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Int. J. Learn. Technol.最新文献

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Authoring mobile tool for improving cursive handwriting learning/writing skills 创作移动工具，提高草书书写学习/写作技能
Int. J. Learn. Technol. Pub Date : 2020-09-08 DOI: 10.1504/IJLT.2020.109572
H. Bezine
{"title":"Authoring mobile tool for improving cursive handwriting learning/writing skills","authors":"H. Bezine","doi":"10.1504/IJLT.2020.109572","DOIUrl":"https://doi.org/10.1504/IJLT.2020.109572","url":null,"abstract":"Owing to the huge amount of pen-based interfaces, many researchers have taken benefit of this intuitive and ergonomic tool so as to facilitate the learning process and help students learn either their mother tongue or even foreign languages more easily and more efficiently. Mobile phones offer a new way for designing pen based user interfaces for supporting learning handwriting activities and, thus, bringing about major contributions to education. In this paper, we have attempted to display and describe a mobile authoring tool. The developed tool can evaluate students' performance and provide instructions adapted to the needs of individual students. A major factor in the success of user interface lies in the fact that it is designed with a set of features that are adapted to a wide range of symbols accompanied by the abilities of mistake-correction. The experimental results allow less modelling complexity and accomplish good interpretation as well as high accuracy.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127886371","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
Measuring the influence of hedonic value, social presence and teaching presence on students' cognitive presence through the implementation of the smart classroom 通过实施智慧课堂，测量享乐价值、社会在场和教学在场对学生认知在场的影响
Int. J. Learn. Technol. Pub Date : 2020-09-08 DOI: 10.1504/IJLT.2020.109571
S. Phoong, S. Phoong, S. Moghavvemi, Ainin Sulaiman
{"title":"Measuring the influence of hedonic value, social presence and teaching presence on students' cognitive presence through the implementation of the smart classroom","authors":"S. Phoong, S. Phoong, S. Moghavvemi, Ainin Sulaiman","doi":"10.1504/IJLT.2020.109571","DOIUrl":"https://doi.org/10.1504/IJLT.2020.109571","url":null,"abstract":"The hedonic aspect of using technology was added to the model used to determine the effectiveness of smart classrooms. This study involved the participation of 80 mathematics undergraduates, and the subsequently collected data were analysed using SPSS. Multiple regression analysis was used in this study to correlate teaching, social presence, and hedonic value to cognitive presence. The results confirmed a positive relationship between the variables mentioned above and cognitive presence in both the control and experimental groups, with the effect being significant in the latter. Students reported increased cognitive presence and understanding in smart classrooms relative to their counterparts in conventional classrooms. This study confirmed the importance of tools such as technology to complement teaching and learning.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129032099","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
A case study of short-term exposure to hybrid learning 短期接触混合式学习的个案研究
Int. J. Learn. Technol. Pub Date : 2020-06-01 DOI: 10.1504/ijlt.2020.107665
Min Kyu Kim, Lauren E. Margulieux
{"title":"A case study of short-term exposure to hybrid learning","authors":"Min Kyu Kim, Lauren E. Margulieux","doi":"10.1504/ijlt.2020.107665","DOIUrl":"https://doi.org/10.1504/ijlt.2020.107665","url":null,"abstract":"In this study, we: 1) investigated whether short-term use of online/off-campus learning modules would help instructors and students engage in teaching and learning if class schedules were abruptly switched to online; 2) suggested design improvements for short-term hybrid intervention. We assumed that the supportive features of hybrid learning would benefit students with low motivation and negative feelings prior to short-term online intervention. We used a mixed-methods approach, gathering data from two typical on-campus undergraduate classes. The results show that student emotions significantly differed before and after the short-term online intervention. These findings aligned with comments made by the students. The instructors reported positive effects of the online pedagogy due to the affordances of network technologies. Participant reflections suggested four design improvements: clear goals, cohesive alignment, clear guidance and feedback, and technologies with which students are familiar.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131496764","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
Peer assessment among business students 商科学生之间的同行评估
Int. J. Learn. Technol. Pub Date : 2020-06-01 DOI: 10.1504/ijlt.2020.107662
Viktorija Florjancic
{"title":"Peer assessment among business students","authors":"Viktorija Florjancic","doi":"10.1504/ijlt.2020.107662","DOIUrl":"https://doi.org/10.1504/ijlt.2020.107662","url":null,"abstract":"The large number of students enrolled in an elective course forced us to implement peer assessment even though student-centred teaching is not common in our traditionally taught study programs. Based on the literature review, Slovenia is not an isolated case in Europe. The aim of our paper is to show how to introduce new teaching modalities and to encourage subject and teacher-centred higher education environments to move toward student-centred teaching. In the research that supports our experiment, we found that 70.2% of students did not have any peer assessment experience. Peer assessment improved learning and teaching - students became more aware of what they needed to learn, how to organise their time and what the teacher expected them to learn. The teacher needed to prepare clear and detailed assignments and assessment criteria. Students were found to be accurate peer reviewers, especially those who took their study seriously - as evidenced by asking a teacher for additional explanation and support and printing study materials that helped them study deeply. Students in traditional study programs would like to have more online study experiences; these experiences motivate them to participate more in MOOCs that they were unaware of before their online study experience.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133101793","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
Understanding m-learning experiences for blind students 了解盲人学生的移动学习体验
Int. J. Learn. Technol. Pub Date : 2020-06-01 DOI: 10.1504/ijlt.2020.107663
D. Ferreira, J. Pacheco, L. Berreta, Tiago do Carmo Nogueira
{"title":"Understanding m-learning experiences for blind students","authors":"D. Ferreira, J. Pacheco, L. Berreta, Tiago do Carmo Nogueira","doi":"10.1504/ijlt.2020.107663","DOIUrl":"https://doi.org/10.1504/ijlt.2020.107663","url":null,"abstract":"When designing educational technologies for blind people, we need to consider technological and pedagogical strands. From the pedagogical point of view, m-learning has the potential to benefit blind students. Regarding the technological aspect, m-learning is an appropriate approach for blind students. Motivated by the adequacy of m-learning and the scarcity of works involving m-learning experiences for blind students, we present an exploratory study to uncover important information when blind users interact with mobile applications, focusing on the educational and technological perspectives. We investigated the interactions of nine blind users with mobile devices to unveil their technology-related singularities in the educational context. Based on the familiarity of blind users, some interaction design patterns have proven to be easy to use after conducting a usability and user experience test on a prototype. The results also highlighted the relevance of educational mobile applications to provide greater independence to blind users. This paper contributes towards improving the current awareness of the accessibility aspect of m-learning collaborative tools, and reveals the aspects of interactions and needs of blind students.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116827756","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
Assessing subjective and objective information literacy at upper secondary schools - an empirical study in four German-speaking countries 高中学生主观与客观信息素养评估——四个德语国家的实证研究
Int. J. Learn. Technol. Pub Date : 2020-06-01 DOI: 10.1504/ijlt.2020.107666
S. Seufert, K. Stanoevska-Slabeva, Josef Guggemos
{"title":"Assessing subjective and objective information literacy at upper secondary schools - an empirical study in four German-speaking countries","authors":"S. Seufert, K. Stanoevska-Slabeva, Josef Guggemos","doi":"10.1504/ijlt.2020.107666","DOIUrl":"https://doi.org/10.1504/ijlt.2020.107666","url":null,"abstract":"Information literacy (IL) is a key 21st-century skill. This paper contributes to the body of knowledge by specifying the construct of IL. It defines IL and presents a seven-dimensional IL model. On this basis, two types of test instruments are evaluated: a performance test for objective IL (OIL) and a self-assessment instrument for subjective IL (SIL). Both instruments are validated by means of item response theory. We utilise a sample with N = 432 upper secondary students from German-speaking countries. Rasch scalability of the instruments is demonstrated. Reliability equals in the case of OIL for EAP/PV .84 and for WLE .88; in the case of SIL, .75 and .77, respectively. For OIL, we present a proficiency level model to ensure a criterion-based interpretation of test scores. In terms of instructional sensitivity, we provide evidence for a positive influence of students' grade and IL-related content in class on OIL. The correlation between OIL and SIL equals .52.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129702928","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
App PT-UA: proposal of an instantiation artefact as facilitator of social learning in a tutoring program App PT-UA:在辅导计划中作为社会学习促进者的实例化人工制品的建议
Int. J. Learn. Technol. Pub Date : 2020-06-01 DOI: 10.1504/ijlt.2020.107664
Dora Simões, N. Soares, Gillian Moreira
{"title":"App PT-UA: proposal of an instantiation artefact as facilitator of social learning in a tutoring program","authors":"Dora Simões, N. Soares, Gillian Moreira","doi":"10.1504/ijlt.2020.107664","DOIUrl":"https://doi.org/10.1504/ijlt.2020.107664","url":null,"abstract":"The emerging democratisation of the use of mobile devices has challenged higher education institutions to think of innovative ways to engage their students (and teachers). Confronted with this reality and in order to improve social learning and engagement in the University of Aveiro's Tutoring Program (PT-UA), this paper describes the development of an innovative artefact - app PT-UA, based on mobile learning applications and a social network environment. The methodological approach adopted for the development of the app PT-UA is grounded in design science research (DSR). The proposed prototype is supported in an online social networking concept where all participants can publish and share ideas. It provides GPS navigation, an events calendar, real-time chat, user profiles, and a community where users can post and comment on other users' posts.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134490357","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
An agent-based intelligent tutoring systems review 基于agent的智能辅导系统综述
Int. J. Learn. Technol. Pub Date : 2019-08-23 DOI: 10.1504/ijlt.2019.101847
Ines Šarić-Grgić, Ani Grubišić, S. Stankov, M. Stula
{"title":"An agent-based intelligent tutoring systems review","authors":"Ines Šarić-Grgić, Ani Grubišić, S. Stankov, M. Stula","doi":"10.1504/ijlt.2019.101847","DOIUrl":"https://doi.org/10.1504/ijlt.2019.101847","url":null,"abstract":"This paper presents the current state of research in the fields of intelligent tutoring systems and intelligent agents. The architecture of intelligent tutoring systems typically consists of four major components: the domain knowledge module, the learner diagnosis module, the tutoring module, and the communication module. An agent-based approach to intelligent tutoring systems research and development is applied as the set of agents that constitute the general architecture, and as animated characters - pedagogical agents. Therefore, the paper focuses on the components of intelligent tutoring systems that can be implemented as agents, as well as on functions that these intelligent agents can perform in each intelligent tutoring system component. Also, we present the recent endeavours in the intelligent tutoring systems community that moves from standalone systems focused on a single instructional domain to adaptive instructional systems that comprise learners, intelligent tutoring systems, and external (non-adaptive) environment.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128922203","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: 4
Examining self-regulated learning through a social networking ePortfolio in higher education 通过高等教育中的社交网络电子投资组合研究自我调节学习
Int. J. Learn. Technol. Pub Date : 2019-08-23 DOI: 10.1504/ijlt.2019.101849
Aikaterini Alexiou, F. Paraskeva
{"title":"Examining self-regulated learning through a social networking ePortfolio in higher education","authors":"Aikaterini Alexiou, F. Paraskeva","doi":"10.1504/ijlt.2019.101849","DOIUrl":"https://doi.org/10.1504/ijlt.2019.101849","url":null,"abstract":"The use of social media applications can have negative effects on performance and as a result the need for interventions supporting learners to self-monitor, manage technology use and academic performance is pressing. The main focus of this research is the implementation of an ePortfolio through a course in higher education for empowering students to manage their academic path. An ePortfolio, as a dynamic social networking tool, was developed along the lines of self-regulated learning (SRL) with the aim of influencing student's self-regulatory capacity. To satisfy the purpose of the study a paired-samples t-test and correlations were employed to explore statistical differences on the levels of SRL processes. The findings reveal that there is a significant increase on the means across SRL processes. Future research needs to explore SRL effects on learning in the context of an ePortfolio using a set of assessment tools for capturing learning outcomes with greater precision.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130526068","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: 8
Brain-computer interfaces and education: the state of technology and imperatives for the future 脑机接口和教育:未来的技术现状和当务之急
Int. J. Learn. Technol. Pub Date : 2019-08-23 DOI: 10.1504/ijlt.2019.101848
C. Wegemer
{"title":"Brain-computer interfaces and education: the state of technology and imperatives for the future","authors":"C. Wegemer","doi":"10.1504/ijlt.2019.101848","DOIUrl":"https://doi.org/10.1504/ijlt.2019.101848","url":null,"abstract":"Progress in the field of brain-computer interfaces (BCIs) has accelerated in recent years. While the majority of research has focused on alleviating the burden of physical and psychological disabilities, use of BCI devices has expanded to a variety of applications. New educational platforms and assistive technologies have been developed to improve learning strategies and increase cognitive capabilities for both healthy and disabled individuals. This paper first reviews the BCI landscape by providing a general outline of current technology then discusses research relevant to education. The literature on educational technology is used to describe common patterns in implementation of innovations, which highlights the need for understanding complexities of educational settings and broader social contexts. In anticipation of emerging BCI technology, recommendations are made for researchers and policymakers to promote implementation strategies associated with positive academic outcomes and reduction of achievement gaps.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126938900","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: 8
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