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2022 Eleventh International Conference of Educational Innovation through Technology (EITT)最新文献

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Investigating Undergraduates' Perceptions of Digital Citizenship: A Survey from China 调查大学生对数字公民的认知:一项来自中国的调查
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00016
Xiaolin Liu, Jingjing Hei, Y. Cao
{"title":"Investigating Undergraduates' Perceptions of Digital Citizenship: A Survey from China","authors":"Xiaolin Liu, Jingjing Hei, Y. Cao","doi":"10.1109/EITT57407.2022.00016","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00016","url":null,"abstract":"Digital citizenship is an essential component of technology education. This study aimed to provide evidence for digital citizenship education by exploring Chinese undergradutes' perceptions of digital citizenship. An online questionnaire survey on digital citizenship was carried out in universities of mainland China, and 227 students responded to the survey. Statistics implied that undergraduates ‘ perceptions of digital citizenship were generally rated as barely satisfactory. Compared with ethics and fluency in digital environment, Chinese undergraduates performed poorly on self-identity and online behavior in cyberspace. As to the group differences, our research implied that students' grade levels or disciplinary background showed no significant effect on their perceptions of digital citizenship, while female students had higher perceptions of ethics in the digital environments than that of male students. Based on the analysis, the paper suggests future work to improve undergraduates' digital citizenship perceptions and practices.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128559743","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
3D Printing Technology Supports the Learning of Geometry in Primary School Mathematics 3D打印技术支持小学数学几何学习
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00018
Hanlin Hu, Geping Liu
{"title":"3D Printing Technology Supports the Learning of Geometry in Primary School Mathematics","authors":"Hanlin Hu, Geping Liu","doi":"10.1109/EITT57407.2022.00018","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00018","url":null,"abstract":"The rapid prototyped, personalized independent design, and online and offline integration of 3D printing technology have been widely used in education. However, in mathematics, especially the application of geometry learning is not enough. Based on the theory of embodied cognition, this study attempts to integrate 3D printing technology into the learning process of primary school mathematical geometry. The results from implementation show that 3D printing technology can bring significant improvement to mathematical learning performance, such as learning from 3D products, learning geometric knowledge concepts, the after class design of 3D products positively correlated with post-test scores, and learners had a favorable attitude toward 3D printing technology; however, the intervention of 3D printing technology has made time constraints within the class more challenging.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128730721","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
Under the Condition of Stress Arousal: The Influence of Positive Emotion Design on Multimedia Learning 应激唤醒条件下:积极情绪设计对多媒体学习的影响
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00015
Xian Peng, Yanyan Jin, Liang Zhao, Biyao Yang, Sannyuya Liu, Zhu Su
{"title":"Under the Condition of Stress Arousal: The Influence of Positive Emotion Design on Multimedia Learning","authors":"Xian Peng, Yanyan Jin, Liang Zhao, Biyao Yang, Sannyuya Liu, Zhu Su","doi":"10.1109/EITT57407.2022.00015","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00015","url":null,"abstract":"Emotional design in multimedia learning is an instructional design method, which can induce positive emotional experiences for students to improve their intrinsic motivation, thus facilitating their learning outcomes. However, previous studies have rarely considered the impact of positive emotional design on learning outcomes when students were in stressful situations. In this regard, this study explored the role of positive emotional design principles in students' stress-arousal state. Fifty students from a university in central China were randomly divided into two groups, 25 as the experimental group and 25 as the control group. On the premise of completing the stress arousal task, two groups studied the multimedia courses of positive emotion design and neutral emotion design respectively by using ECG equipment and questionnaires. The results of the study show that students can learn materials with positive emotion design to effectively prevent the decline of transfer performance caused by the stressful situation.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126546147","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 Two Mediums Based on Virtual Reality Technology in the Education of Practical Courses 基于虚拟现实技术的两种媒介对实践课程教学的影响
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00011
Xiaodong Wei, Chuan Zhang
{"title":"The Impact of Two Mediums Based on Virtual Reality Technology in the Education of Practical Courses","authors":"Xiaodong Wei, Chuan Zhang","doi":"10.1109/EITT57407.2022.00011","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00011","url":null,"abstract":"Virtual reality (VR) technology has great potential in practical courses. This study aims to explain the benefits of virtual reality (VR) in the transformation of practical courses learning and student experience. This study will take physics courses as an example. Two independent studies were conducted, and college students were divided into two groups, using a computer all-in-one machine and a head-mounted display (HMD) device. Students using head-mounted display (HMD) reported higher levels of presence, engagement and empathy, compared to computer all-in-one, and had better mastery of knowledge than students using computer all-in-one. These findings suggest that virtual reality (VR) has a positive effect on student emotions in practical courses like physics. Moreover, head-mounted display (HMD) virtual reality (VR) devices have the potential to provide students with new immersive experiences, with cognitive and emotional benefits.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121204169","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
Investigating How to Optimize Immersive Virtual Field Trips in Geography Education 如何优化地理教学中的沉浸式虚拟实地考察
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00031
Xiuli Huang
{"title":"Investigating How to Optimize Immersive Virtual Field Trips in Geography Education","authors":"Xiuli Huang","doi":"10.1109/EITT57407.2022.00031","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00031","url":null,"abstract":"Geography education is related not only to geographical expertise but also to students' ability to communicate with peers and tutors and understand the immediate environment. Geoscience fieldwork is crucial to help learners gain geographical expertise and increase their interactions with peers and tutors. However, in traditional geography teaching activities, there is usually no chance for students to have a field trip about the topics. This usually results in a low understanding of geographic Knowledge and limited interaction with peers. Therefore, the present study attempts to adopt an immersive virtual field trip approach to enable students to have an embodied learning experience and some collaborative learning strategies to facilitate their peer interaction. Based on this approach, a quasi-experiment was conducted to compare the effects of the proposed approach and the conventional technology-supported approach in a high school geography class in Germany. The findings show that the proposed immersive virtual field trip approach significantly improved students' peer interaction and students' collaboration tendencies, and also enhance media support. While the proposed approach did not significantly improve teacher-student interaction and achievements, the interview results show that the students perceived the approach as being effective from the perspectives of “responsible and enjoyable”, “understandable and productive”, “better visualization” and “easy communication”.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133644039","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
Investigating the Effect of Immersive VR on Conceptual Knowledge and Procedural Knowledge Transfer 沉浸式虚拟现实对概念知识和程序性知识迁移的影响研究
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00012
Nan Gao, Geping Liu, Ling Zhang
{"title":"Investigating the Effect of Immersive VR on Conceptual Knowledge and Procedural Knowledge Transfer","authors":"Nan Gao, Geping Liu, Ling Zhang","doi":"10.1109/EITT57407.2022.00012","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00012","url":null,"abstract":"Promoting knowledge transfer and developing students' complex problem-solving skills are important goals in today's education. The use of immersive virtual reality in teaching and learning has shown great potential to achieve this goal. This study used a quasi-experimental research method, with a video group as the control group, to investigate the effect of the immersive virtual reality learning environment on learners' conceptual and procedural knowledge transfer. The results found that learners in the immersive virtual reality learning environment scored significantly higher than those in the video group on the conceptual knowledge transfer and procedural knowledge transfer test. These results suggest that immersive virtual reality is more advantageous than video learning in facilitating knowledge transfer.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122700029","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
Research on the Instrumental Variable Mechanism of Computational Psychometrics in Engineering Teaching Assessment 计算心理测量在工程教学评价中的工具变量机制研究
2022 Eleventh International Conference of Educational Innovation through Technology (EITT) Pub Date : 2022-12-01 DOI: 10.1109/EITT57407.2022.00022
Jia Xie, Bin Duan, Ting Gao, Qicong Ke
{"title":"Research on the Instrumental Variable Mechanism of Computational Psychometrics in Engineering Teaching Assessment","authors":"Jia Xie, Bin Duan, Ting Gao, Qicong Ke","doi":"10.1109/EITT57407.2022.00022","DOIUrl":"https://doi.org/10.1109/EITT57407.2022.00022","url":null,"abstract":"Since teachers typically focus on the quantitative analysis of the data when writing the analysis report on the achievement of course objectives, there is no guarantee that the final calculation result is valid. They should give equal consideration as to whether the source of the data is also reliable. This paper combines the emerging computational psychometrics and causal inference science, and mainly solves two engineering teaching problems. First, this paper proposes to use computational psychometrics as an instrumental variable to explore its deconfounding effect in teaching assessment, which can eliminate the influence of confounding factors in engineering experimental teaching assessment. Secondly, the scientific method of causal inference is used to calculate the causal effect factor of the experimental results on the test scores from the observation data. Then, characterize the influence of the experimental scores on the test scores, thus solving the cross-modal problem of the process data participation calculation. The method proposed in this paper cannot only ensure the reliability of the data source but can also unify the calculation mode so that the degree of achievement of the course objectives can be more accurately calculated, which is helpful for teachers to continuously improve the teaching level.","PeriodicalId":252290,"journal":{"name":"2022 Eleventh International Conference of Educational Innovation through Technology (EITT)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130354373","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
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