Foreword
HCI International 2021 Thematic Areas and Affiliated Conferences
Contents – Part I
Contents – Part II
Designing and Developing Learning Technologies
A Blockchain-Based Collaboration Framework for Teaching Material Creation
Abstract
1 Introduction
2 Related Work
2.1 Blockchain Technology
2.2 Blockchain-Based Collaboration System for Academic Publication
3 Framework
3.1 Collaboration Model of Creating TM
3.2 System Framework
3.3 Blockchain Smart Contract
4 Prototype Implementation
5 Discussion
6 Conclusion
Acknowledgment
References
Using Interactive Technology for Learning and Collaboration to Improve Organizational Culture: A Conceptual Framework
Abstract
1 Introduction
2 Research Context
3 Theoretical Background
3.1 Dilemmas and Organizational Culture Building
3.2 Organizational Learning
3.3 Experiential Learning and Reflective Learning in the Workplace
3.4 Knowledge Sharing and Knowledge Transfer in Organizations
3.5 Crowdsourcing and Organizational Learning
4 Conceptual Framework
5 Discussion
6 Concluding Remarks
Acknowledgments
References
A Social, Virtual and Open Model for Measuring Creativity
Abstract
1 Introduction
2 Background
2.1 Creativity as an Attribute of the Human Being
2.2 Measures of Creativity
2.3 Social Rating Systems
2.4 Discussion About the Background Study
3 Objectives
4 Proposed Model
4.1 The Product
4.2 The Creative Individual
4.3 The Evaluator
4.4 The Evaluation Process
5 Conclusions
References
Towards a New Tool for Individualized Content Delivery in Classrooms
Abstract
1 Introduction
2 Related Work
2.1 Existing Software Tools
3 Preliminary Study: Orchestration Practices
3.1 Requirements
4 Design and Implementation of Prototype
4.1 Presentation Format
4.2 Implementation
5 Experiment
5.1 Test Preparation and Setup
5.2 Findings
6 Discussion
7 Conclusion
References
Open Educational Resources for Language Education: Towards the Development of an e-Toolkit
Abstract
1 Introduction
2 An Overview of Open Educational Resources
2.1 Definitions
2.2 OERs’ Principles and Characteristics
2.3 Benefits and Challenges in Using OER in Education
3 Use, Create, and Share of OER: Mapping the Existing Guidelines
4 Towards the Development of an OER e-Toolkit for Language Education
4.1 Finding OER Related to Language Education
4.2 Using, Creating and Sharing OER
5 Conclusions
Acknowledgements
References
Optimization to Automated Phonetic Transcription Grading Tool (APTgt) – Automatic Exam Generator
Abstract
1 Introduction
2 Background
3 Method
3.1 Exam Generating Tool
3.2 Decision Tree Classification
3.3 Exam Grading Tool
4 Classification Solutions
4.1 Rule-Based Algorithm
4.2 CART Classifier
5 Conclusion
References
Designing an App for Remotely Children's Spelling Assessment
1 Introduction
2 Related Works
3 Study Design
3.1 User Research
3.2 Ideation and Prototyping
3.3 Expert Validation
4 Results and Discussion
4.1 User Insights
4.2 Solution Designed
4.3 Heuristic Evaluation
5 Concluding Remarks
References
Digital Technologies Assisting Migrant Population Overcome Language Barriers: The Case of the EasyRights Research Project
Abstract
1 Introduction
1.1 Migration and Integration in Europe: Facts and Trends
1.2 Digital Technological Solutions for Migrant Language Training
1.3 The EasyRights Research Project
2 The EasyRights Digital Tools for Migrant Language Training
2.1 Capeesh: A Digital Tool for Vocabulary Training
2.2 CALST: A Digital Tool for Pronunciation Training
3 Digital Language Learning for Migrants: Implications
4 Conclusion
Acknowledgement
References
Learning Theories and Teaching Methodologies for the Design of Training in Digital Competence for Language Teachers: A Narrative Review
Abstract
1 Introduction
1.1 Background
1.2 Digital Competence in Education
1.3 Digital Competence in Language Instruction
2 Method
2.1 Review Strategy
2.2 Search Strategy
3 Discussion
3.1 Exploration of Influential Learning Theories
3.2 Exploration of Contemporary Teaching Methodologies
4 Conclusion
4.1 Summary
4.2 Limitations
Acknowledgements
References
The OPENLang Network Pedagogical Framework: Designing an Open and Collaborative Language Learning Environment for Erasmus+ KA1 Mobility Participants
Abstract
1 Introduction
2 Online Language Learning and Teaching Practice: Theoretical Background
2.1 Computer Assisted Language Learning Theoretical Overview
2.2 Theories, Frameworks and Models in Online Language Teaching and Learning
3 OPENLang Network Needs’ Analysis Survey
4 OPENLang Network Pedagogical Framework: Dimensions and Process
4.1 Self-placed, Self-regulated and Autonomous Learning
4.2 Peer-to-Peer or Tandem Learning
4.3 Small Group Learning: Cooperative and Collaborative Learning
4.4 Community Learning: Communities of Practice and Connectivism
5 Conclusions and Future Steps
Acknowledgements
References
Research on the Design of E-education Application Interface Based on Kansei Engineering
Abstract
1 Introduction
2 Research Background
2.1 The Concept of E-education
2.2 Development Trend of E-education Industry
2.3 The Influence of Interface Design of E-education Application on User Experience
3 Research Method
3.1 Kansei Engineering and the Application of E-education
3.2 Sample Selection
3.3 Perceptual Vocabulary Extraction
3.4 Questionnaire Design and Distribution
4 Results and Discussion
4.1 Comparison of Vertical Indicators
4.2 Comparison of Horizontal Indicators
5 Guidance for Design
5.1 Overall Feeling
5.2 Color Matching
5.3 Interface Layout
5.4 Using Experience
6 Summary
References
Create Children’s Programming Teaching Aids with Chinese Characteristics: Provide a Method Framework to Assist Designers in Designing
Abstract
1 Introduction
2 Literature Review
2.1 STEM and STEAM Education in Children
2.2 Children’s Programming Teaching Aid Design
3 Design Principles of Chinese Children’s Programming Teaching Aids
3.1 Cultural Connotation with Chinese Characteristics
3.2 Sustaining Children’s Emotional Needs with Sustainability
3.3 Innovative Thinking, Multiple Ways of Fun
4 Framework of Design Method for Chinese Children’s Programming Teaching Aid
4.1 Using Crowd Analysis
4.2 Pick the Right Carrier
4.3 Analyze Product Use Processes, Corresponding to Subject Knowledge and Components
4.4 Expand Artistic Design
4.5 Integration and Productization
5 Application of the Framework
6 Conclusion
References
Learning, Teaching and Collaboration Experiences
Auto-Assessment of Teamwork and Communication Competences Improvement Applying Active Methodologies. Comparing Results Between Students of First Academic Year in Architecture, Economics and Engineering Degrees
Abstract
1 Introduction
2 Theoretical Framework
2.1 The Relevance of Generic Competences: Teamwork and Communication
2.2 The Student’s Motivation in the First Undergraduate Courses
3 Experimental Framework
3.1 Case 1: Group A, Law Degree
3.2 Case 2: Group B, Architecture and Building Construction Degrees
3.3 Case 3: Group C, Engineering Degree
4 Results
4.1 PRE-Questionnaire
4.2 POST-Questionnaire
4.3 Student’s Motivation
5 Conclusions
Acknowledgments
References
Usability of Learning Management Systems for Instructors – The Case of Canvas
Abstract
1 Introduction
2 Related Research
3 Method
3.1 Participants and Data Collection
3.2 Data Analysis
4 Results
4.1 Usability Issues by Heuristics
4.2 Summary of Usability Issues Identified in User Testing and Post-Interviews
4.3 Additional Usability Issues and Participants’ Opinions
5 Discussion
6 Conclusion and Future Work
Acknowledgements
References
Goals Matter: Changes in Metacognitive Judgments and Their Relation to Motivation and Learning with an Intelligent Tutoring System
1 Introduction
1.1 Related Work
1.2 Current Study
2 Methods
2.1 Participants and Materials
2.2 MetaTutor: A System Designed to Enhance Metacognition
2.3 Experimental Design
2.4 Procedure
2.5 Coding and Scoring
2.6 Statistical Analysis
3 Results
3.1 Preliminary Analyses
3.2 To What Extent Does the Stability or Change in Page-Relevant Metacognitive Processes Across Learning Goals 1 and 2 During Learning with MetaTutor Relate to Achievement Goal Orientation and Performance Scores While Controlling for Prior Knowledge and Experimental Condition?
3.3 To What Extent Does the Stability or Change in Page-Irrelevant Metacognitive Processes Across Learning Goals 1 and 2 During Learning with MetaTutor Relate to Achievement Goal Orientation and Performance Scores While Controlling for Prior Knowledge and Experimental Condition?
4 Discussion
4.1 Limitations
4.2 Future Directions and Implications
References
WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork?
Abstract
1 Introduction
2 Research Context
2.1 Instant Messaging Tools
2.2 WhatsApp vs Telegram
3 LA Solutions Based on Telegram and WhatsApp
3.1 LA Solution for WhatsApp
3.2 LA Solution for Telegram
3.3 Differences Between Both Solution
4 Discussion and Conclusions
References
Effectiveness of System-Facilitated Monitoring Strategies on Learning in an Intelligent Tutoring System
Abstract
1 Introduction
1.1 Metacognitive Monitoring and SRL
1.2 Monitoring in Intelligent Tutoring Systems
1.3 Theoretical Framework
1.4 Current Study
2 Methods
2.1 Participants and Materials
2.2 MetaTutor
2.3 Experimental Procedure
2.4 Coding and Scoring
2.5 Data Processing
3 Results
3.1 Research Question 1: Can Proportional Metacognitive Monitoring Strategy Be Used to Identify Groups of Learners?
3.2 Research Question 2: Do the Selected Clusters Differ in Learning Outcomes?
3.3 Research Question 3: How Do Clusters Differ in Proportional Metacognitive Monitoring Strategy Use?
4 Discussion
5 Limitations
6 Conclusions and Future Directions
Acknowledgements
References
Digital Competence Assessment Survey for Language Teachers
Abstract
1 Introduction
2 Background
2.1 Integration of Technologies and Methodologies in Language Teaching Practice
2.2 Language Teachers’ Digital Competences and Skills
2.3 Language Teachers’ Training Needs on Digital Technologies
3 Method
3.1 Research Design
3.2 Tool Design
3.3 Participants
3.4 Data Collection and Analysis
4 Results
4.1 Instructional Models
4.2 Language Learning Instructional Methods
4.3 Attitude Towards Digital Tech in Language Teaching
4.4 Competencies and Satisfaction with Competencies
4.5 Institutional Support and Aid
5 Discussion
5.1 Use of Instructional Methods and Attitude Towards Digital Technologies
5.2 Language Teachers’ Training Needs on Digital Technologies
6 Conclusions
Acknowledgements
References
Japanese EFL Learners’ Speaking Practice Utilizing Text-to-Speech Technology Within a Team-Based Flipped Learning Framework
Abstract
1 Introduction: Text-to-Speech Technology for English Education
2 Purpose of the Study
3 Development of the System
4 The Team-Based Flipped Learning Framework
5 The Study
5.1 Participants
5.2 Method
5.3 Results and Discussion
6 Conclusion
7 Further Research Directions
Acknowledgement
References
Achieving Student Engagement in Learning: Utilizing a Rubric-Based Assessment System for Visualizing Learners’ Self-, Peer, and Teacher Assessments
Abstract
1 Introduction
1.1 Student Engagement in Learning
1.2 Rubric
1.3 Learners’ Self-, Peer, and Teacher Assessments
2 Purpose of the Study
3 Research Question
4 Development of the Rubric-Based Assessment System
5 The Study
5.1 Participants
5.2 Method
5.3 Results and Discussion
6 Summary of the Findings
7 Conclusion
Acknowledgement
References
Using the G Suite for Education in Language Teacher Education: Benefits and Challenges
Abstract
1 Introduction
2 Literature Review
2.1 Cloud Technologies and the G Suite for Education
2.2 The G Suite for Education in Language Teacher Education
2.3 The Online English for Specific Purposes Teacher Education Course
3 The Research Study
3.1 The Purpose and Methodology of the Study
3.2 The Participants
3.3 Research Tools and Analysis of Data
4 Results and Discussion
4.1 Stage 1
4.2 Stage 2
4.3 General Comments
5 Limitations
6 Conclusion
References
Nudge for Note Taking Assist System: A Learning Strategy Feedback System Among Learners Through Their Tablet
Abstract
1 Introduction
2 Purpose
3 Developed System
3.1 System Overview
3.2 User Authentication Function
3.3 Note-Taking Function
3.4 Learning Log Function
3.5 Visualization of Learning Function
4 Method
4.1 Data Collection
4.2 Procedure
4.3 Questionnaires
4.4 Guidelines for Analysis
5 Results
5.1 Concentration in Class
5.2 System Interface
5.3 Realizing the Nudge
6 Discussion
6.1 The Use of the Software Does Not Interfere with the Class
6.2 The Nudge Occurs in Class
7 Conclusion
Acknowledgment
References
To Explore the Influence of Single-Disciplinary Team and Cross-Disciplinary Team on Students in Design Thinking Education
Abstract
1 Introduction
2 Literature Review
2.1 Design Thinking
2.2 Teamwork
2.3 Summary
3 Methods
3.1 An Introduction to the Course of Design Thinking in This Study
3.2 Subject Description
3.3 Introduction to the Method of Questionnaire Survey
3.4 Introduction of Analysis Method
4 Results
4.1 The Similarities Between Teams
4.2 The Values
4.3 The Differences Between Teams
5 Conclusions
References
Effect of Presenting Co-occurrence Networks that Reflect the Activeness of Face-to-Face Discussions
1 Introduction
2 Related Work
2.1 Visualizing Discussion Outlines
2.2 Recommend Next Topic Idea
3 Discussion Support Based on the Condition
3.1 Presenting Co-occurrence Networks that Reflect Activeness of Discussions
3.2 Nonlinguistic Acoustic Features
3.3 Wearable Device
3.4 Converting Utterance into Text in the Discussions
3.5 Relevance to the Contents of the Discussion
3.6 Creating the Co-occurrence Networks
3.7 Flow of Co-occurrence Network Presentation
4 Experiment
4.1 Experimental Procedure
4.2 Evaluation Item
5 Result of the Experiment
5.1 Decision on Co-occurrence Networks
5.2 Results of Questionnaire
5.3 Result of the Contents of the Discussion
5.4 Evaluation of the Impression in the Lecture
6 Discussion
7 Conclusion for the Future
References
User Perception of Wearables in Everyday Learning Contexts: The Impact of Prior Device Experience
1 Introduction
2 Background
3 Related Work
4 Research Question
5 Study
5.1 Study Design and Structure
5.2 Study Participants
6 Data Analysis
6.1 Data Filtering
6.2 Quantitative Data Analysis
7 Results
8 Discussion
9 Study Limitations
References
Usability Study of CARTIER-IA: A Platform for Medical Data and Imaging Management
Abstract
1 Introduction
2 Platform Architecture
3 Methodology
3.1 Participants
3.2 Instrumentation
3.3 Study Design and Data Collection
4 Heuristic Evaluation
5 Discussion and Conclusions
Acknowledgements
References
On-line vs. in Class Learning in Pandemic Times
Student Response Systems in Remote Teaching
1 Motivation and Background
2 Yactul
2.1 Web Platform
2.2 Mobile App
3 Evaluation
3.1 Survey Design
3.2 Results
4 Conclusion
References
E-Learning and M-Learning Technological Intervention in Favor of Mathematics
Abstract
1 Introduction
2 Benefits of E-Learning and M-Learning in Education
2.1 E-Learning Benefits
2.2 M-Learning Benefits
2.3 The Adaptation of the VLE for an Adequate Virtual Learning Process
3 Hypothesis
4 Methodology
4.1 Participants
4.2 Artifacts
4.3 Intervention Protocol
4.4 Procedure
4.5 Data Analysis Plan
5 Results
5.1 First Hypothesis in Favor of Knowledge Difference
5.2 Second Hypothesis in Favor of Problem-Solving
5.3 Discussion
Declaration of Conflict of Interest
References
Teaching Lung Pathology During a Pandemic: Can Further Developments of an Online Quiz Primer Improve the Engagement of Students in a Completely On-Line Delivery?
Abstract
1 Introduction
1.1 COVID-19 Pandemic
1.2 Previous Year’s Work (2019–2020)
1.3 Current Year’s Work (2020–2021): Continuing Pandemic
1.4 Evaluation of Engagement
2 Method
2.1 Software
2.2 Student Perception Questionnaire
2.3 Participant Observation
3 Results
3.1 Student Perception Questionnaire
3.2 Pathologist Educator Participant Observation
4 Conclusions
4.1 Student Engagement
4.2 Technology
4.3 Further Work
References
How to Asses Empathy During Online Classes
Abstract
1 Introduction
2 Motivation and Learning Path
2.1 Motivation
2.2 Emotion
3 Social Cognitive Theory
4 Non-verbal Communication and Mirror Neurons
5 Chatbot and Empathy
6 Conclusion
References
CodeLab: An Online Laboratory for Learning to Code
Abstract
1 Introduction
2 The State of the Art
3 CodeLab Tool
3.1 Design Process
3.2 Conceptualization and Design
4 Development and Evaluation
4.1 Development
4.2 Evaluation
5 Conclusion and Future Work
References
Engaging Students in Online Language Learning During a Pandemic
Abstract
1 Introduction
1.1 The Significance of Motivation in Learning
2 The Current Study
3 Methods
3.1 Participants
3.2 Synchronous Learning Tasks
3.3 Asynchronous Learning Tasks
4 Results and Discussion
4.1 Limitations
5 Conclusion
References
The Global Challenge of Designing E-learning Tools for Computational Thinking: A Comparison Between East Asia and Scandinavia
Abstract
1 Introduction
2 CT – A Concept in Search of a Definition
2.1 Theoretical Framework
3 Case Study: CT Across Countries
3.1 State of CT in Scandinavia and Denmark
3.2 State of CT in East Asian Countries and Taiwan
4 Discussion
4.1 Formal and Non-formal Learning Practices in CT
4.2 The Role of Coding in CT
5 Which E-learning Tools to Support CT?
6 Conclusion
References
The Effects of the Sudden Switch to Remote Learning Due to Covid-19 on HBCU Students and Faculty
Abstract
1 Introduction
1.1 The Switch to Remote Learning Due to the Covid-19 Pandemic
2 Related Works
2.1 Research on Online Learning
2.2 Research on Remote Learning and Learning Management Systems (LMS)
3 Methodology
3.1 Overview
3.2 Participants
3.3 Interview
3.4 Survey
3.5 Interview Data Analysis
4 Findings
4.1 Health
4.2 Life
4.3 Education
5 Conclusion
References
From Studios to Laptops: Challenges in Imparting Design Education Virtually
Abstract
1 Introduction
1.1 Background
2 Research Methodology
3 Findings
3.1 Findings from the Survey
3.2 Findings from the Interviews
4 Discussion and Conclusion
5 Limitations and Future Work
References
Teaching-Learning in the Industrial Engineering Career in Times of COVID-19
Abstract
1 Introduction
2 Methodology
2.1 Research Design
2.2 Surveys
2.3 Assessments and Historical Data
2.4 Participants
3 Results
3.1 Student and Teacher Surveys
3.2 Assessments of Students and Teachers
3.3 Comparison of Scores for Students and Teachers
3.4 Correlation of Student and Teacher Surveys
4 Conclusions
References
Designing Learning Environments in a Digital Time – Experiences in Two Different Subjects at NTNU, Norway Autumn 2020
Abstract
1 Introduction
2 Background
3 Theoretical Framework
4 Methodology
5 Results
6 Discussion
References
Rapid Response to the Needs of ESL Students of a Technical University in the Time of Emergency Covid-19 Transfer to Online Classes: ITMO University Case Study
Abstract
1 Introduction
2 Background
2.1 ITMO ESL for Bachelors Teaching Process Prior to 2020 ERT
2.2 Preliminary Stage of the Spring-Fall 2020 ERT Experiment
2.3 Fall 2020 Emergency Remote General English Course (GEC2)
2.4 Design
3 Research Questions
4 Methodology
5 Results and Discussion
5.1 Survey S_int1 Results
5.2 Survey S_int2 Results
5.3 Survey S_int3 Results
5.4 Survey S_fin Results
5.5 Course Completion Rate
5.6 Semi-structured Interviews with Students
6 Conclusion, Future Work
Appendix 1
References
Author Index