Yuyao Tong

Faculty of Education, The University of Hong Kong, Hong Kong SAR, China // yyttong@hku.hk

ABSTRACT: 

This paper reported an exploratory study that examined secondary school students’ understanding of collaborative discourse in a computer-supported knowledge building environment in characterizing and scaffolding their engagement in productive online discourse. The participants were thirty-eight secondary school students in a visual arts course. A designed computer-supported knowledge building environment supported by Knowledge Forum®, an online discussion platform, was applied to the class, and knowledge-building talk was integrated into the classroom. The knowledge-building talk in the classroom involved the students’ reflections on their online participation through the explicit discussion of knowledge-building principles to scaffold the students’ understanding of collaborative discourse. Quantitative analysis indicated that the students’ views and understanding of collaborative work and discourse were related to their engagement in online discourse and domain knowledge. Qualitative analysis showed how the Knowledge Forum and the classroom knowledge-building talk supported students in developing an understanding of collaborative discourse. The implications of examining students’ understanding of collaborative discourse in a computer-supported collaborative learning environment are discussed.

Keywords: 

Knowledge building, Collaborative discourse, Knowledge Forum, Learning performance 

Juan Zheng

Lehigh University, USA // juz322@lehigh.edu

Zilong Pan

Lehigh University, USA // zip322@lehigh.edu 

Shan Li

Lehigh University, USA // shla22@lehigh.edu 

Charles Xie

Institute for Future Intelligence, USA // charles@intofuture.org

ABSTRACT: 

Self-regulation is crucial for student success in scientific inquiry and engineering design. However, it remains unclear how students dynamically engage in self-regulated learning (SRL) processes to achieve high performance. In this study, we investigated the temporal nature of self-regulation during engineering design by leveraging computer trace data from 101 high school students who designed an energy-plus house in a simulated learning environment. Using sequential mining, we found that high-performing students were more engaged in the Observation, Analysis, and Evaluation phases of SRL than low-performing students. Additionally, high-performing students demonstrated consecutive sequential patterns between Observation and Analysis, Reformation and Evaluation, and Analysis and Evaluation behaviors. These findings provide insights into students’ SRL processes and the design of scaffoldings.

Keywords: 

Sequential mining, Self-regulated learning, Engineering design, STEM learning

Ziqian Liu

Qingdao University, China // 752863315@qq.com

Zhuo Wang

Qingdao University, China // zhuowang@qdu.edu.cn

ABSTRACT: 

Concept maps have been used widely in various subjects of K-12 and higher education for diverse purposes. Digital concept maps (DCM) provide even more benefits, such as higher efficiency, expanded canvas, and multimedia integration. The present paper sought to analyze the research and application trends and issues in DCM research and practices concerning education so that educators and researchers can gain valuable insights into pedagogical improvements, technological choices, and methodological design within diverse educational contexts. After reviewing 43 journal articles regarding DCM using the WIRE model, we found that (1) prestigious journals are likely to publish DCM studies that integrate advanced technology, creative instructional design, and measurement of innovative variables; (2) the most frequently played role of DCM was students’ organization and analysis tool and teachers’ presentation tool; (3) primary school educators often resort to DCM for natural science teaching, while university academics are more inclined to use DCM for social science subjects; (4) qualitative methods were underutilized and cognitive goals were still a primary focus in DCM research; (5) there is a tenuous link to pedagogical theories, coupled with a requirement for transparent and consistent reporting of study details, which may have led to mixed results in learning outcomes; (6) DCM tools should be able to support both students and teachers as well as their interactions with each other.

Keywords: 

Digital concept map, Research and application, Systematic review 

Ju-Yeon Park

Chamirisa College of Liberal Education, Duksung Women’s University, Korea // juyeonpark@duksung.ac.kr

Haesung Im

Department of Early Childhood Education, Duksung Women’s University, Korea // delightlord37@duksung.ac.kr 

Sung-Ae Kim

Department of Teacher Education, Duksung Women’s University, Korea // techsakim@duksung.ac.kr

ABSTRACT: 

Although research has demonstrated that introducing computational thinking (CT) benefits young children, there has been a lack of systematic professional development (PD) opportunities for preschool teachers. The current study investigated the impact of Teaching through Interaction-Plus (TTI-P) on preschool teachers’ self-efficacy in teaching CT to preschool children, which focuses on high-quality teacher-child interaction. A quasi-experimental design was used to train 23 in-service preschool teachers and 111 children in the TTI-P program for 15 weeks. A control group consisting of six teachers and 75 children was also included. The results showed that the TTI-P training effectively increased preschool teachers’ self-efficacy in teaching CT. Additionally, children in the experimental group showed better CT skills than those in the control group. Based on findings from the current study, we offer implications for supporting preschool teachers with high-quality interaction that promotes critical thinking and problem-solving skills during CT activities.

Keywords: 

Preschool Children, Computational Thinking (CT), Professional Development (PD), Teaching through Interaction-Plus (TTI-P), Self-efficacy for Teaching CT

Yuchen Chen

Department of Educational Technology, Wenzhou University, Wenzhou, China // oakleychen@foxmail.com 

Yun-Fang Tu

Department of Educational Technology, Wenzhou University, Wenzhou, China // sandy0692@gmail.com

Xinli Zhang

Department of Educational Technology, Wenzhou University, Wenzhou, China // zhxl@wzu.edu.cn

Gwo-Jen Hwang

Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taiwan // Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan // Yuan Ze University, Taoyuan, Taiwan // gjhwang.academic@gmail.com

ABSTRACT: 

As technology-enhanced children’s learning has gained wide attention, programmable robots have been gradually introduced in early childhood education. Hence, it would be valuable to understand how young children perceive robot programming learning. Draw-a-picture technique is an ideal method to elicit ideas, thoughts, and feelings for children with limited literacy, and epistemic network analysis (ENA) is a novel analytical method to analyze children’s conceptions through the visualized network model. Therefore, this study employed a draw-a-picture technique and ENA to explore 189 5-6-year-old young children’s conceptions of robot programming learning and probe whether their conceptions differ by gender and learning achievements. Results revealed that most children believed that with robot programming kits, they could engage in programming activities with peers in any location and held positive emotions and attitudes. In addition, young children’s conceptions of robot programming learning differ notably by gender and learning achievements. Based on the current findings, several suggestions were proposed, which could set a reference for future robot programming teaching in early childhood education.

Keywords: 

Robot programming learning, Young children, Draw-a-picture technique, Epistemic network analysis

Chien-Huey Sophie Chang

Department of Special Education & Graduate Institute of Rehabilitation Counseling, National Taiwan Normal University, Taipei, Taiwan // sofchang@gapps.ntnu.edu.tw

Ching-Yi Chen

Department of Special Education & Graduate Institute of Rehabilitation Counseling, National Taiwan Normal University, Taipei, Taiwan // frog.afu@gmail.com

Chih-Chen Kuo

Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan // d10722301@gapps.ntust.edu.tw

Huei-Tse Hou

Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan // Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Taipei, Taiwan // hthou@mail.ntust.edu.tw 

ABSTRACT: 

This study aimed to use a game-based learning (GBL) module with multi-scaffolding and mobile technology for high school students with mild intellectual disabilities (MID) to assist them in learning career education knowledge. This study used a quasi-experimental method to investigate the participants’ learning effectiveness, motivation, flow state, game acceptance, and learning behavior patterns (LBP). The differences in the LBP of the high and low learning effectiveness groups and the high and low flow state groups were also investigated. In total, 32 high school students with MID participated in this study. The results show that the GBL module with the multi-scaffolding mechanism could improve their learning effectiveness, motivation, flow state, game acceptance, and LBP and reduce their distraction behavior in the learning activities. The results of the sequential analysis indicated the significance of the behavior of reflection and discussions in the high learning effectiveness group. Additionally, the high-flow state group tended to try multiple strategies to complete the learning tasks. Furthermore, the game mechanism embodied collaborative peer interaction; even when the high-flow group became distracted, they returned to the tasks and continued the discussions with peers.

Keywords: 

Multi-scaffolding, Game-based learning, Career education, Mobile technology, Mild intellectual disabilities

Gyeong-Geon Lee

AI4STEM Center, University of Georgia, United States // National Institute of Education, Nanyang Technological University, Singapore // ggleeing@uga.edu 

Wonhyeong Jang

Department of Chemistry Education, Seoul National University, Republic of Korea // arize14@snu.ac.kr

ABSTRACT: 

This study conceptualized Technology-Enhanced Distance Laboratory (TEDL) as a subset of Non-Traditional Laboratory (NTL) to best describe global STEM education practices after the COVID-19 pandemic. We systematically gathered and examined 141 empirical TEDL studies reported from March 2020 to August 2022. Most studies were contextually rooted in higher education, with a frequent focus on subjects such as Chemistry, Medical/Veterinary/Pharmacy/Nursing, and Electrical/Computer Engineering. The studies predominantly employed technologies such as video, simulations, web/apps, remote control, and virtual reality. Temporally, the majority of the studies utilized media responsive to student manipulation, with participant interaction predominantly synchronous. Spatially, most studies facilitated home-based learning. Data collection in most studies was quantitative, employing survey/questionnaire and/or quiz/exam. As a consequence of TEDL implementation after the COVID-19, many studies posited it positively impacted student learning. However, only about a half of the studies scrutinized the effectiveness of TEDL against comparison group(s). Moreover, the measured learning outcomes tended to favor student “perceptions” and “knowledge & understanding.” This review provides valuable insights into empirical TEDL studies and proposes future research topics that contribute to the evolution of post-COVID-19 STEM laboratory education research and practice.

Keywords: 

Laboratory education, Distance education, Online education, Technology-enhanced learning, Systematic review, COVID-19

Xiao-Ming Wang

Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua, China // zsdwxm@126.com

Wen-Qing Zhou

College of Education, Zhejiang Normal University, Jinhua, China // zhouwenqing99@163.com

Gwo-Jen Hwang

Graduate Institute of Educational information and Measurement, National Taichung University of Education, Taichung, Taiwan // Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan // Yuan Ze University, Taoyuan, Taiwan // gjhwang.academic@gmail.com 

Shi-Man Wang

College of Education, Zhejiang Normal University, Jinhua, China // 806962139@qq.com

Xiao-Tong Huang

College of Education, Zhejiang Normal University, Jinhua, China // 2325676946@qq.com

ABSTRACT: 

Knowing the factors affecting students’ learning achievement in digital learning is a crucial educational issue nowadays. However, recent research has paid less attention to how an individual’s internal factors (prior knowledge) influence their learning achievement through cognitive engagement, and previous studies generally employed students’ self-reported data, which are subjective. This study investigated the relationships between students’ prior knowledge, cognitive engagement, and learning achievement in digital game-based learning by using eye-tracking technology to analyze their visual behaviors. A total of 55 university students volunteered to use the game to learn about programming, during which their visual behaviors were recorded by an eye tracker to investigate their cognitive engagement and visual transition patterns. Their prior knowledge of programming was assessed one week before the game started, while their learning achievement was tested immediately after the game ended. The results of the study showed that: (1) Students’ prior knowledge had a moderately positive predictive effect on their learning achievement; (2) Students’ learning concentration played a mediating role in the predictive effect of prior knowledge on learning achievement; (3) Students’ cognitive strategies moderated the predictive effect of prior knowledge on learning achievement; and (4) Groups of students with different prior knowledge and cognitive engagement adopted significantly different modes of visual transformation in the game. These findings further revealed the complex relationship between learners’ prior knowledge, cognitive engagement and learning achievement in the game environments, which would be a good reference for understanding individual differences in the game environment and for designing game-based adaptive learning systems.

Keywords: 

Game-based learning, Prior knowledge, Cognitive engagement, Visual transformation patterns, Learning achievement 

Yun-An Chen

Research Center for Promoting Civic Literacy, National Sun Yat-sen University, Taiwan // 2stu91039@gmail.com 

Fu-Pei Hsieh

National Kaohsiung Normal University, Taiwan // sfp.sfp@msa.hinet.net

Chun-Yen Tsai

Research Center for Promoting Civic Literacy, National Sun Yat-sen University, Taiwan // ctsai@mail.nsysu.edu.tw 

ABSTRACT: 

An intervention using the unplugged programming and storytelling (UPS) strategy was implemented in this study to cultivate students’ programming learning motivation and concepts. The participants were 49 second graders at a primary school in southern Taiwan. The course was conducted for 12 lessons (40 min each lesson). A quasi-experimental design was employed in this study. During the course, students in the experimental group were taught using the UPS strategy. Data collection included the Programming Concept Test and Programming Learning Motivation Scale supplemented by classroom observation and interview data. The results revealed that the experimental group outperformed the comparison group in programming learning motivation and concepts after the course with the UPS strategy. This teaching experiment obtained large effect sizes. Interviews showed that students perceived positively, which helped them develop their programming concepts. The implication is that the UPS strategy may contribute to primary school programming courses. 

Keywords: 

CS unplugged, Learning motivation, Programming concepts, Storytelling

Mengyuan Chen

Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing, China // Center for Educational Science and Technology, Institute of Advanced Study in Humanities and Social Sciences, Beijing Normal University Zhuhai Campus, Zhuhai, China // chmyonly@sina.com

Lan Wu

School of Teacher Education, Nanjing University of Information Science & Technology, Nanjing, China //  003627@nuist.edu.cn

Baoping Li

Faculty of Education, Beijing Normal University, Beijing, China // libp@bnu.edu.cn

Yang Liu

Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing, China // 545942552@qq.com

ABSTRACT: 

Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students’ ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in student performance across ability levels. Based on the principles of the synthetic intelligence (PSI) framework, this study utilized a computerized interactive assessment platform to design a multidimensional evaluation framework (including the four dimensions of perception, cognition, metacognition, and motivation) and analyzed log file data collected from 132 elementary students with regard to solving ICPs. The results revealed new problem-solving strategies among students in the high-achievement group, who spent more time constructing problem models. Due to their ability to exercise goal-oriented self-control, students in the high-achievement group were able to fully explore the information they needed to optimize their solutions. The results also revealed three types of behaviors that characterized differences in motivation, the most notable of which characterized students who succeeded after relentless attempts. This study also explains the interaction mechanism underlying mental processes based on the PSI framework. The findings suggested that educators can highlight differences between environmental stimuli and students’ internal assumptions, encourage students to adopt strategies that disambiguate the task goal and object, and strengthen their ability to search for relevant information to improve their performance in solving ICPs. The results also provide a new paradigm for assessing problem-solving capabilities based on the PSI framework.

Keywords: 

21st century skills/thinking skills, Behaviour pattern extraction and analysis, Educational data mining, Interdisciplinary projects

Thanh Tuan To

Centre for Design Innovation, School of Design and Architecture, Swinburne University of Technology, Melbourne, Australia // tto@swin.edu.au

 Abdullah Al Mahmud

Centre for Design Innovation, School of Design and Architecture, Swinburne University of Technology, Melbourne, Australia // aalmahmud@swin.edu.au

Charlie Ranscombe

Centre for Design Innovation, School of Design and Architecture, Swinburne University of Technology, Melbourne, Australia // cranscombe@swin.edu.au

ABSTRACT: 

3D printing (3DP) has emerged as a disruptive manufacturing technology that benefits both the manufacturing and educational sectors. The emergence of low-cost and affordable 3D printers has facilitated the widespread use of 3DP technology, particularly in higher education institutions (HEIs) in developing countries. Despite its promising benefits, 3DP is still poorly adopted in developing countries. While research has explored the use and adoption of 3DP in education within developed nations, little research has been conducted on the integration of 3DP to capitalize on its benefits in developing countries. Therefore, in this study, we aim to investigate the perspectives of students and faculty members in higher education (HE) regarding 3DP integration in the classroom. A survey was conducted with 307 participants (272 students and 35 faculty members) at 12 Vietnamese universities where 3DP education is offered. We found that a misaligned curriculum, lack of training for faculty members, the high cost of materials and equipment, English language barriers, and limited student exposure to 3DP technology were significant obstacles to 3DP education. Several recommendations have been provided to address these challenges; for instance, faculty members and industry professionals need collaboration to ensure that the curriculum is current and that faculty members receive adequate training to teach 3DP effectively. This study provides guidelines for faculty members and policymakers to reinforce 3DP education for sustainable development in developing countries.

Keywords: 

3D printing, Higher education, Sustainable development, Additive manufacturing, Developing country, Engineering education

Jaeho Jeon

Indiana University Bloomington, USA // jaehojeon21@gmail.com 

Seongyong Lee

University of Nottingham Ningbo China, China // seongyonglee77@gmail.com

ABSTRACT: 

Flipped learning is gaining prominence in EFL classrooms, where it has been shown to provide various advantages. However, the literature has not adequately addressed the integration of L2 interaction outside the classroom into flipped learning design. Accordingly, given the ubiquitous and interactive nature of chatbot technology, we designed a chatbot-assisted flipped approach to increase learners’ opportunities for L2 practice. To examine the impact of this approach, we investigated how the use of chatbots as conversational partners in the out-of-class phase of flipped learning affected students’ interactive performance and perceptions of interaction. We randomly assigned 87 elementary school EFL learners to experimental (n = 42) and control (n = 45) groups. For six weeks, both groups were taught using the same flipped approach except that after viewing a video, the experimental students practiced a pre-class dialogue with chatbots while the control group practiced the dialogue using a worksheet. Employing a sequential, explanatory mixed-methods design, we collected two sets of quantitative data (pre- and post-interactive speaking tests and an interaction questionnaire) and one set of qualitative data (semi-structured interviews). The quantitative data analyses showed that the experimental group outperformed the control group in terms of interactive speaking performance and the degree to which they perceived they had participated in learner-learner and learner-instructor interactions. Thematic analysis of the qualitative data supplemented the quantitative results by elucidating how the chatbots facilitated the learners’ interactive speaking performance and perceptions of interaction. This study highlights the potential of chatbot technology to bridge the out-of-class and in-class phases of flipped learning.

Keywords: 

Flipped learning, Artificial intelligence, Chatbot, Customized chatbot, Interaction

Jia-Yin Wang

Electrical Engineering Department, Chung Yuan Christian University, Taiwan // jyw@cycu.edu.tw

Hui-Ting Wang

Department of Special Education, National Taiwan Normal University, Taiwan // tinaw@ntnu.edu.tw

Fang Yu Lin

Department of Special Education, National Taiwan Normal University, Taiwan // fylin@ntnu.edu.tw

Wen-Wen Chen

Department of Special Education, National Taiwan Normal University, Taiwan // wwchen@ntnu.edu.tw

ABSTRACT: 

Developing adaptive skills poses a significant challenge for children with autism spectrum disorder (ASD). Personal hygiene, including hand-washing, was particularly important during the Covid-19 pandemic. Video self-modeling (VSM) is an effective strategy for teaching adaptive skills due to its inherent individualization nature. However, the production and implementation of VSM face certain barriers. To address this issue, the present study employed an innovative approach termed iVSM, which utilizes the head-swapping technique to generate self-modeling videos. To evaluate the efficacy of iVSM in teaching hand-washing skills, a single-subject multiple probe design was employed across three preschool children with ASD. The findings indicated that all participants successfully acquired the targeted skill, with two of them achieving mastery following a single intervention session. The implications of these findings underscore the potential of this novel approach to strike a balance between individualization and feasibility, thereby enhancing the broader implementation of VSM within the context of inclusive education. Furthermore, future studies can focus on the comparative research and explore more applications.  

Keywords: 

Adaptive skills, Autism spectrum disorder, Head-swapping technique, Preschool children, Video self-modeling