18th International Conference Cognition and Exploratory Learning in Digital Age 2021最新文献_第3页

PILOT STUDY OF THE RELATIONSHIP BETWEEN VOCABULARY ABILITY AND LEARNING PERFORMANCE FOR UNFAMILIAR KNOWLEDGE IN ONLINE VIDEO CLASSES 网络视频课堂中词汇能力与陌生知识学习绩效关系的初步研究

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c044

K. Tamura

{"title":"PILOT STUDY OF THE RELATIONSHIP BETWEEN VOCABULARY ABILITY AND LEARNING PERFORMANCE FOR UNFAMILIAR KNOWLEDGE IN ONLINE VIDEO CLASSES","authors":"K. Tamura","doi":"10.33965/celda2021_202108c044","DOIUrl":"https://doi.org/10.33965/celda2021_202108c044","url":null,"abstract":"The COVID-19 pandemic has led to the introduction of online courses in higher education worldwide, including online video courses. In a video course, it is difficult to predict which students cannot follow a course that provides unfamiliar knowledge. Therefore, this pilot study investigated the relationship between learning performance of unfamiliar knowledge and Japanese vocabulary ability. A total of 59 college students participated in this pilot study. After their Japanese proficiency levels were measured by their grammatical and vocabulary abilities, they took a video course about the “Structure of Brain” (as an unfamiliar topic). The students took a short pre- and post-lecture knowledge test. The results of this study revealed that students with a high level of Japanese vocabulary ability showed higher learning performance for unfamiliar knowledge delivered via the video lecture. This pilot study contributes to predicting students' online learning performance based on student properties. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133996543","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

EXPLORING STUDENTS' COMPUTATIONAL THINKING FOR MATHEMATICAL PROBLEM-SOLVING: A CASE STUDY 探索学生解决数学问题的计算思维:个案研究

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l031

N. Hansen, Said Hadjerrouit

{"title":"EXPLORING STUDENTS' COMPUTATIONAL THINKING FOR MATHEMATICAL PROBLEM-SOLVING: A CASE STUDY","authors":"N. Hansen, Said Hadjerrouit","doi":"10.33965/celda2021_202108l031","DOIUrl":"https://doi.org/10.33965/celda2021_202108l031","url":null,"abstract":"The purpose of this paper is to investigate students’ engagement in computational thinking (CT) and programming with MATLAB when solving a mathematical task in a programming course at the undergraduate level. The data collection method is participant observation of three groups of three students presented with a mathematical task to solve. The study uses a deductive-inductive analysis strategy based on the interplay between the theoretical framework and the empirical data. The results reveal that engaging students in CT for mathematical problem-solving is challenging for many reasons: Lack of mathematical thinking (MT), insufficient experience with CT, and more importantly lack of deeper connection between CT and MT. Conclusions are drawn from the results to promote mathematical problem-solving by means of CT and MT at the undergraduate level. of three groups, each consisting of three students with varying knowledge in mathematics. The students were presented with a mathematical task to solve, while responding to questions in dialogue with the teacher on the solving process, by means of CT, MT, and programming activities. Open-ended questions were also used to gain a deeper understanding of the process. abstract, generalize","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115481114","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

ONLINE UNIVERSITY ORIENTATION MODELS FOR STUDENT TRANSITION BETWEEN SECONDARY AND TERTIARY EDUCATION 面向学生中、高等教育过渡的网络大学定位模式

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l019

F. Floris, M. Marchisio, M. Sacchet, Tiziana Margaria, S. Rabellino

{"title":"ONLINE UNIVERSITY ORIENTATION MODELS FOR STUDENT TRANSITION BETWEEN SECONDARY AND TERTIARY EDUCATION","authors":"F. Floris, M. Marchisio, M. Sacchet, Tiziana Margaria, S. Rabellino","doi":"10.33965/celda2021_202108l019","DOIUrl":"https://doi.org/10.33965/celda2021_202108l019","url":null,"abstract":"The transformation of higher education practices needs to be accompanied by the deployment of university guidance. This is especially important when activities have to be carried online and remotely. Online students expect to receive precise information to be successful learners, just as they would if they were in a face-to-face setting, but even more, due to the large capabilities of digital services. Worldwide universities provide free and open access to educational content online, but this is effective for guidance only if it is the main objective of courses and resources. One way to address student transition has been experimented by the University of Turin with the action Orient@mente that helps students in their transition from secondary school to university. In Orient@mente, students can find useful information, guidance activities, automatically graded tests to prepare for university admittance, online courses for revising basic knowledge, resources for foreign students, and information about the Erasmus program. This action has already proven its usefulness and it is expanding as a transversal and international model. Soon a new action will be fully developed, Eirenteering, a name mixing Eire (the Irish name for Ireland) and Orienteering. This paper discusses the methodologies adopted in Orient@mente and the forthcoming Eirenteering, together with results obtained with Orient@mente concerning the usage and the usefulness of the service.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121084844","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

PROMOTING SELF-REGULATED LEARNING STRATEGIES FOR FIRST-YEAR STUDENTS THROUGH THE COMPER SERVICE 透过电脑服务，促进一年级学生的自主学习策略

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l021

Laëtitia Pierrot, Christine Michel, J. Broisin, N. Guin, Marie Lefèvre, Rémi Venant

引用次数: 0

A MULTI-LAYER ARCHITECTURE FOR AN E-LEARNING HYBRID RECOMMENDER SYSTEM 电子学习混合推荐系统的多层体系结构

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l022

Lisa Roux, P. Dagorret, Patrick Etcheverry, T. Nodenot, C. Marquesuzaà, P. Lopistéguy

{"title":"A MULTI-LAYER ARCHITECTURE FOR AN E-LEARNING HYBRID RECOMMENDER SYSTEM","authors":"Lisa Roux, P. Dagorret, Patrick Etcheverry, T. Nodenot, C. Marquesuzaà, P. Lopistéguy","doi":"10.33965/celda2021_202108l022","DOIUrl":"https://doi.org/10.33965/celda2021_202108l022","url":null,"abstract":"Distance computer-assisted learning is increasingly common, owing largely to the expansion and development of e-technology. Nevertheless, the available tools of the learning platforms have demonstrated their limits during the pandemic context, since many students, who were used to ”face-to-face” education, got discouraged and dropped out of school. In this context, a main issue is to conceive tools that would allow the teachers to supervise their students at a distance, by monitoring their progress and ensuring follow-up action as required. Another issue is to equip the learning platforms with intelligent systems able to guide the students involved in pedagogic activities. In this work, we propose a novel architecture of recommender system for vocational higher education that provides the students with personalized advice and the teacher with suitable information, in order to make the task of monitoring easier and involving them in the machine learning. Our system is supposed to act in a hybrid environment, and, for this purpose, has to explain its predictions in an interpretable and faithful manner, both to the students and the teachers, so that the former can determine the relevance of what is suggested and the latest can act on the future analyses and recommendations. This is a multi-layer architecture, so that each step of the recommendation process is meaningful, thus explicable to the users. The design of this architecture is a preliminary stage of a recommender system. It is designed on top of a learning digital infrastructure exploited since 2018 by the 1000 students of Bayonne Institute of Technology.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125709699","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

CRITERION VALIDITY AND RELIABILITY OF PERCEIVED STRESS SCALE (PSS) IN A STUDENT POPULATION DURING COVID-19 PANDEMIC COVID-19大流行期间学生群体感知压力量表(pss)的效度和信度

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l009

A. Berardi, I. Ruotolo, G. Sellitto, F. Panuccio, A. Polimeni, D. Valente, M. Tofani, G. Galeoto

{"title":"CRITERION VALIDITY AND RELIABILITY OF PERCEIVED STRESS SCALE (PSS) IN A STUDENT POPULATION DURING COVID-19 PANDEMIC","authors":"A. Berardi, I. Ruotolo, G. Sellitto, F. Panuccio, A. Polimeni, D. Valente, M. Tofani, G. Galeoto","doi":"10.33965/celda2021_202108l009","DOIUrl":"https://doi.org/10.33965/celda2021_202108l009","url":null,"abstract":"BACKGROUND: Because of coronavirus disease 2019 (COVID-19) in Italy, control measures were adopted, such as closure of schools, universities, workplaces, and subsequently lockdown, so everyone's life changed. This is associated with psychological disorders in general public and in particular on students. OBJECTIVE: To evaluate validity and reliability of the Perceived Stress Scale (PSS) in the assessment of perceived stress of Italian students after the lifestyle changes due to the outbreak of Covid-19. STUDY DESIGN: Cross-sectional study METHODS: A mailing list was used for the recruitment of students. Internal consistency was examined through Cronbach's Alpha Coefficient;Criterion validity was evaluated comparing PSS scores to SF-12 values, and Pearson Correlation Coefficient (PCC) was calculated. Correlation analyses were also used to investigate Cross-cultural validity. RESULTS: The PSS scale was administered to 400 medical and health professionals' students in July 2020. Alpha Coefficient's value was statistically significant, and correlation with the SF-12 health survey was good (p<0,01). A correlation was found between Perceived Stress and gender, BMI, and also between PSS scores and time spent sitting and exercising under pandemic. CONCLUSIONS: The Italian version of PSS scale is a valid and reliable instrument to assess Perceived Stress among medical and health professionals' students. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132730391","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

TOWARDS A USER FOCUSED DEVELOPMENT OF A DIGITAL STUDY ASSISTANT THROUGH A MIXED METHODS DESIGN 通过混合方法设计，朝着以用户为中心开发数字学习助手的方向发展

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l006

Katharina Schurz, Johannes Schrumpf, Felix Weber, Maren Lübcke, Funda Seyfeli, Klaus Wannemacher

{"title":"TOWARDS A USER FOCUSED DEVELOPMENT OF A DIGITAL STUDY ASSISTANT THROUGH A MIXED METHODS DESIGN","authors":"Katharina Schurz, Johannes Schrumpf, Felix Weber, Maren Lübcke, Funda Seyfeli, Klaus Wannemacher","doi":"10.33965/celda2021_202108l006","DOIUrl":"https://doi.org/10.33965/celda2021_202108l006","url":null,"abstract":"Digital Study Assistants (DSA) aim to support individual learning processes by designing them appropriately and efficiently based on recommendations. In this paper we present a prototype of a DSA for students in higher education of three German universities. The digital data driven DSA is integrated into the local learning management system and consists of recommender modules with a certain kind of recommendation for a specific purpose, e.g., recommending Academic Contacts that fit an expressed academic interest. The modules implemented so far use a wide range of methods: Classic rule-based Artificial Intelligence (AI) or Neural Networks, that can detect complex features and patterns in large data sets. To evaluate the current prototype of the DSA we used a mixed methods design approach with concurrently collected user data and qualitative data. A first insight in the user data suggests that recommender modules providing personalized recommendations are more likely to be used by students. A focus group discussion with students confirmed these findings with the suggestion to make the DSA more personal, individual, interactive, supportive, and user-friendly. In conclusion we present ideas for the further development of the prototype based on these findings.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115540672","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: 6

PRELIMINARY FINDINGS OF A VIRTUAL REALITY APP FOR CHILDREN WITH SPECIAL NEEDS 一款针对有特殊需要的儿童的虚拟现实应用程序的初步发现

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c048

Danijela Bjelic, Thomas Keller

{"title":"PRELIMINARY FINDINGS OF A VIRTUAL REALITY APP FOR CHILDREN WITH SPECIAL NEEDS","authors":"Danijela Bjelic, Thomas Keller","doi":"10.33965/celda2021_202108c048","DOIUrl":"https://doi.org/10.33965/celda2021_202108c048","url":null,"abstract":"Immersive Virtual Reality (VR) is slowly finding its way into classrooms as an alternative form of experience and action-oriented learning. Generally VR shows a value-added for topics that either are too far away to visit, too small to touch, to dangerous or expensive to manipulate or simply virtual. This range of application is potentially extended for children with special needs or complex disorders. One reason may be that our world is simply too complex for them and hence jeopardizes their health. But often people simply are too stressed to take some extra time to take care in the daily routine. Therefore, a value added for an immersive VR learning unit may simply be a realistic model of a public place like a train station where these children can exercise and practice their skills, e.g., finding places. Together with a foundation for children with special needs, their therapists and teachers, and five children a learning unit playing at a train station was evaluated as a pilot regarding usability and acceptance amongst all concerned stakeholders. Although only a very limited number of participants were involved the pilot application showed potential for further development in this very special context.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128326900","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 USAGE OF BLACKBOARD LEARN COMMUNITY OF PRACTICE IN HIGHER EDUCATION INSTITUTIONS IN UAE 阿联酋高等院校黑板学习实践社区的使用

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l014

L. Daouk, N. A. Hashlamoun

{"title":"THE USAGE OF BLACKBOARD LEARN COMMUNITY OF PRACTICE IN HIGHER EDUCATION INSTITUTIONS IN UAE","authors":"L. Daouk, N. A. Hashlamoun","doi":"10.33965/celda2021_202108l014","DOIUrl":"https://doi.org/10.33965/celda2021_202108l014","url":null,"abstract":"UAE Higher education institutions were among the first institutions in the Middle East to adopt Blackboard Learn (BBLearn) as the learning management system for their e-learning activities. Regardless of the large investments spent of BBLearn, the adoption of this system among the faculty is still slow. This qualitative case study research aimed to investigate the need for the creation of a BBLearn community of practice (CoP) in a public higher education institution in the United Arab Emirates, its anticipated benefits and its positive impact on increasing the adoption of BBLearn among the computer department faculty. A qualitative case study research methodology was used, and data was collected from faculty of the public higher education institution. The findings revealed that the faculty support the creation of a BBLearn CoP and they identified its anticipated benefits and listed them. The findings also confirmed that the creation of a BBLearn CoP will have positive impact on the adoption of BBLearn among the computer department faculty. This study confirmed the importance of communities of practice and their roles in sharing and advancing knowledge. It also revealed the need to create a BBLearn CoP to address the slow adoption of BBLearn among faculty.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131113162","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

TOWARDS A WEB-BASED HIERARCHICAL GOAL SETTING INTERVENTION FOR HIGHER EDUCATION 迈向基于网络的高等教育分层目标设定干预

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c039

Felix Weber, Jana Kernos, Mae Grenz, Jueun Lee

{"title":"TOWARDS A WEB-BASED HIERARCHICAL GOAL SETTING INTERVENTION FOR HIGHER EDUCATION","authors":"Felix Weber, Jana Kernos, Mae Grenz, Jueun Lee","doi":"10.33965/celda2021_202108c039","DOIUrl":"https://doi.org/10.33965/celda2021_202108c039","url":null,"abstract":"In this paper we present the current state of a digital goal-setting intervention for higher education, which is based on the concept of hierarchical goal systems (HGS). Findings from organizational psychology, motivational psychology and educational psychology related to goals, self-regulated learning and goal systems are covered as a theoretical background. Subsequently, hierarchical goal systems are introduced conceptually and the concrete implementation and the essential functions of the digital HGS intervention are presented. Next, the current state of the development process and four studies currently in progress are briefly summarized. The studies are designed to answer the following research questions: How can students be supported in the discovery of personally relevant educational goals? How can students be supported in the construction of hierarchical goal systems directed towards such personally relevant educational goals? The paper concludes with an outlook on the benefits between students and researchers in the upcoming field study with the digital goal setting intervention.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131037077","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: 3