2021 IEEE International Conference on Educational Technology (ICET)最新文献_第5页

Adult Learners' Perception on Whether Educational Technology Can Augment, Limit or Replace the Human Element 成人学习者对教育技术是否能增强、限制或取代人的因素的看法

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563135

C. Camilleri, Rebecca Zahra

{"title":"Adult Learners' Perception on Whether Educational Technology Can Augment, Limit or Replace the Human Element","authors":"C. Camilleri, Rebecca Zahra","doi":"10.1109/ICET52293.2021.9563135","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563135","url":null,"abstract":"This research aims to study whether educational technology is enhancing or limiting the human element. A quantitative survey, in the form of a self-administered questionnaire, was conducted amongst 134 adult learners following Level 6 part-time courses offered at MCAST, aged ≥ 21 & ≤ 56 years. The first part of the questionnaire consisted of a descriptive analysis whilst in the second part, linear multiple regression analysis was performed to assess the students overall learning experience (dependent variable) vis-à-vis different teaching scenarios consisting of different levels of technological usage. Primarily, it resulted that all the participants ($mathrm{n}=134$) are connected to the world of digital information via their smartphones and other telecommunication devices. Moreover, the vast majority (40%) of the students spend more than four hours a day on the web. Nonetheless, the results indicate that the participants strongly rejected the idea of minimizing or replacing the role of the educator. In the second part of the questionnaire, blended learning (mixed mode) emerged as the strongest predictor. Lastly, none of the students ($mathrm{p} > 0.05$) opted for the traditional face-to-face lecturing without use of technological tools thereby indicating that the mode of teaching has become obsolete.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122718257","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

Dynamic Optimization of Specialty Structure of Higher Education Based on Big Data Technology 基于大数据技术的高等教育专业结构动态优化

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563177

H. Cui

引用次数: 0

Design and Development of a System for Managing Student Research: A Case Study for the School of Information Technology, Mapua University 学生研究管理系统的设计与开发——以马普亚大学信息技术学院为例

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563107

Julio Jerison E. Macrohon, Aevin S. Bulaong, Joshua Claude A. Bonsol, John Andrei C. Gayeta, J. Jeng

引用次数: 0

Data Mining Based Research on Educational Satisfaction of Low-Income Groups 基于数据挖掘的低收入群体教育满意度研究

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563150

Yuanlin Xiang

引用次数: 0

Visual Analysis of Innovative Entrepreneurship Education Based on CiteSpace 基于CiteSpace的创新创业教育可视化分析

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563145

Xia Li, Ai’nan Zhu

引用次数: 0

Infusing Computational Thinking into the Accounting Curriculum - Framework and Perspectives 将计算思维注入会计课程——框架与视角

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563181

Tao Wu, Maiga Chang

引用次数: 0

Students's Perceptions and Anxieties towards e-Assessment: Implications for Online Classroom Delivery 学生对电子评估的认知和焦虑:对在线课堂教学的启示

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563138

Emmanuel Henry Litam Dy, Alex Jasper Tan, D. D. Errabo

{"title":"Students's Perceptions and Anxieties towards e-Assessment: Implications for Online Classroom Delivery","authors":"Emmanuel Henry Litam Dy, Alex Jasper Tan, D. D. Errabo","doi":"10.1109/ICET52293.2021.9563138","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563138","url":null,"abstract":"The COVID-19 pandemic has brought forth numerous new challenges for all afflicted as well as exposed the weaknesses of the current educational system. The public education in the Philippines had to overhaul its system to ensure quality and to provide accessible education to all students. Varying strategies have emerged to deliver relevant Online Classroom Delivery (OCD). The utilization of e-Assessment was sought after to generate real-time feedback to facilitate and monitor the students' progress. This research aimed to determine the students' perceptions and anxieties with OCD embedded e-Assessment, and the challenges encountered in an OCD. A cross-sectional survey was employed to determine the students' perceptions and anxieties. The results revealed the perceived threats and the remarkable anxiety levels of the students caused by the pandemic. This supports the information that the students' perception of using e-Assessment is positively correlated with their levels of anxiety. Challenges attributed to the perceived threats and anxiety included the availability of the technology, the presence or absence of internet connection, mobilization of software and related technology, appropriateness of e-Assessment strategy whether to be given as (diagnostic, formative or summative), teachers' adeptness, and familiarity towards the innovation of educational technology. Accordingly, this paper recommends the strengthening of research efforts in relation to the factors that increase students' level of anxiety in OCD, incorporation of accessible and easy-to-use mental health services, and computer training for both teachers and students.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278911","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 Design and Effect of Serious Game Technology Transfer in Experiential Education 体验式教育中严肃游戏技术转移的设计与效果研究

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563151

Yingchun Xue, Guoping Chen, Guosen Miao, Chun Liu

{"title":"Research on the Design and Effect of Serious Game Technology Transfer in Experiential Education","authors":"Yingchun Xue, Guoping Chen, Guosen Miao, Chun Liu","doi":"10.1109/ICET52293.2021.9563151","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563151","url":null,"abstract":"Serious games are considered a useful tool for educational purposes. In order to improve the teaching effect of serious games, enrich the teaching process, and stimulate students' curiosity and interest, Survival Island is used as the carrier of serious games. In the context of the application and improvement of Kolb's theory of experiential learning circles, this paper provides a systematic study of the technology transfer and outcome evaluation of serious games. The main method is to use the game through the operation of “experience-publish-summary-application-improvement” Procedure, the introduction of the first teaching focus: team concept and problem-solving background, through the conflicts of team members and then introduced to the second teaching focus: communication concepts and skills, etc. Specifically, 68 students of 18 levels of administrative management in a college are divided into large experimental group, small experimental group, and observation group for course teaching. After class practice tests, after-class effect evaluation surveys, the large experimental group's knowledge acquisition and satisfaction levels are respectively reached 95.56% and 97.78%, the knowledge acquisition and satisfaction degree of the small experimental group reached 93.33% and 95.56%, respectively, and the knowledge acquisition and satisfaction degree of the observation group reached 92.8% and 91.2%, respectively. The results show that this serious game is mainly conducted by students for participatory practice simulation exploration, and has achieved good results, which proves that the serious game design and technology transfer are effective.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124305931","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

Examining Effects of Different Leaderboards on Students' Learning Performance, Intrinsic Motivation, and Perception in Gamified Online Learning Setting 游戏化在线学习环境下不同排行榜对学生学习表现、内在动机和感知的影响

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563130

Shurui Bai, K. Hew, D. Gonda

引用次数: 3

A Physical-Cyber Dual Space Fusion Learning Assistant Method Based on Mixed Reality Implementation 一种基于混合现实实现的物理-网络双空间融合学习辅助方法

2021 IEEE International Conference on Educational Technology (ICET) Pub Date : 2021-06-18 DOI: 10.1109/ICET52293.2021.9563174

Ziqiang Xiao, Wenqian He, Yue Tu, Dongbo Zhou

引用次数: 0