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

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