International Conference on Computer Supported Education最新文献

Determinants of Learners' Self-Directed Learning and on-Line Learning Attitudes in on-Line Learning 在线学习中学习者自主学习与在线学习态度的决定因素

International Conference on Computer Supported Education Pub Date : 2023-06-10 DOI: 10.5220/0011988900003470

Jing Li, Chih-Jen Chuang, Chi-Hui Wu

{"title":"Determinants of Learners' Self-Directed Learning and on-Line Learning Attitudes in on-Line Learning","authors":"Jing Li, Chih-Jen Chuang, Chi-Hui Wu","doi":"10.5220/0011988900003470","DOIUrl":"https://doi.org/10.5220/0011988900003470","url":null,"abstract":"The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125498012","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

SAPHIR: A Pluricultural Authoring Tool to Produce Resources in Support of Education for Sustainable Development sapir:支持可持续发展教育的多元文化创作工具

International Conference on Computer Supported Education Pub Date : 2023-04-25 DOI: 10.5220/0011981600003470

S. Jean-Daubias

引用次数: 0

Large Language Models (GPT) Struggle to Answer Multiple-Choice Questions about Code 大型语言模型(GPT)很难回答关于代码的多项选择题

International Conference on Computer Supported Education Pub Date : 2023-03-09 DOI: 10.48550/arXiv.2303.08033

Jaromír Šavelka, Arav Agarwal, Chris Bogart, M. Sakr

{"title":"Large Language Models (GPT) Struggle to Answer Multiple-Choice Questions about Code","authors":"Jaromír Šavelka, Arav Agarwal, Chris Bogart, M. Sakr","doi":"10.48550/arXiv.2303.08033","DOIUrl":"https://doi.org/10.48550/arXiv.2303.08033","url":null,"abstract":"We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"51 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120855778","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: 20

Design, Implementation, and Evaluation of Blockchain-Based Trusted Achievement Record System for Students in Higher Education 基于区块链的高等教育学生可信成绩记录系统的设计、实现与评估

International Conference on Computer Supported Education Pub Date : 2022-04-26 DOI: 10.48550/arXiv.2204.12547

Bakri Awaji, E. Solaiman

{"title":"Design, Implementation, and Evaluation of Blockchain-Based Trusted Achievement Record System for Students in Higher Education","authors":"Bakri Awaji, E. Solaiman","doi":"10.48550/arXiv.2204.12547","DOIUrl":"https://doi.org/10.48550/arXiv.2204.12547","url":null,"abstract":": With a growing number of institutions involved in the global education market, it has become increasingly challenging to verify the authenticity of academic achievements such as CVs and diplomas. Blockchain is an enabling technology that can play a key role in solving this problem. This study introduces a blockchain-based achievement record system that produces a veriﬁable record of achievements. The proposed system aims to facilitate the process of authentication and validation of certiﬁcates reliably, easily and quickly, leveraging the unique capabilities offered through Blockchain technology (public Ethereum Blockchain) and smart contracts. We present the design and implementation of the system and its components and tools. We then evaluate the system through a number of studies to measure the system’s; usability, effectiveness, performance, and cost. A System Usability Scale (SUS) test gave a scale of 77.1. Through a literature survey we demonstrate that this system is a signiﬁcant improvement on legacy systems, being both more user-friendly and more efﬁcient. We also conduct a detailed cost analysis and discuss the positives and limitations of alternative blockchain solutions.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126614378","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

Analyzing the Impact of e-Caducée, a Serious Game in Pharmacy on Students' Professional Skills over Multiple Years 药学专业严肃游戏e- caducsame对学生多年专业技能的影响分析

International Conference on Computer Supported Education Pub Date : 2021-04-23 DOI: 10.5220/0010453903310338

Katia Oliver-Quelennec, François Bouchet, T. Carron, C. Pinçon

{"title":"Analyzing the Impact of e-Caducée, a Serious Game in Pharmacy on Students' Professional Skills over Multiple Years","authors":"Katia Oliver-Quelennec, François Bouchet, T. Carron, C. Pinçon","doi":"10.5220/0010453903310338","DOIUrl":"https://doi.org/10.5220/0010453903310338","url":null,"abstract":"In an academic program of our faculty of pharmacy, we tried to improve the training of future pharmacists aiming at their professionalization. We proposed a learning game called e-Caducee, which allows students to train during 3 semesters with about one hundred clinical cases. We investigated the consistency between skills worked in the game with those defined by the pedagogical team as well as the impact of the game and of the embedded dashboard on students’ skills. We collected data from the game (activity traces), from the faculty (academic results) and from the students (opinion about the game). To answer our research questions, we used both multiple linear regressions as well as classical statistical inference. Results reveal that the score predictions based on the use of e-Caducee correspond with the definition of the teachers. We also found clues that the use of e-Caducee helped with learning some professional skills but the result was not confirmed with statistical analysis. F inally, we found a link between the use of the dashboard in the game and one particular professional skill’s academic results (prescription). Our future work aims at developing an adaptive learning dashboard for the game and analyzing its possible impact.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132200023","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

Effects of Early Warning Emails on Student Performance 早期预警电子邮件对学生表现的影响

International Conference on Computer Supported Education Pub Date : 2021-02-17 DOI: 10.5220/0011847800003470

Till Massing, Natalie Reckmann, Jens Klenke, Benjamin Otto, C. Hanck, M. Goedicke

引用次数: 1

Behind the Shoulders of Bebras Teams: Analyzing How They Interact with the Platform to Solve Tasks Bebras团队背后:分析他们如何与平台交互以解决任务

International Conference on Computer Supported Education Pub Date : 2020-11-01 DOI: 10.1007/978-3-030-58459-7_10

C. Bellettini, Violetta Lonati, Mattia Monga, Anna Morpurgo

引用次数: 2

Prior Knowledge as a Predictor for Persistence 先验知识作为持久性的预测因子

International Conference on Computer Supported Education Pub Date : 2020-10-05 DOI: 10.5220/0009324201370144

S. Riazy, Katharina Simbeck, Robert Woestenfeld, M. Traeger

引用次数: 3

Translating the Concept of Goal Setting into Practice - What 'Else' does it Require than a Goal Setting Tool? 将目标设定的概念转化为实践——除了目标设定工具，还需要什么?

International Conference on Computer Supported Education Pub Date : 2020-05-18 DOI: 10.5220/0009389703880395

G'abor Kismih'ok, Catherine Zhao, M. Schippers, Stefan T. Mol, S. Harrison, Shady Shehata

引用次数: 2

Facets of Mobile Lifelong Learning Services 移动终身学习服务的各个方面

International Conference on Computer Supported Education Pub Date : 2020-05-04 DOI: 10.5220/0009386905430551

A. Dirin, T. Laine, M. Nieminen

引用次数: 3