Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)最新文献

{"title":"LINKING GAMIFICATION, LUDOLOGY AND PEDAGOGY: PRINCIPLES TO DESIGN A SERIOUS GAME","authors":"Joshua Esterhuizen, G. Drevin, Dirk P. Snyman, L. Drevin","doi":"10.33965/celda2022_202207l008","DOIUrl":"https://doi.org/10.33965/celda2022_202207l008","url":null,"abstract":"Education is shifting towards a more technology focused mode of delivery, or at least combining technology use with standard methods. A potential effect of this could be the introduction and use of games in classrooms. This study looks at the possibility of adapting various domains of knowledge into digital games referred to as serious games. The implementation of serious games within teaching may help keep certain students engaged with the content being presented and create further interest in the topic. However, before reaching this stage the means to transform these knowledge domains into serious games must be studied. This is done by focusing on three fields: gamification, ludology, and pedagogy. Through the use of a literature analysis, both a literature review and a focus on previous implementations, several key principles for the design of a serious game were identified, namely reflection, feedback, a story-based environment, and thorough structuring of content. These principles stem from the design choices of the previous implementations and pedagogical theories - Merrill’s First Principles and the ARCS model. The aim of the study is to investigate the possibility of using digital games as a means to encourage learning in teaching environments.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"11 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120913851","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":"EXPERIENCING FLOW IN VIRTUAL REALITY: AN INVESTIGATION OF COMPLEX INTERACTION STRUCTURES OF LEARNING-RELATED VARIABLES","authors":"Miriam Mulders","doi":"10.33965/celda2022_202207l023","DOIUrl":"https://doi.org/10.33965/celda2022_202207l023","url":null,"abstract":"Theoretical background: Learning in virtual realities (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning objectives, such as perspective-taking in VR actors. Previous research has often focused on investigating cause-effect relationships that focus on the direct effects of different VR visualization technologies on learning outcomes. Little research has been conducted on more complex constellations of learning-related variables. Therefore, the present study aims at elaborating a research design that can be used to investigate both the direct effects of VR visualization technologies as well as the mediating effects of learning process variables latent in VR. For this purpose, the research design will be experimentally tested by comparing head-mounted display (HMD)-based VR with laptop-based VR with respect to the intended learning objectives, and controlling for influences by underlying learning processes (here: the experience of flow within VR). Methods: 132 students of grades eight and nine were recruited. The subjects were assigned to experimental conditions (HMD vs. laptop). The VR content dealt with the exploration of the hiding place of Anne Frank at the time of World War II in Amsterdam. Questionnaires were used to collect several data including sociodemographic characteristics, knowledge gain, perspective-taking, subjective evaluation, and the learning process variable flow. Results: A significant main effect for the variable VR visualization technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and also for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. More relevant than unidirectional relationships are the mediating effects. Mediating effects through the experience of flow were discovered several times. Thus, the experience of flow within VR can significantly explain the cause-effect relationships between VR visualization technology and learning outcomes, even if, for the most part, only effects for evaluative indicators could be determined. Conclusion: The present study was able to exemplify that the investigation of complex interaction structures of VR visualization technologies and learning process variables can make a large contribution to the understanding of learning in VR environments. Advantages of HMD-based VR over laptop-based VR with respect to some learning indicators were uncovered. The significant findings of the mediation analyses point to the fact that the direct effects of VR visualization technologies on parameters of learning can be significantly explained by learning process variables such as flow experience and are systematically overestimated if such learning processes are not taken into account.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125765249","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":"SECURE DEMATERIALIZATION OF ASSESSMENTS IN DIGITAL UNIVERSITIES THROUGH MOODLE, WEBRTC AND SAFE EXAM BROWSER (SEB)","authors":"Khalifa Sylla, Birahim Babou, S. Ouya","doi":"10.33965/celda2022_202207l033","DOIUrl":"https://doi.org/10.33965/celda2022_202207l033","url":null,"abstract":"This paper deals with a solution allowing digital universities to extend the functionalities of their distance learning platform to offer a secure solution for the dematerialization of assessments. Currently we are witnessing the rise of digital universities, this is the case in Africa, particularly in Senegal. We are witnessing strong growth in the number of students, in a context of extension and diversification of training offers. This is the case of the Virtual University of Senegal (UVS), the number of students has increased from 2,000 students in 2013, the year of its creation, to 50,000 in 2021. It offers 13 licenses and 30 courses of training. With these large numbers, the organization of assessments in these universities becomes more and more tedious. Taking the example of the UVS with 50,000 students and 30 training courses, we will have to deploy millions of exams copies due to one copy per candidate. These universities have digital campuses (connected campuses) or Open Digital Spaces (ENO) which make it possible to organize face-to-face evaluations on the table. This organization has several disadvantages, on the one hand, the management of the proofs and the correction of the copies require the mobilization of human and financial resources; on the other hand, the risks of errors, reports and authenticity of the notes. In this article, we propose a secure system for managing online assessments in digital universities based on LMS Moodle, SEB and remote monitoring with the JITSI video conferencing system. The solution will allow universities to optimize human and financial resources and make assessment results more reliable.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129897323","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":"EXPLORING THE ATTENTIONAL PROFILE OF GIFTED CHILDREN USING A VR-BASED ASSESSMENT TOOL","authors":"Roberta Renati, N. S. Bonfiglio, M. L. Mascia, M. P. Penna","doi":"10.33965/celda2022_202207l024","DOIUrl":"https://doi.org/10.33965/celda2022_202207l024","url":null,"abstract":"An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128464630","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":"KNOWLEDGE MAPPING FOR CREATIVE THINKING","authors":"A. Giretti, M. Lemma, Matteo Zambelli, F. R. D. Meana","doi":"10.33965/celda2022_202207l025","DOIUrl":"https://doi.org/10.33965/celda2022_202207l025","url":null,"abstract":"In this paper we illustrate the architecture of the °’°Kobi system, which is aimed at supporting students’ education in artistic or design activities. We will outline the scientific and methodological foundations of the educational approach aimed at enhancing the artistic conception and the design ideation. The functional requirements and the system architecture for implementing the °’° Kobi system are outlined. Finally, the paper discusses some relevant aspects concerning the system application in a real educational context and briefly reports about its preliminary assessment","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127133014","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":"STUDENTS USE OF LEARNING AIDS: LESSONS FROM LEARNING ANALYTICS","authors":"Dirk T. Tempelaar","doi":"10.33965/celda2022_202207l017","DOIUrl":"https://doi.org/10.33965/celda2022_202207l017","url":null,"abstract":"E-tutorial learning aids as worked examples and hints have been established as effective instructional formats in problem-solving practices. However, less is known about variations in the use of learning aids across individuals at different stages in their learning process in student-centred learning contexts. This study investigates different profiles of students’ learning behaviors based on clustering students’ use of worked examples and hints in subsequent learning phases in a naturalistic setting. In a blended instructional format, the study was conducted on 1,072 students over an eight-week introductory mathematics course. By explicitly differentiating between learning to prepare a tutorial session, the first phase, learning to prepare a quiz session, the second phase, and learning to prepare the final exam as third phase, this study aims to contribute to the call for more temporality in learning analytics applications. Our study finds three profiles of learning that differ in the intensity and timing of the use of learning aids. Moreover, different profiles come with different learning dispositions, such as epistemic and activity learning emotions.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123366276","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":"A MEMORY PALACE FOR BRAIN ANATOMY AND FUNCTION REPRESENTED IN VIRTUAL REALITY","authors":"Ludivine Blais, H. S. Qorbani, A. Arya, J. Davies","doi":"10.33965/celda2022_202207c046","DOIUrl":"https://doi.org/10.33965/celda2022_202207c046","url":null,"abstract":"Memory palaces are effective tools for learning vast amounts of information in a canonical order using mnemonics. However, our review of the literature revealed a lack of implementation and user study of memory palace in Virtual Reality (VR) for neuroscience education. VR technology enables us to build highly interactive virtual learning spaces that are engaging and interesting. As a result, we implemented a web-based version of VR (known as WebXR) to help students about brain regions for the first time including the name, function, and location of each brain part.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125722857","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":"EDUCATIONAL CHATBOTS FOR COLLABORATIVE LEARNING: RESULTS OF A DESIGN EXPERIMENT IN A MIDDLE SCHOOL","authors":"Michael Burkhard, S. Seufert, Matthias Cetto, S. Handschuh","doi":"10.33965/celda2022_202207l027","DOIUrl":"https://doi.org/10.33965/celda2022_202207l027","url":null,"abstract":"Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125265276","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":"DIDACTIC ACTIVITIES ON ARTIFICIAL INTELLIGENCE: THE PERSPECTIVE OF STEM TEACHERS","authors":"C. Fissore, F. Floris, M. Marchisio, M. Sacchet","doi":"10.33965/celda2022_202207l002","DOIUrl":"https://doi.org/10.33965/celda2022_202207l002","url":null,"abstract":"The concept of Artificial Intelligence (AI) might seem something very distant from the world of schools: a theme that is far from today's reality, especially when the education and training system is committed to tackling the problems associated with the pandemic situation. However, the impact that AI is producing in various areas of our life also requires reflection on the world of education and training. Research and education policies are therefore required to direct education to prepare students for technological challenges, enabling schools and teachers to guide innovation. It is necessary to train teachers not only on the theoretical contents inherent to these themes, but also and above all on the planning of didactic activities to adopt innovative educational approaches. The context of this research is the immersive 3-hour workshop on the theme \"Mathematics and AI\" which involved 52 teachers from all over Italy from primary to secondary school. The research questions are: What is the current teaching practice in schools in Italy in terms of AI? Which characteristics should be emphasized, and which aspects should be favored in the planning of didactic activities by school teachers? To answer the research questions, we analyzed teachers’ responses to the initial questionnaire before the workshop and to the final questionnaire at the end of the workshop. Key findings show that teachers do not treat AI-related topics too much with their classes while being aware of the importance of recognizing and understanding AI.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133609907","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":"HOW GENERATIVE LANGUAGE MODELS CAN ENHANCE INTERACTIVE LEARNING WITH SOCIAL ROBOTS","authors":"Stefan Sonderegger","doi":"10.33965/celda2022_202207l012","DOIUrl":"https://doi.org/10.33965/celda2022_202207l012","url":null,"abstract":"The use of social robots in education is a growing area of research and the potential future applications are various. However, the conversational models behind current social robots and chatbot systems often rely on rule-based and retrieval-based methods. This limits the social robot to predefined responses and topics, thus hindering it from fluent communication and interaction. Generative language models such as GPT-3 could be beneficial in this context, e.g. for an improved conversation and open-ended question answering. This article presents an approach to utilizing generative language models to enhance interactive learning with educational social robots. The proposed model combines the technological possibilities of generative language models with the educational tasks of a social robot in the role of a tutor and learning partner. The implementation of the model in practice is illustrated by means of a use case consisting of different learning scenarios. The social robot generates explanations, questions, corrections, and answers based on the pre-trained GPT-3 model. By exploring the potential of generative language models for interactive learning with social robots on different levels of abstraction, the paper also aims to contribute to an understanding of the future relevance and possibilities that generative language models bring into education and educational technologies in general.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114839469","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}