2022 4th International Conference on Computer Science and Technologies in Education (CSTE)最新文献

{"title":"A Visual Analysis of Virtual Reality Research in Education Using CiteSpace","authors":"Ningning Song, Qinna Feng, Xin Yin, Heng Luo","doi":"10.1109/CSTE55932.2022.00054","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00054","url":null,"abstract":"Virtual reality (VR) is considered as a promising technology for teaching and learning that is gaining popularity in both educational research and practice. However, despite the bits and pieces of research on VR, there has been a lack of synthesis efforts that help visualize and systematize current knowledge on this area. To address this research need, this study employed CiteSpace and Bicomb software to analyze 17 years of relevant VR literature (2005–2021) visually and statistically, with the purpose of revealing trending patterns of VR research in education. The results have located the main regions, institutions, and authors that contribute to the scholarship, and revealed a series of research hotspots and frontiers with their evolving trends. Additionally, the co-citation status was also examined to identify most influential researchers and representative publications. Several implications for future research were proposed based on the analysis results.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132745397","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}

{"title":"An Empirical Study on the Integration of Programming and Mathematics Course in Primary Schools","authors":"Jing Zhang, Dong Han, Zhimin Wang, Hongchao Liu, Hongliang Ma","doi":"10.1109/CSTE55932.2022.00028","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00028","url":null,"abstract":"With the rapid development of information technology and artificial intelligence, algorithm thinking has been regarded as one of the necessary skills for students. Meanwhile, the integration of programming and mathematics course has become an emerging research topic in interdisciplinary subject. Based on 5Es instructional framework, this study designed an interdisciplinary course which integrated block-based programming and mathematics, and conducted a quasi-experimental study among 105 fourth-grade students in a primary school. Quantitative data were collected through a mathematical attitude scale and knowledge test, as well as a rubric for students’ programming artifacts. Qualitative data were collected by focus group interviews. The results showed that the interdisciplinary course had a positive impact on students' attitude towards mathematics, mathematics academic performance, and algorithmic thinking.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133810235","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}

{"title":"Research on Learning Evaluation Index System in Virtual Simulation Experiment Environment","authors":"Sun Li, Li Li","doi":"10.1109/CSTE55932.2022.00034","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00034","url":null,"abstract":"With the large-scale construction of virtual simulation experiment platform, the research on learning evaluation of virtual simulation experiment has been widely concerned. In order to solve the problem that the study of learning evaluation lacks systematic and professional evaluation system in the current virtual simulation experiment environment, the paper constructs the learning evaluation index system on the basis of summarizing the traditional experimental evaluation index system and network learning evaluation index system, according to the characteristics of virtual simulation experiment, such as virtuality, monitoring, openness, interactivity and practicality. Through literature research, Delphi, analytic hierarchy process, the paper constructed a learning evaluation index system in virtual simulation experiment environment, which included four first-level indicators, knowledge development, experimental skills, communication and interaction, and emotion and attitude, and 39 second-level indicators based on the classification theory of learning results. And the relative weight of each index item is determined through analytic hierarchy process. Finally, the sum of the product of the evaluation score Gi and weight Wi of all indicators is counted to get the final score of students' virtual simulation experiment learning, realizing the scientific and automatic evaluation of students' learning effect in virtual experiment environment.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"36 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122511068","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}

{"title":"The impact of STEM Competitions on Students' Career Interest and Persistence in STEM","authors":"Heli Jiang, Lijing Zhang, Wencheng Lv","doi":"10.1109/CSTE55932.2022.00058","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00058","url":null,"abstract":"With the highly demand of national development and labor market, more high-level talents are needed to engage in STEM careers. STEM career interest is an important predictor to students' STEM choices, it has attracted the attention of researchers. However, little is known about how STEM competitions affect students' career interests and their persistence in STEM. Therefore, the current study surveyed the views of 71 alumni who participated in STEM competitions at the high school, mixed methods was employed. The quantitative findings suggest that alumni acknowledge that competitions increase their interest in STEM careers. Although there is no significant difference in their choice of STEM majors compared to those who did not participate in the competition, the proportion of their continuing to participate in STEM activities and likelihood of pursuing STEM careers in the future is higher. Qualitative data show that students have access to more STEM resources through competitions, gained STEM knowledge, improved STEM skills, and had a positive feeling of STEM, which have promoted them to generate or maintain a STEM career interest, and on this basis, it is possible to choose STEM-related majors in universities, participate in STEM-related activities, and expect to engage in STEM careers in the future, forming a path of sustainable development in the STEM field. Our findings provide insight that STEM competitions are an important factor in increasing students' interest and persistence in STEM careers, and we suggest the development of STEM competitions can be further strengthened in the future.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145625","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}

{"title":"The Construction of Knowledge Graphs in the Field of Education under the Perspective of Artificial Intelligence","authors":"Xiaoxiao Dong, Hengnian Gu, Dong-dai Zhou","doi":"10.1109/CSTE55932.2022.00051","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00051","url":null,"abstract":"Knowledge graphs in education are a hot topic for research and application in the era of artificial intelligence and big data. Based on the systematic review of the existing research on the construction of knowledge graphs in education, the article proposes a knowledge graph framework for education domain - construction of a corpus of knowledge graphs in education domain - automatic recognition of named entities - parallel mining of entity relations - fusion of disciplinary knowledge graphs in education domain under the view of artificial intelligence using deep learning algorithms. This paper proposes a method for automatic construction of knowledge graphs in the education domain, with a view to promoting the development of knowledge graph research in the education domain in China.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129386791","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}

{"title":"A Hybrid Deep Learning Model for MOOCs Dropout Prediction","authors":"Hanqiang Liu, Wenqing Zhang","doi":"10.1109/CSTE55932.2022.00039","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00039","url":null,"abstract":"In recent years, Massive Open Online Courses (MOOCs) have attracted more and more learners due to its convenience and openness. However, the problem of high dropout rate has been difficult to solve, which hinders the further progress of MOOCs platforms. An accurate dropout prediction model that can effectively predict the dropout in MOOCs and intervene with students in advance is needed. Therefore, this paper proposes a novel hybrid model to predict learners' dropout behavior. Instead of manually extracting feature, this hybrid model designs a two-channel Convolutional Neural Network (CNN) to automatically extract useful feature from students' learning records, then employs Attention mechanism to obtain the important information. Finally, it applies Temporal Convolutional Network (TCN) to capture the relationships between hidden feature at different time scales. According to extensive experiments on the KDD CUP 2015 dataset, we can learn that the proposed model can achieve better results compared to other existing dropout prediction methods.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129760853","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}

{"title":"Research on the Design of Education Games for Vocabulary Learning from the Perspective of Intrinsic Motivation Theory","authors":"Yusen Xiang","doi":"10.1109/CSTE55932.2022.00036","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00036","url":null,"abstract":"With the development of information technology and multi-disciplinary, educational games are considered to have good educational potential and educational value. On the basis of sorting out the connotation of educational games and analyzing the common problems of existing educational games, combined with the theory of intrinsic motivation, this paper proposes a design of Education Games for Vocabulary Learning, provides a practical case for the specific application of intrinsic motivation theory, and summarizes the use of intrinsic motivation in games. Motivation theory develops practical strategies for educational game design.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127658918","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}

{"title":"An Empirical Study on the Factors Influencing Primary School Teachers' Acceptance towards STEM Teaching","authors":"Rong Zhou, Shijin Li, Jialin Yu","doi":"10.1109/CSTE55932.2022.00014","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00014","url":null,"abstract":"Based on the UTAUT technology acceptance model, this research used a sample group of 606 teachers from primary schools in Shaanxi and Jiangxi provinces and analyzed influencing factors of STEM teaching acceptance by using the Mplus structural equation model. The result shows that four independent variables have a significantly positive impact on the teachers' acceptance of STEM teaching, and their degrees of influence can be ranked from the top to the bottom: Performance Expectancy, Social Influence, Effort Expectancy and Facilitating Conditions. Meanwhile, regulatory variables such as Education Background, Teaching Age and Discipline, also influence the acceptance of STEM teaching by impacting the independent variables respectively. That is: (1) Teaching Age influences Social Influence, Facilitating Conditions and Performance Expectancy;(2) Education Background impacts Social Influence and Performance Expectancy;(3) Discipline has an effect on Social Influence, Effort Expectancy and Performance Expectancy. Therefore, we put forward the following strategies to boost the teachers' acceptance of K-12 STEM teaching: To enhance performance expectancy, strengthen value recognition, promote effort expectancy and improve teaching support services.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133548943","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}

{"title":"A Study on Development and Compilation of Legal English Textbooks Supported by Internet Technology","authors":"Kefeng Fu, Liguo Zhang, Xiaoying Zhao","doi":"10.1109/CSTE55932.2022.00061","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00061","url":null,"abstract":"Textbooks are the basic carrier of teaching. Form innovation of legal English textbooks plays an important guiding role in the digitization reform of legal English teaching. Based on analysis of the current situation of legal English textbooks, this paper explores the important role of Internet technology in the concept, direction and technological innovation of textbook development and compilation, and then puts forward the optimization approach from the principle of three-dimensionality and interactivity, 1)improve the traditional textbooks of legal English; 2)develop digital teaching resources; 3)build a network teaching platform; so as to realize the deep integration of legal English textbooks and Internet technology.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127002472","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}

{"title":"The Influence of Personality on Epistemic Network in an Open-Ended Question Discussion Scenario","authors":"Yan Liu, Tai-Fen Wang, Haifeng Bo, Na Zhang","doi":"10.1109/CSTE55932.2022.00046","DOIUrl":"https://doi.org/10.1109/CSTE55932.2022.00046","url":null,"abstract":"Students' cognitive pattern of scientific reasoning has an important influence on learning effectiveness. It is generally believed that the mutually complementary student cognitive patterns of scientific reasoning can benefit every participant in a discussion group on an open-ended scientific question. However, due to the absence of necessary and convenient means, it is rather difficult for teachers to predict students' cognitive patterns in scientific reasoning before grouping, resulting in an intuitive-only grouping schema which is short of scientific basis. In this paper, we examined whether personality was a proper predictor for students' cognitive pattern in the process of scientific reasoning. More specifically, we explored the influence of personality on epistemic network in an open-ended question discussion. The dataset used in this paper came from 39 graduate students who took the course of Statistical Analysis on Educational Data. The dataset included the audio-to-text transcripts of their online voice discussion, and their responses to the Big Five personality scale. Following Fischer et al.'s conceptual framework of scientific reasoning and argumentation in educational context, eight epistemic activities (problem identification, questioning, hypothesis generation, evidence generation, evidence evaluation, generating solutions, communicating/scrutinizing, and drawing conclusions) were adopted to label the audio-to-text transcripts. The Big Five personality scale involves five dimensions: extraversion, neuroticism, conscientiousness, agreeableness and openness. The results show that the student's epistemic network is significantly different only in the conscientiousness dimension. More specifically, low conscientious students have a significantly stronger connection between evidence generation and evidence evaluation than the high conscientious ones. Whereas high conscientious students are more significantly likely to connect communicating/scrutinizing with drawing conclusions than the low conscientious ones. These findings shed light on how to group students to improve learning effectiveness.","PeriodicalId":372816,"journal":{"name":"2022 4th International Conference on Computer Science and Technologies in Education (CSTE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130652009","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}