2022 International Symposium on Educational Technology (ISET)最新文献_第3页

A Study on the Relationship between Digital Citizenship and Information Literacy among Middle School Students 中学生数字公民与信息素养的关系研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00023

Qian Wang, Hui Ma, Shun Xu

{"title":"A Study on the Relationship between Digital Citizenship and Information Literacy among Middle School Students","authors":"Qian Wang, Hui Ma, Shun Xu","doi":"10.1109/ISET55194.2022.00023","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00023","url":null,"abstract":"The paper aims to analyze the relationship between the three dimensions of digital citizenship (respect yourself/respect others; educate yourself/connect with others; protect yourself/protect others) and the three dimensions of information literacy (Students' use of ICT applications; Students' school-related IeT use; Students' KT self-efficacy, interest, and enjoyment). This article takes 205 middle school students as the research object, collects data through questionnaire surveys, and uses SPSS to conduct correlation analysis and regression analysis on the digital citizenship and information literacy of middle school students. According to the research results, the digital citizenship of middle school students is better on the whole, and their performance in respecting yourself /respecting others is relatively outstanding, while their information literacy is relatively neutral. the three dimensions of digital citizenship are significantly correlated with the three dimensions of information literacy among middle school students, their digital citizenship can significantly predict information literacy. Finally, various strategies are proposed to enhance the information literacy of middle school students.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131381580","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

Exploring Influential Factors on Students' E-learning in Chinese Higher Education 我国高等教育学生网络学习的影响因素探讨

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00024

Yuting Zhang, Donnie Adams, K. Lee

引用次数: 0

Teaching the Course of Petroleum Refinery Engineering Based on Goal Problem-Oriented Mode and Blended Learning Techniques 基于目标问题导向模式和混合式学习技术的炼油工程课程教学

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00062

Jinmei Sun, Shikui Wu, Li Wang, Yi-lu Su, Xiaoming Zhang, Hui Chen, Ruiin Zhou, M. Zhang

引用次数: 0

Research on Personalized Service Path of Learning Resources by Data Driven 数据驱动下的学习资源个性化服务路径研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00038

Haonan Wang, Ziqing Gao

引用次数: 0

Emerging Issues Regarding Online Learning During the COVID-19 Pandemic: A Teacher's Perspective 2019冠状病毒病大流行期间在线学习的新问题:一位教师的观点

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00029

Terumi Miyazoe

{"title":"Emerging Issues Regarding Online Learning During the COVID-19 Pandemic: A Teacher's Perspective","authors":"Terumi Miyazoe","doi":"10.1109/ISET55194.2022.00029","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00029","url":null,"abstract":"This study aims to consider possibly overlooked issues regarding online education implementation during the ongoing COVID-19 pandemic from a teacher's perspective. Due to the pandemic, the university where the author works has implemented HyFlex, that is, simultaneous face-to-face and online learning, as its core policy to meet student needs. HyFlex allows students to choose a preferred attendance mode, which implies that a teacher must cover both face-to-face and online teaching at once. These efforts to preserve students' rights to learn may have resulted in issues concerning teachers' rights to work being overlooked. This study examined certain issues affecting teachers related to class time, workload, well-being, and security that have emerged during the pandemic. These issues urgently need close examination and discussion, as current online and blended learning approaches become increasingly standardised in the post-COVID era. The study further presents original diagrams to conceptualise the shift from traditional to more comprehensive course design that highlights the growing predominance of online learning. The study aims to help improve systematic curriculum development and human resources management to better meet the needs of relevant stakeholders in the new era of learning.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130996559","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

Research on the Improvement of MOOC-Based Self-Organized Online Teaching and Research Participation Degree for Primary and Secondary School Teachers 基于mooc的中小学教师自组织在线教研参与度提升研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00030

Wenjing Luo, YouRu Xie, W. Xia, Yanting Zeng

{"title":"Research on the Improvement of MOOC-Based Self-Organized Online Teaching and Research Participation Degree for Primary and Secondary School Teachers","authors":"Wenjing Luo, YouRu Xie, W. Xia, Yanting Zeng","doi":"10.1109/ISET55194.2022.00030","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00030","url":null,"abstract":"Teaching and research is an effective way for teachers' professional development. MOOC-based self-organized online teaching and research model can help teachers to get rid of the dependence on “hater-organization”. And it also meets the flexible needs of teachers' training in the post-epidemic period. Guided by the self-organization theory and the performance theory, this research adopts literature research and theoretical deduction to analyze the key participation points of MOOC-based self-organized online teaching and research, and to clarify their participation representation and corresponding relationship. Then, from the three dimensions of “behavior-cognition-emotion”, the MOOC-based self-organized online teaching and research participation improvement model for primary and secondary school teachers was constructed. At the same time, we rely on the national-level high-quality online open course “Smart Classroom Teaching” on the Chinese Universities MOOCs Platform to carry out online teaching and research practice. Results showed that this model can improve the number, network and quality of teachers' participation. And it also urged teachers to deeply solve the confusion of teaching under the background of Double Reduction, and helped the growth of smart teachers.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115021828","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

Experimental Research and Analysis of Immersive Virtual Reality Technology on Children's Language Teaching 沉浸式虚拟现实技术在儿童语言教学中的实验研究与分析

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00047

Xiaodong Wei, M. Zhang

引用次数: 0

How to Implement Efficient Blended Learning: The Effects of Teacher Support and Task Difficulty 如何实施高效的混合学习:教师支持和任务难度的影响

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00057

A. Chen, Wei Li, Lisheng Chen, Jiu Wei, Weidong Fu

{"title":"How to Implement Efficient Blended Learning: The Effects of Teacher Support and Task Difficulty","authors":"A. Chen, Wei Li, Lisheng Chen, Jiu Wei, Weidong Fu","doi":"10.1109/ISET55194.2022.00057","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00057","url":null,"abstract":"We adopted an experimental study in a blended learning environment to explore the impact of teacher support and task difficulty on learning achievement. The experiment was conducted using a mixed design of 2(cognitive support and emotional support of teacher) x 3(low, medium, and high task difficulty) with a simple 40 college students. Procedures comprised the implementation of three blended lessons separated by a five-minute interval, each of them composed of video-assisted online learning and traditional classroom teaching scenarios. Results showed that:(1) the main effect of task difficulty was significant. (2) the main effect of teacher support was not significant. (3) the interaction between task difficulty and teacher support was significant. When learning low-difficulty tasks, students blended learning achievement with teacher emotional support was significantly higher than cognitive support. The learning effect with teacher cognitive support was significantly higher when learning medium-tasks and high-difficulty tasks. Provided with teacher emotional support, students learning outcomes of low-difficulty tasks were significantly higher than that of medium and high-difficulty tasks; Under teacher cognitive support, there is no significant difference in the different task difficulties. Therefore, it is worth noting that teachers should adjust teaching strategies based on the nature and difficulty of learning tasks to improve blended learning outcomes.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116657210","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

Implementing and Testing an Interactive Educational Story Mobile App 执行和测试一款交互式教育故事手机应用

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00060

Mamoun Nawahdah, Hadeel Ehmouda

{"title":"Implementing and Testing an Interactive Educational Story Mobile App","authors":"Mamoun Nawahdah, Hadeel Ehmouda","doi":"10.1109/ISET55194.2022.00060","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00060","url":null,"abstract":"In this research, we developed an iOS interactive children story app named “The Little Red Riding Hood” using design-thinking principles. The aim was to improve the child's literacy, reading and retelling skills. To investigate the effect, we conducted an empirical experiment comparing our method with the traditional printed stories. A group of 12 students aged between 8–9 years old in the 3rd grade participated in our experiment. The students were divided into two groups: one used our interactive story app and the other used a traditional printed story. They were assigned to spend around (15–20) minutes in listening to the story from an iPad or the teacher and doing related activities. A rubric tables were used to assess the participant's abilities and skills, which are filled by the teacher in both conditions. The preliminary results revealed that the students who used our interactive story app showed significant differences in improving retelling skills compared with those who used printed story. However, the results showed slightly improvement in literacy and reading skills. Given its importance, more research is needed to better understand the long effects of interactive story app in developing reading and literacy skills.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127820679","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 Development of Students' Computational Thinking Practices in AI Course Using the Game-Based Learning: A Case Study 基于游戏学习的人工智能课程中学生计算思维实践的发展:个案研究

2022 International Symposium on Educational Technology (ISET) Pub Date : 2022-07-01 DOI: 10.1109/ISET55194.2022.00065

Jingsi Ma, Yi Zhang, Hesiqi Bin, Kang Wang, Jinfang Liu, Hanrui Gao

{"title":"The Development of Students' Computational Thinking Practices in AI Course Using the Game-Based Learning: A Case Study","authors":"Jingsi Ma, Yi Zhang, Hesiqi Bin, Kang Wang, Jinfang Liu, Hanrui Gao","doi":"10.1109/ISET55194.2022.00065","DOIUrl":"https://doi.org/10.1109/ISET55194.2022.00065","url":null,"abstract":"Promoting the computational thinking of the K12 students through artificial intelligence education is reflected in curriculum standards and academic research. Game-based learning promotes the learning interest and motivation, helps students reinforce computational thinking practices. Based on the input-process-result (IPO) game-based learning model, this study integrated the artificial intelligence instructional content, game-based learning, and the core elements of computational thinking practice to design game-based learning activities that was suitable for promoting computational thinking practices in artificial intelligence courses. In this research, the artificial intelligence course “Challenging Tic-Tac-Toe” was conduct in senior high school. The results showed that the game-based learning in artificial intelligence courses could help students to master artificial intelligence subject knowledge, significantly improved the computational thinking practices, enhanced learning interest, motivation, self-confidence, and reduce cognitive load. Thus, this study provides additional evidence that using the game-based learning strategies is an effective learning method that improves both learning performance and computational thinking practices.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125393053","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: 2