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

Xun Ge

University of Northern Texas // Xun.Ge@unt.edu 

Juhong Christie Liu

James Madison University // liujc@jmu.edu 

Zhe Li

Osaka University // lizheritetu@163.com

ABSTRACT: 

This collection of 12 papers reflects the evolving research methods at different design and development stages of educational design research (EDR). With the theme of investigating human-cantered digital technologies serving inclusion, equity, and accessibility, the researchers conducted EDR to solve real-world problems and promote learning access. These research studies ranged from needs analysis, learner/user experience, prototype design and development, to implementation and evaluation. The empirical data or evidence at various testing phases of these studies extended the dimensions of EDR and informed intentional investment in digital technology and related research to build a more inclusion- and equity-driven learning environment.   

Keywords: 

Educational design research, Inclusion, Equity, Accessibility, Digital technology

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

Kawanna McKenzie

Department of Leadership, Learning Design and Inquiry, University of South, SC, USA // kawannamckenzie@yahoo.com 

Ismahan Arslan-Ari

Department of Leadership, Learning Design and Inquiry, University of South, SC, USA // ismihanarslan@gmail.com

ABSTRACT: 

Third-grade students with learning disabilities (SWLD) struggle to meet reading proficiency levels at the national level in the United States. Specific educational legislation has been enacted to enable SWLD to use assistive technologies such as text-to-speech (TTS) tools to support their reading. This study investigated the impact of implementing a TTS tool—the C-Pen—provided to third-grade SWLD on their reading skills. Data were collected from a third-grade classroom teacher and 4 third-grade SWLD using standardized pretest and posttest, classroom observations, a teacher interview, and student interviews. The study’s results indicated that both the student participants’ reading level and reading fluency improved, while their comprehension results were shown to be inconsistent after using C-Pen. The students considered the C-Pen to be a beneficial tool since it helped them to acquire reading skills they would likely not develop without it. Additionally, it enhanced their interest in reading and helped them to become independent readers. The teacher described the C-Pen as a versatile tool that could be valuable to all students, irrespective of any disability, and could be applied to a variety of subjects. 

Keywords: 

Text-to-speech, Reading pen, Learning disabilities, Inclusion, Reading

Joanna Pyrkosz-Pacyna

AGH University of Krakow, Poland // Space Technology Centre, Poland // jpyrkosz@agh.edu.pl

Marcin Zwierżdżyński

AGH University of Krakow, Poland // Space Technology Centre, Poland // marcinz@agh.edu.pl 

Jowita Guja

AGH University of Krakow, Poland // EduVRLab, Poland // guja@agh.edu.pl 

Maria Lis

AGH University of Krakow, Poland //mlis@agh.edu.pl

Dominika Bulska

Center for Research on Social Relations, SWPS University, Poland // dominika.bulska@gmail.com 

ABSTRACT: 

In this article, we present the results of research conducted to investigate the perception of VR educational materials for space technology courses being developed at a technological university in Europe. Our aim was to identify potential barriers faced by men and women when entering and continuing this form of education. As both VR and space technology are considered highly technical, they may deter individuals from pursuing courses in these subjects. Therefore, we sought to identify the most relevant constraints in the design of innovative educational materials. To achieve this, we conducted eight sample educational sessions using VR in the field of space education, involving both male and female participants. Employing a mixed-method study design encompassing qualitative and quantitative measures, we discovered that when confronted with difficulties, female participants were more inclined to attribute them to their own lack of skills, while male participants focused on technical shortcomings of the applications. Additionally, we observed that female participants tended to be more self-conscious when using VR headsets and experienced greater discomfort due to a sense of confinement. We also found that female participants exhibited a statistically significant increase in self-efficacy after engaging in VR space educational experiences compared to their pre-VR session levels. Furthermore, both male and female participants demonstrated increase in their intention to engage in space science (various academic domains relating to studying space) following the VR session, which bodes well for the continued development of these educational tools. 

Keywords: 

VR, Digital inclusion, Gender, Space technology, Educational design

Matthew Schmidt

Department of Workforce Education and Instructional Technology, University of Georgia, USA // matthew.schmidt@uga.edu 

Jie Lu

Department of Workforce Education and Instructional Technology, University of Georgia, USA // jlu@uga.edu 

Rui Huang

School of Teaching and Learning, University of Florida, USA // rui.huang@coe.ufl.edu 

Marc-Sonley Francois

School of Teaching and Learning, University of Florida, USA // francoism@ufl.edu 

Minyoung Lee

School of Teaching and Learning, University of Florida, USA // minyounglee@ufl.edu

Xiaoman Wang

School of Teaching and Learning, University of Florida, USA // xiaoman@ufl.edu

Pedro Guillermo Feijóo-García

School of Computing Instruction, Georgia Institute of Technology, USA // pfeijoogarcia@gatech.edu

ABSTRACT: 

Extended reality (XR) such as Virtual Reality (VR) and Augmented Reality (AR) has been heralded as a particularly promising technology for autistic people. However, prior studies have centered around curing or ameliorating deficits and impairments and are typically conducted by non-disabled and non-autistic researchers. Using co-design and a variety of learning experience design methods and processes, Project PHoENIX (Participatory, Human-centered, Equitable, Neurodiverse, and Inclusive XR) speaks to the need for research that applies a social-ecological perspective to the design and evaluation of VR experiences for autistic users, with the goal of decreasing environmental barriers and promoting a more inclusive society. In this study, we describe a multi-cycle process of educational design research (EDR), consisting of iterative human-centered formative design, development, implementation, and evaluation of Project PHoENIX from Spring 2021 to Spring 2022. A framework for conducting co-design and collaborative educational design research with autistic individuals in a VR environment is provided along with design principles that support this framework. Findings from 3 meso-cycles illustrate the dual outcomes of educational design research, namely, (1) a consistently maturing intervention and (2) improving theoretical understanding. Findings underscore the feasibility of our approach, and demonstrate potential to scale.

Keywords: 

Human-centered computing, Extended Reality (XR), Autism, Co-design, Learning experience design, Educational design research

Fakhta Zeib

Department of Mass Communication, Government College University, Faisalabad, Pakistan // fakhtazeib@gcuf.edu.pk 

Rehan Tariq

School of Communication, Universiti Sains Malaysia, Pulau Pinang, Malaysia // rehantariq@usm.my

ABSTRACT: 

During the lockdowns of the COVID-19 pandemic, the education sector implemented online teaching using a variety of online learning platforms (OLPs). Pakistan, a developing country, was not fully ready for this sudden move from offline to online teaching methods. Despite the effectiveness of online platforms in academic learning, concerns related to equity issues among students and teachers, such as the accessibility and affordability of internet and related technologies, ICT skills, and time management, have been raised. In this scenario, it is important to measure the effects of internal and external challenges to academic satisfaction of students and teachers. This study incorporates the technology acceptance model (TAM) and theory of planned behaviour (TPB) to build theoretical support. The study adopts a quantitative method, and a survey was conducted with 404 respondents representing students and faculty members of leading universities in all provinces of Pakistan. The data set was measured using multi-group analysis. The findings reveal a significant difference in the relationship between the use of OLPs and the academic satisfaction of students and teachers. However, the results do not reveal any significant difference for other hypothesized relationships across the two groups. This study suggests possible areas of improvement for educationists and educational policy makers to formulate future policies considering the issues raised in this study, in the context of a blended teaching setup.

Keywords: 

Academic satisfaction, Equity issues, Multigroup analysis, Online learning platforms 

Madasen Briggs

Research in Action, USA // madasenbriggs@researchinaction.com

Audon Archibald

Digital Strategy and Innovation, University of North Texas, USA // Audon.Archibald@unt.edu

Tania Heap

Digital Strategy and Innovation, University of North Texas, USA // Tania.Heap@unt.edu 

Ruthanne ‘Rudi’ Thompson

Digital Strategy and Innovation, University of North Texas, USA // Ruthanne.Thompson@unt.edu 

Abigail ‘Ellie’ Liss

Digital Strategy and Innovation, University of North Texas, USA // Abigail.Liss@unt.edu

ABSTRACT: 

Online and digital learning is becoming more widespread in a post-pandemic world. The rapid expansion of online education has introduced many accessibility concerns that may go unnoticed by inexperienced observers. With the number of students disclosing disabilities, and accommodation requests growing across the country, digital accessibility has become a necessity, going beyond following the letter of the law. Our institution conducted a quantitative analysis of 374 accessibility reports conducted by digital accessibility specialists across three semesters after reviewing faculty’s online courses. Reports evaluated course accessibility following Universal Design for Learning (UDL) principles and Web Content Accessibility Guidelines (WCAG). By identifying the most frequent accessibility issues from these reports, one goal was to create actionable steps to better support faculty training in high needs areas. Findings revealed that providing early feedback to faculty on a subsample of course content increased the likelihood of their courses meeting more accessibility standards by the full final review. Faculty who had gone through the online course development process before were twice as likely to include accessible electronic documents (MS Office documents, PDFs) and link formatting in their courses, compared to faculty new to the process. Course level had no bearing on whether they met accessibility standards or not, except for electronic documents, where graduate courses were more likely to meet standards than undergraduate. Based on these findings, we developed empirically-driven recommendations that accessibility professionals, faculty, and instructional designers at higher education institutions can use to provide support to their faculty and online students with disabilities. 

Keywords: 

Digital accessibility, Higher education, Online course development, Disability inclusion

Songhee Han

Florida State University, USA // songhee.han@fsu.edu

Min Liu

The University of Texas at Austin, USA // mliu@austin.utexas.edu

ABSTRACT: 

This paper describes our equity-driven development of a chatbot curriculum for a journalism professional development center’s massive open online courses (MOOCs). A curriculum refers to entire student experiences that occur during the whole learning process in this context. We used a sequential and iterative development process with four phases to research and develop the chatbot curriculum: experimentation, evaluation, research and development reiteration, and implementation and evaluation in an ongoing course. In Phase 1, we tested whether a chatbot interface designed to answer frequently asked questions (FAQs) could provide more equitable student support than traditional FAQ pages, considering the widespread student frustration about FAQ pages. A total of 120 diverse students participated in this phase. In Phase 2, we conducted a case study to contrast the experiences of 27 non-native English users who used the FAQ chatbot, identifying what distinguished their experiences from those of 15 native English user counterparts. Based on this phase’s findings, the chatbot was further trained using an enhanced training set to better support non-native English users. In Phase 3, using a topic analysis result of 3,645 forum discussion posts from the center’s previous 21 courses, we ensured the chatbot’s expertise to cover nine additional topic themes. Phase 4 is where we examine students’ experiences with the chatbot’s latest version as a built-in course tool in MOOCs. This study suggests that systematic research and development of a chatbot curriculum is indispensable to fostering equitable learning environments in MOOCs.

Keywords: 

Chatbot curriculum, Design-based research, Equity, MOOC, NLP chatbot 

Hai Zhang

School of Media Science, Northeast Normal University, Changchun, Jilin, China // zhangh219@nenu.edu.cn 

Zeguo Wang 

School of Information Science and Technology, Northeast Normal University, Changchun, Jilin, China // wangzg838@nenu.edu.cn 

Shiying Zong

School of Special Education, Changchun University, Changchun, Jilin, China // z_shiying@126.com 

Haochen Wu

School of Information Science and Technology, Northeast Normal University, Changchun, Jilin, China // wuhaochen@nenu.edu.cn 

Rong Jiang

School of Information Science and Technology, Northeast Normal University, Changchun, Jilin, China // jiangrong@nenu.edu.cn

Yulu Cui

School of Educational Science, Xinyang Normal University, Xinyang, Henan, China // cuiyl315@nenu.edu.cn

Siwei Li

School of Artificial Intelligence, Jilin International Studies University, Changchun, Jilin, China // 664109441@qq.com 

Hui Luo

Affiliated Primary School of Northeast Normal University, Changchun, Jilin, China // 1346599935@qq.com

ABSTRACT: 

Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This research leveraged Design-Based Research (DBR) to iteratively refine intelligent learning environments, while also adopting the Community of Inquiry (COI) and Technology Acceptance Model (TAM) to assess classroom presence and perception among students with hearing impairments. The results revealed notable enhancements in teaching presence, cognitive presence, social presence, and overall perception within intelligent learning contexts for hearing-impaired students. Additionally, their understanding of abstract and ill-structured knowledge significantly improved. Such findings offer valuable insights for the design of inclusive teaching and learning environments in special education.

Keywords: 

Hearing-impaired students, Intelligent learning environments, Presence, Perception, Design-based research

Tania Heap

Division of Digital Strategy and Innovation, University of North Texas, USA // Tania.Heap@unt.edu

Regina Kaplan-Rakowski

Department of Learning Technologies, University of North Texas, USA // Regina.Kaplan-Rakowski@unt.edu

Audon Archibald

Division of Digital Strategy and Innovation, University of North Texas, USA // Audon.Archibald@unt.edu

ABSTRACT: 

Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants’ interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants’ general empathy levels slightly increased after the VR experience. Participants’ perceptions of blind people’s productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce.

Keywords: 

Virtual reality (VR), Empathy, Blind learners, Visual disability, Perspective-taking

Xiangping Cui

Institute of Higher Education, Lanzhou University, China // cuixp@lzu.edu.cn

Hanqi Zhang

Institute of Higher Education, Lanzhou University, China // zhanghq21@lzu.edu.cn 

Jun Shen

School of Computing and Information Technology, University of Wollongong, Australia // jshen@uow.edu.au

Susan Zhang

School of Computing and Information Technology, University of Wollongong, Australia // xz659@uowmail.edu.au

David Stein

College of Education and Human Ecology, The Ohio State University, USA // stein.1@osu.edu 

Geng Sun

School of Computer Science and Engineering, Chongqing College of Humanities, Science and Technology, China // Vermilion Cloud, Australia // gsun@vermilioncloud.com.au 

Zihao Zhang

Institute of Higher Education, Lanzhou University, China // zhangzihao15@lzu.edu.cn

ABSTRACT: 

With the in-depth development of economic globalization and the increasingly close ties between countries in the world, how to train international talents has become an important topic. Cross-cultural learning is conducive to broadening the horizons of learners and cultivating international talents. An effective network support environment and the design of cross-cultural learning activities are the keys to the success of cross-cultural learning. As an emerging network software with rich functions, simple development and convenient use, the WeChat Mini Program (WMP) can serve as a network support platform for cross-cultural learning activities. This study developed a cross-cultural learning platform based on the WeChat mini program. Under the guidance of activity theory, this study builds a WMP-based design model of cross-cultural learning activities, including the components of learners, resources, cross-cultural learning community, WMP, rules, role division and activity process. Under the guidance of this model, we designed, implemented and evaluated WMP-based cross-cultural learning activities for Chinese students and international students at Lanzhou University. The research results show that the cross-cultural learning activities designed and implemented under the guidance of the model have a positive impact on learners’ knowledge, abilities and literacies. It is expected that this study will enrich the platform of cross-cultural learning and provide a reference for the design of cross-cultural activities.

Keywords: 

Cross-cultural learning, Activity design, WeChat Mini Program (WMP)

Mehmet Donmez

Middle East Technical University, Ankara, Turkey // mdonmez@metu.edu.tr 

Kursat Cagiltay

Faculty of Engineering and Natural Sciences, Sabanci University, Istanbul, Turkey // cagiltay@gmail.com

ABSTRACT: 

This study investigated the design processes for developing eye training materials for children with low vision (CLV) using computer game applications based on eye movement tracking to enhance their vision skills. The primary aim was to create interactive eye training materials tailored to improve CLV’s vision abilities. Employing a design-based research methodology, the study followed four distinct phases: analysis, development, evaluation and testing, and documentation and reflection. Initially, a game-based eye training program was developed. This program was then tested with CLV to gather relevant data for refining the design of eye-gaze games. Data were meticulously collected from a diverse group of stakeholders, including parents, special education teachers, ophthalmologists, and expert faculty members, using various methods such as interviews, focus group meetings, usability testing, and direct observations. The results provided critical insights into the design processes required to create a practical and usable game-based eye training program for CLV. These findings highlighted that children with low vision could benefit significantly from eye-tracking technology, using it to enhance their scanning, focusing, and tracking skills. Overall, the study suggests that eye-tracking technology offers a promising tool for developing vision-improving interventions for children with low vision, thus contributing valuable knowledge to the field of vision rehabilitation.

Keywords: 

Eye training games, Vision rehabilitation, Low vision, Eye-tracking technology, Design-based research

Rui Zhu

Osaka University, Japan // rui@hus-et.net

ABSTRACT: 

With an increase in interactions with non-human agents, understanding and forecasting the consequences of human interactions with them have become increasingly crucial. The present study focused on a subset of non-human agents known as virtual characters. To investigate whether people respond in the same way to a virtual character as they do to a real human, we replicated a classic test of human-human social interaction, specifically, the social facilitation and inhibition effects. The theory of social facilitation/inhibition states that in the presence of others, people perform simple or learned tasks better and complex or novel tasks worse. In the present study, participants were given different tasks (letter typing, Sudoku, and maze) of varying difficulty (easy and difficult) to complete either alone, in the presence of a real person, or in the presence of a virtual character. The participants’ task performance was determined by the number of subjects completed within the specified time. The results of 60 participants demonstrated a significant improvement in the performance of easy tasks when a virtual character was present compared with performing those tasks alone, providing evidence for social facilitation effects. For the difficult tasks, task performance did not show decline in the presence of a virtual character. According to these findings, it is possible to avoid social inhibition in the presence of a virtual character. The present study will be a reference for scholars interested in further investigating how non-human agents impact social facilitation effects and implement virtual agents in educational settings.

Keywords: 

Virtual character, Social facilitation, Social inhibition, Task performance, Educational support

Yu-Ju Lan

Department of Chinese as a Second Language, National Taiwan Normal University, Taiwan // yujulan@gmail.com

Yi-Hsuan Chen

Department of Chinese as a Second Language, National Taiwan Normal University, Taiwan // xuanfighting@gmail.com

Yun-Fang Tu

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

ABSTRACT: 

This study aimed to determine the perceptions and attitudes of preservice teachers of Chinese as a foreign language (CFL) toward applying information and computer technology (ICT) and image-generative artificial intelligence (image-GAI) tools in CFL teaching from the perspective of drawings. This 2-week study involved 20 preservice CFL teachers from a university in northern Taiwan. Various data were collected, including questionnaire responses and drawings (both hand-drawn and artificial-intelligence-assisted) by preservice teachers. The collected data were analyzed to determine how the experience of using image-GAI tools influenced how preservice CFL teachers perceive ICT-assisted CFL teaching, and how they perceive the potential of image-GAI tools in enhancing their creativity. The results indicated that most conceptions held by the preservice CFL teachers of ICT-assisted Chinese language teaching involved teachers and learners as the primary people involved, and that they tended to adopt a teacher-centered teaching mode. The preservice CFL teachers had positive attitudes toward using image-GAI tools in CFL teaching. However, they were more reserved regarding whether generative AI tools can promote diversity in CFL teaching and enhance the creativity of preservice teachers. The most common elements in the drawings by the preservice teachers were the activities and the people involved in CFL teaching. Two other noteworthy findings were (1) most preservice CFL teachers believed that this new technology (image-GAI tools) better reflected their understanding of ICT and CFL teaching, and (2) that their drawings indicated that having experience of using image-GAI tools influenced their perception of ICT and CFL teaching.

Keywords: 

Drawing analysis, Generative artificial intelligence, Preservice CFL teachers, Information and computer technology, Image-GAI tools 

Zheng Chen

Department of Statistics and Actuarial Science, The University of Hong Kong, Hong Kong // zbellachen@gmail.com

Di Zou

Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong // dizoudaisy@gmail.com 

Haoran Xie

School of Data Science, Lingnan University, Hong Kong // hrxie2@gmail.com 

Huajie Lou

Department of Statistics and Actuarial Science, The University of Hong Kong, Hong Kong // joellaulhj@gmail.com

Zhiyuan Pang

Department of Statistics and Actuarial Science, The University of Hong Kong, Hong Kong // markus83@connect.hku.hk

ABSTRACT: 

University admission consultation is a professional service that assists students with the university application process. Typically, accessing this service entails exploring university websites, directly contacting faculty members and officers via phone calls or emails, and engaging educational intermediaries. University admission consultation is crucial for both students and institutions. However, conventional consultation methods face challenges such as time and spatial constraints, leading to a growing interest in utilizing chatbots for university admission consultation. In this study, we propose a novel approach that leverages generative pretrained transformer (ChatGPT 3.5) models and implements the retrieval-augmented generation technique using the LlamaIndex framework. To evaluate the effectiveness of this approach, we applied it to undergraduate admission data from three universities: a science and technology university in the United States, a comprehensive university in Kenya, and a comprehensive university in Hong Kong. We also gathered feedback from 53 high school students who tested the chatbot. The results demonstrated a significant improvement in average accuracy, from 41.4% with the ChatGPT 3.5 model to 89.5% with the proposed chatbot, with peak accuracy reaching 94.7%. User reviews also indicated a generally positive perception of the admission chatbot. This methodology has the potential to revolutionize university admissions by utilizing chatbots based on large language models with retrieval-augmented generation.

Keywords: 

University admissions, Chatbot, GPT, Large language models, Retrieval-augmented generation

Ching-Yi Chang

School of Nursing, College of Nursing, Taipei Medical University, Taiwan // frinng.cyc@gmail.com 

I-Hui Chen

School of Nursing, College of Nursing, Taipei Medical University, Taiwan // ichen4@tmu.edu.tw 

Kai-Yu Tang

Graduate Institute of Library & Information Science, National Chung Hsing University, Taiwan // Innovation and Development Center of Sustainable Agriculture, National Chung Hsing University, Taiwan // kytang@dragon.nchu.edu.tw

ABSTRACT: 

This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines, relevant articles were identified by searching several reputable sources (i.e., Embase, Scopus, PubMed, CINAHL, and WoS), and a total of 50 empirical articles that met the selection criteria were included. The results are twofold: (1) Bibliometric attributes of the research were identified. First, we found that authors from China, the United States, Australia, and Saudi Arabia are the most productive contributors to the field. Second, over 64% of the analyzed research was published in educational technology journals (e.g., EIT, AJET, ILE). (2) The systematic review identified key learning features of the research. Most research focused on non-specific learning, and subjects related to English learning in ChatGPT use were the second most frequently researched topic. The third most frequently researched subject is related to STEAM courses, in which most research employed ChatGPT-based assistant learning as an instructional design in the course. The role of ChatGPT-based learning in education involves domain experts, teachers/tutors, administrators, and learning tools. Regarding the educational context of the research, the participants were mainly in higher education settings, including undergraduate and graduate students. Based on the results, we concluded that research on ChatGPT-based learning in education is still in its early stages, with limited empirical studies addressing effective instructional design and learning strategies.

Keywords: 

Artificial intelligence, ChatGPT-based learning, Global trends, Systematic review 

Hsin Huang

School of Nursing, National Taipei University of Nursing and Health Sciences, Taiwan // jhshing1029@gmail.com

ABSTRACT: 

Fostering students’ problem-solving abilities and design thinking has been recognized as a crucial educational objective. In the conventional collaborative project-based learning approach, co-regulative learning (CRL) has been adopted to guide learners to plan and monitor the progress of their projects. However, without providing adequate supports or feedback to individual teams, the innovation and design quality of the project outcomes could be disappointing. In this study, a generative AI (artificial intelligence)-based co-regulative learning (GAI-CRL) approach is proposed to address this issue. Moreover, an experiment was conducted in a digital game development (DGD) to assess this approach. A total of 46 university students from two classes were recruited in this study. The experimental group adopted the GAI-CRL approach, while the control group adopted the conventional CRL (C-CRL) approach. The results showed that the GAI-CRL approach significantly enhanced students’ project design performance, learning motivation, self-efficacy, and creative thinking compared to the C-CRL approach. This study serves as a reference not only for implementing DGD projects but also for applying CRL to other educational domains.

Keywords: 

Digital game development (DGD), Generative AI partner, Co-regulated learning, Project-based learning, Gemini