Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)最新文献_第5页

PROBLEMATIC SMARTPHONE USE AND COGNITIVE FAILURES. AN EXPLORATIVE STUDY AMONG FREE DIFFERENT GENERATIONS (X, Y, Z) 有问题的智能手机使用和认知障碍。自由不同代(x, y, z)间的探索性研究

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l030

M. L. Mascia, N. S. Bonfiglio, Roberta Renati, S. Cataudella, Ł. Tomczyk, M. P. Penna

{"title":"PROBLEMATIC SMARTPHONE USE AND COGNITIVE FAILURES. AN EXPLORATIVE STUDY AMONG FREE DIFFERENT GENERATIONS (X, Y, Z)","authors":"M. L. Mascia, N. S. Bonfiglio, Roberta Renati, S. Cataudella, Ł. Tomczyk, M. P. Penna","doi":"10.33965/celda2022_202207l030","DOIUrl":"https://doi.org/10.33965/celda2022_202207l030","url":null,"abstract":"The present study focuses on smartphone overuse and on problematic behaviors related to it, investigating possible differences at the intergenerational level among the variables considered. Through the administration of self-report questionnaires, the perception of smartphone distraction, smartphone problematic use, phubbing, and cognitive failures were surveyed. Two hundred and twenty subjects took part in the research. The participants, aged between 18 and 57, were divided by generation Z, Y and Z, according to Ristiyono, classification (2022). Data analysis was carried out through the application of Spearman's rho was used to analyze correlations between subscales. The Kruskal-Wallis test was invectively used to analyze differences between participants. The results confirm our hypotheses showing positive correlations between perceptions of smartphone distraction, phubbing behavior, smartphone problematic use, and cognitive failures, and a significant difference was found between generations in perceptions of all variables considered. Generation Z (18-26 years) shows the highest scores in almost all subscales examined.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"8 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":"127917087","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: 1

AUTOMATIC SPEECH RECOGNITION SYSTEM TO ENHANCE THE USE OF VOCALIZATION STRATEGY 语音自动识别系统提高了发声策略的使用

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l019

Saki Hirata, Masanori Yamada

引用次数: 0

USING MARKOV CHAIN ON ONLINE LEARNING HISTORY DATA TO DEVELOP LEARNER MODEL FOR MEASURING STRENGTH OF LEARNING HABITS 利用在线学习历史数据的马尔可夫链建立学习者模型来衡量学习习惯的强度

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207c047

T. M. Tran, S. Hasegawa

{"title":"USING MARKOV CHAIN ON ONLINE LEARNING HISTORY DATA TO DEVELOP LEARNER MODEL FOR MEASURING STRENGTH OF LEARNING HABITS","authors":"T. M. Tran, S. Hasegawa","doi":"10.33965/celda2022_202207c047","DOIUrl":"https://doi.org/10.33965/celda2022_202207c047","url":null,"abstract":"A learner model reflects learning patterns and characteristics of a learner. A learner model with learning history and its effectiveness plays a significant role in supporting a learner’s understanding of their strengths and weaknesses of their way of learning in order to make proper adjustments for improvement. Nowadays, learners have been engaging in online learning frequently and intensely, leaving behind tremendous learning history data that contain informative insights about the learners’ learning patterns. This paper proposed a method for developing learner models by applying the Markov chain to learning history data. Our method transforms individual learners’ resource use data in a learning course into a large amount of resource use sequences, then develops a Markov learner model, and generates the resource use steady state for each learner. The resource use density, the resource steady state, and the assessment scores of individual learners tell their learning patterns and the effectiveness of the learning patterns. From the Markov learner model, we generate a learner profile for describing learning patterns and an index for measuring the strength of learning habits of the learner. We verified our method by applying it to each course in the OULAD dataset to predict the learning performance using the index. The preliminary results gain up to 97% accuracy on the pass/fail prediction problem.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"59 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":"130157913","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: 0

THE IMPACT OF A SOCIAL ROBOT'S VOICE ON CHILDREN'S LEARNING 社交机器人的声音对儿童学习的影响

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207c039

Hsiu-Feng Wang, Shin-Lan Shiu

引用次数: 0

AI SUPPORTED EMOTIONS ANALYSIS: A SYSTEM TO PROMOTE ENGAGEMENT IN DIGITAL LEARNING 人工智能支持的情绪分析:一个促进数字化学习参与的系统

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207r053

Lucio Monterubbiano, C. Moroni

引用次数: 0

PHYSICAL COMPUTING SYSTEMS - A SYSTEMATIC APPROACH 物理计算系统——一种系统的方法

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l011

Eric Schätz, A. Martens

引用次数: 1

HOW DOES THE USE OF OPEN DIGITAL SPACES IMPACT STUDENTS SUCCESS AND DROPOUT IN A VIRTUAL UNIVERSITY? 在虚拟大学中，开放数字空间的使用如何影响学生的成功和辍学?

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l032

Khalifa Sylla, Guy Merlin Mbatchou Nkwetchoua, François Bouchet

{"title":"HOW DOES THE USE OF OPEN DIGITAL SPACES IMPACT STUDENTS SUCCESS AND DROPOUT IN A VIRTUAL UNIVERSITY?","authors":"Khalifa Sylla, Guy Merlin Mbatchou Nkwetchoua, François Bouchet","doi":"10.33965/celda2022_202207l032","DOIUrl":"https://doi.org/10.33965/celda2022_202207l032","url":null,"abstract":"Virtual universities have developed considerably over the past decade, particularly on the African continent. They provide a way to deal with the considerable need to educate a large young population, but the lack of physical space can be a drawback that prevents students from succeeding and increasing dropout compared to a more traditional face-to-face university. To limit these issues, some virtual universities have been opening Open Digital Spaces (ODS) to complement the virtual space and offer students a place where to work and solve pedagogical, technical or administrative issues. However, it is unclear how students actually make use of these ODS and which uses can be beneficial or detrimental to their success and limit dropout. In this paper we lead an exploratory study of the results of a large-scale digital survey in a major African Virtual University (N=2392 answers) to identify factors in the use of Open Digital Spaces (ODS) that have an impact on students’ success and dropout. We analyzed the data using multiple Chi-Square tests of independence. Results indicate that students who visit ODSs more during the 2 weeks before an exam or only when it is mandatory are statistically less likely to succeed, contrary to students who come to work in groups or for the internet access who are more likely to succeed. Conversely, students who do not see the value of ODSs for learning and who visit only when mandatory are more likely to dropout, contrary to students who come when they have a pedagogical need or to work in groups who are less likely to dropout. Some factors particularly impact first year university students, highlighting the need to make them understand which use of the ODS are relevant to increase their chances to graduate.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"58 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":"133454927","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: 0

DETERMINING LEARNERS' BEHAVIORAL PATTERNS IN A TECHNOLOGY AND ANALYTICS ENHANCED ASSESSMENT ENVIRONMENT 在技术和分析增强的评估环境中确定学习者的行为模式

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l006

Muhittin Şahin, Dirk Ifenthaler

引用次数: 0

STUDENT PERCEPTIONS OF AI-POWERED WRITING TOOLS: TOWARDS INDIVIDUALIZED TEACHING STRATEGIES 学生对人工智能写作工具的看法:走向个性化教学策略

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l010

Michael Burkhard

{"title":"STUDENT PERCEPTIONS OF AI-POWERED WRITING TOOLS: TOWARDS INDIVIDUALIZED TEACHING STRATEGIES","authors":"Michael Burkhard","doi":"10.33965/celda2022_202207l010","DOIUrl":"https://doi.org/10.33965/celda2022_202207l010","url":null,"abstract":"Due to the advances of artificial intelligence (AI) and natural language processing, new kinds of Internet-based writing tools have emerged. Among other things, these AI-powered writing tools can be used by students for text translation, to improve spelling or for rewriting and summarizing texts. On the one hand, they can provide detailed recommendations for the adaptation of text elements within seconds. On the other hand, they also produce inconsistencies and errors, that students might not be aware of. How to deal with these tools in an educational context is a difficult question. Since writing tools are usually used unsupervised and without further instructions, students may need guidance from the teacher in interacting with those tools, to prevent the risk of misapplication. To better understand this underlying issue, the paper at hand uses survey data of 365 freshmen students to describe and analyze student perceptions of AI-powered writing tools. Regarding AI-powered writing tools, different student types were identified by using the k-means clustering method. The results suggest that students have different attitudes towards AI-powered writing tools. Some students may use them in an unreflective, non-sceptical way, which can lead to (un)voluntary plagiarism. Other students may not use writing tools at all, partly because they are sceptic, but also because they may lack meaningful learning strategies in general (course repeaters). Depending on the different student types, individualized teaching strategies might be helpful to promote or urge caution in the use of these tools.","PeriodicalId":200458,"journal":{"name":"Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)","volume":"41 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":"115480446","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: 0

DEVELOPING AN ONTOLOGY OF MULTIPLE PROGRAMMING LANGUAGES FROM THE PERSPECTIVE OF COMPUTATIONAL THINKING EDUCATION 从计算思维教育的角度发展多语言本体

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI: 10.33965/celda2022_202207l009

Lalita Na Nongkhai, Jingyun Wang, T. Mendori

引用次数: 0