as solving learning problems and interpreting practice.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"9 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116934170","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}

{"title":"Using Padlet for Project-based Learning in Documentary Filmmaking","authors":"Ann Rosnida Mohd Deni, Azrain Arifin","doi":"10.1145/3371647.3371648","DOIUrl":"https://doi.org/10.1145/3371647.3371648","url":null,"abstract":"This paper reports a Creative Arts instructor's exploration with Padlet to support his students' Documentary Filmmaking project for Audio Visual Production (AVP) module. Padlet, a web 2.0 tool, was used as a repository which stored resources related to classroom activities and students' work-in-progress from the drafting to the final products. The study which involved 23 Diploma students employed a mixed-method approach and used a survey questionnaire with Likert-scale questions and focus interviews to collect data. The study found that the use of Padlet was perceived positively by students and that it supported students' project-based work as it improved accessibility to teacher's input and peers' work-in-progress and completed work, despite some negative feedback. Data also showed the need to ease accessibility to content and formative feedback and improve inclusivity. Implications for technological tools, like Padlet, to support project-based learning are provided.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116452015","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}

{"title":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","authors":"","doi":"10.1145/3371647","DOIUrl":"https://doi.org/10.1145/3371647","url":null,"abstract":"","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115843175","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}

{"title":"Evaluating the Usability of an E-Learning Platform within Higher Education from a Student Perspective","authors":"K. Abuhlfaia, E. de Quincey","doi":"10.1145/3371647.3371661","DOIUrl":"https://doi.org/10.1145/3371647.3371661","url":null,"abstract":"With the advancement in information technologies, e-learning has become an integral part of the modern higher education system. As part of this progression, Universities have increasingly adopted Virtual Learning Environments (VLE) that enable learners and tutors to communicate efficiently for learning purposes. However, it has been shown in a number of studies that poor usability is an area that can have a significant impact on the success of this communication and students' learning. The aim of this study therefore is to evaluate a VLE platform used in a higher education setting and provide some recommendations to enhance the interface design, system usability, and subsequent learning performance. Quantitative and qualitative research methods have been used, with a survey of 101 students recruited from all Schools at Keele University to investigate whether the system is usable or not (using the System Usability Scale (SUS)), from which 27 free-text responses were obtained for thematic analysis. The results indicate that the VLE performed below the average usability expectation (SUS score of 62.52). Thematic analysis of comments revealed very negative views of the VLE as well as areas for improvement. Evaluating the effect of usability on e-learning is complicated. However, there is a need to evaluate how usable VLE platforms are to ensure that this component of the platform design does not impede learning and teaching and further work is therefore needed by service providers to identify common usability issues as well as for educators to be more aware of usability issues and appropriate e-learning design principles.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127172113","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}

{"title":"Investigating Soft Skills Development at a Higher Education Institution in South Africa","authors":"E. Taylor","doi":"10.1145/3371647.3371669","DOIUrl":"https://doi.org/10.1145/3371647.3371669","url":null,"abstract":"There seems to be a gap between what industry expect from employees on the one hand, and the soft skills of recent graduates from Higher Education Institutions on the other. The aim of this paper was to investigate if the perceptions of IT-students regarding their own soft skills have changed over a period of 3 years. To do this a questionnaire was distributed in 2019 to the same students who completed this questionnaire in 2016, and the results were analysed. The results of this study showed that although soft skills should increase from student's first year of study to their final year, this is not how the students perceive the development of their own soft skills. The biggest improvements were in the students' perceptions of their skills in cross-cultural relationships, work ethic, decision-making and critical thinking. The skills for client management, time management, professionalism and leadership were perceived as lower. The results confirmed that the IT-students' own perceptions are not a reliable way of measuring their soft skills. Factor analysis was used to reduce the number of factors for further study, and according to this results the important soft skills were: Communication; Conflict management; Critical thinking; Interpersonal relations and teamwork; Leadership and Emotional intelligence; Multidisciplinary thinking; Professionalism and work ethic; and Self-management. These can now be used in further research on soft skills.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130996116","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}

{"title":"Modern Education with a Computational Model of the Mind","authors":"J. C. Olabe, X. Basogain, M. Olabe","doi":"10.1145/3371647.3371666","DOIUrl":"https://doi.org/10.1145/3371647.3371666","url":null,"abstract":"We are witnessing a great effort on the part of the educational systems of the world in modernizing the curricular content of primary and secondary schools. One example of these educational initiatives is the effort of integrating aspects of engineering and technology with the existing core subjects of sciences and mathematic in K-12 education. These efforts are often labeled as STEM or STEAM (Science, Technology, Engineering, Mathematics, and Arts.) These subjects, studied in an integral form, are considered essential in the education of the citizens of a modern society. A common obstacle encountered in the implementation of these projects or initiatives is the lack of consensus on the specific topics to be included in the curriculum, the pedagogical methodology selected for the classroom, and the means, computer-based or otherwise, to be used by the teachers and the students. Often the lack of consensus among the different constituencies in charge of these projects finds its roots in the different assumptions made by their participants. This paper addresses one of the most acute set of differences present in these projects: the teaching methods used in class, knowing the resources and limitations of the human mind. In the last few decades we have learned much of how the mind works; what tasks are intrinsically easy or difficult for the human mind. Also, with the extensive access to computing power in our society, it is important to determine if a traditional task was studied in school for its practical use or for its value in developing the potential qualities of the mind. In this paper we will use the word computation in its traditional meaning of symbol manipulation. In that sense, all processes of thinking, solving problems, and endeavors of creation are processes of symbol manipulation, or computation. In this paper we present a computational model of the mind in order to provide a standard reference that will help in finding answers to questions such as: when is a task complex, what are the cognitive capabilities and limitations of the mind, what teaching methodologies are optimal, and why.","PeriodicalId":199764,"journal":{"name":"Proceedings of the 2019 3rd International Conference on Education and E-Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131242227","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}