Preface
Organization
Contents
Digital Resources as Epistemic Tools to Improve STEM Learning
Converting Digital Resources into Epistemic Tools Enhancing STEM Learning
1 Introduction
2 Literature Review
2.1 Digital Resources and Its Impact in STEM Education
2.2 Instrumental Orchestration in Teaching to Enhance STEM Learning
2.3 STEM Learning with Epistemic Tools
2.4 Research Question
3 Description of the Study and Methodological Aspects
3.1 Study Design
3.2 Data Collection and Participants
3.3 Data Analysis
4 Findings
4.1 Digital Resources Used as Tools in the Classroom
4.2 Articulation Between the Digital Resources Used Throughout the Lessons
4.3 Instrumental Orchestration and Use of Digital Resources as Epistemic Tools
5 Discussion
6 Conclusion
6.1 Implications for Teaching Practices
Annex
References
The Use of Kahoot, GeoGebra and Texas Ti-Nspire Educational Software’s in the Teaching of Geometry and Measurement
1 Introduction
2 Kahoot, GeoGebra and Texas Ti-Nspire in Teaching Geometry and Measurement
3 Method
4 Results and Discussion
5 Conclusions and Future Work
References
Exploring the Potential of the Outdoors with Digital Technology in Teacher Education
1 Introduction
2 Conceptual Framework
2.1 Doing Mathematics Outdoors Through Math Trails
2.2 Math Trails and Mobile Learning
3 Methodology
4 Results and Discussion
4.1 Questionnaire I
4.2 Math Trail with MathCityMap
4.3 Questionnaire II
5 Conclusions
References
Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade
1 Introduction
2 Research Theoretical Framework
2.1 Research Problem and Objectives
3 Methodology
3.1 Research Design
3.2 Data and Data Processing
4 Results
4.1 Results of the 1st Empirical Study
4.2 Results of the 2nd Empirical Study
4.3 Results on the “Perception of the Autonomy Granted by the Teacher”
4.4 Results on “Mediation of the Teacher in the Classroom”
5 Results Discussion
6 Conclusions
References
Instrumental Orchestrations in a Math Teacher’s Practices to Enhance Distance Learning of Integral Calculus
1 Introduction
2 Theoretical Background
2.1 Non-classroom Teaching
2.2 Artifacts and Tools
2.3 Instrumental Orchestration
3 The Study
3.1 The Setting
3.2 The Participants
4 Results
5 Discussion
6 Conclusions
References
Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics
1 Introduction
2 Literature Review
2.1 Mathematical Modelling
2.2 Virtual Manipulatives
3 Study’s Investigation and Context Description
3.1 Methodological Options
3.2 Procedures
4 Results
4.1 Exploration Session
4.2 Add Session
4.3 Remove Session
4.4 Complete Session
4.5 Compare Session
4.6 Join Session
5 Discussion of the Results
6 Conclusions
References
BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform
1 Introduction
2 Research Methodology
2.1 Research Design
2.2 Development of the Educational Resource
2.3 Assessment of Teachers’, Parents’ and Students’ Perceptions
3 Research Results
3.1 BiblioLab Platform
3.2 Teachers’, Parents’ and Students’ Perceptions
4 Discussion
5 Conclusions/and Implications
Appendix I
Appendix II
References
Doing Math with Music - Instrumental Orchestration
1 Introduction
2 State of the Art
2.1 Mathematics and Music
2.2 Technologies in an Educational Context
2.3 Artefacts and Epistemic Tools
2.4 Instrumental Orchestration
2.5 Research Question
3 Interventions in an Educational Context
3.1 Study Design
3.2 Interventions in an Educational Context
3.3 Data Collection
3.4 Data Analysis
4 Results
5 Discussion
6 Conclusion
References
Digital Tools Entering the Scene in STEM Activities for Physics Teaching
1 The STEM Horizon
1.1 he Decline of the Occidental Genius
1.2 On the Dawn of a New Day – Digital Tools as a Panacea or a Poison
2 Methods
2.1 Context of the Study
2.2 Participants
2.3 STEM Activities’ Description
2.4 Data Collection and Analysis
3 Results
3.1 Implementation of STEM Activities with Modifications in the Integration of Digital Tools
3.2 Implementation of STEM Activities with Additions in the Integration of Digital Tools
3.3 Suggestions for the Integration of Digital Tools in STEM Activities
4 Discussion
5 Conclusion
References
Digital Technologies to Foster Critical Thinking and Monitor Self and Co-regulation of e-learning
Structuring International University Students’ Reflection and Meta-reflection Experiences Online
1 Introduction
2 Theoretical Background
3 Study Context
4 Design of the Learning Experience
4.1 Overall Design and Course Objectives
4.2 Reflection and Meta-reflection as Part of the Course Design
4.3 Assessment of Students’ Critical Reflection Skills
5 Final Considerations
6 Conclusion
References
Critical Thinking on Mathematics in Higher Education: Two Experiences
1 Introduction
2 Methodology
3 Study Description
4 Results and Discussion
5 Conclusions
References
Cooperative Learning and Critical Thinking in Face to Face and Online Environments
1 Introduction
2 Methodology
2.1 Research Methodology
2.2 Pedagogical Context
3 Results
4 Discussion and Conclusions
References
Teaching Strategies to Promote Critical Thinking Skills in an Online Learning Environment
1 Introduction
1.1 The Research Background
2 Method
2.1 Participants
2.2 The Teaching Process
2.3 Data Collection
2.4 Data Assessment
3 Results
3.1 Initial Questionnaire Results
3.2 Final Questionnaire Results
4 Discussion and Conclusion
5 Research Limitations
References
The Diagnostic Assessment and Achievement of College Skills (DAACS): A Powerful Tool for the Regulation of Learning
1 Overview of DAACS
1.1 DAACS in the Context of Self- and Co-regulation of Learning
2 Empirical Findings
2.1 Validity and Reliability of DAACS Assessments
2.2 Efficacy of the DAACS
2.3 Efficacy of the DAACS Nudges
3 Discussion and Future Directions for Research and Practice
References
Drill-Down Dashboard for Chairing of Online Master Programs in Engineering
1 Introduction
2 Background: Dashboards for Masters Program Chairs
3 Problem Statement
4 Methodology
5 Tasks Required of Master Program Chairs
6 Prototype
7 Conclusions and Future Work
References
Using BPMN to Identify Indicators for Teacher Intervention in Support of Self-regulation and Co-regulation of Learning in Asynchronous e-learning
1 Introduction
2 Related Work
3 Detecting Opportunities for Teacher Support of SCRL of e-learning Activities Using BPMN
4 Identifying Data in Support of Teacher Interventions
5 Indicator for Teacher Intervention in Support of SCRL
6 Discussion
7 Conclusions
References
Covid-19 Pandemic, Changes in Educational Ecosystem and Remote Teaching
Yes, We Can (?) - A Critical Review of the COVID-19 Semester
1 Exogenous Shock Changes Teaching and Learning Environment
2 Empirical Study in Universities
3 Lessons Learned—Four Theses for Virtual Teaching and Learning
4 Mastering the Crisis Means Learning from the Crisis
References
Designing Didactic Cycles in a Pandemic Scenario: Facing Challenges as Opportunities
1 Introduction
2 Changing Research Methods: Facing Challenges as Opportunities
2.1 Challenge #1: Designing a Didactical Cycle to Exploit Semiotic Potential of This Applet in the Online Learning Environment
2.2 Challenge #2: Collecting and Analysing Representative Data that Allows to Comprehend How Pre-service Teachers Construct Their Own Meaning About the Semiotic Potential of the Applet
3 Conclusions
References
FuzzyQoI-Based Estimation of the Quality of Interaction in Online Learning Amid Covid-19: A Greek Case-Study
1 Introduction
2 The FuzzyQoI Model
3 Experimental Dataset
4 Societal Covid-19 Effects in Greece
5 Results
6 Discussion
6.1 Limitations and Practical Implications
7 Conclusions
References
Design Teaching and Learning in Covid-19 Times: An International Experience
1 Introduction
2 The UNICAMP Online Course Adaption
2.1 Research Methodology
2.2 Objectives and Implemented Didactic Practices
2.3 The Course Framework
2.4 Contents Covered
3 Results
3.1 Developing a Critical Thinking Approach Through Peers and Teachers
3.2 Applying the Net Promoter Score (NPS) to Assess Course Satisfaction
4 Conclusions and Future Research
References
Communicating Mathematics During Small Groupwork Through Video-Conferencing Applications
1 Introduction
2 Literature Review: Communicating Mathematics During Online Groupwork
3 Methods
3.1 Participants and Classroom Context
3.2 Data Collection and Analysis
4 Results
4.1 Limited Access to One Another’s Written Mathematical Work
4.2 Limited Ability to Have One-On-One Conversations
4.3 Tendency for PCSs to Leave Their Cameras Off During Groupwork
5 Discussion
References
Engaging Students During Synchronous Video-Conferencing in COVID19 Times: Preliminary Findings from a Design Study
1 Introduction
1.1 The Road to Microsoft Teams
1.2 Student Engagement in Online Settings
1.3 Study Objective and Research Questions
1.4 Rationale of the Instructional Approach
2 Method
2.1 Participants and Design
2.2 Measures
2.3 Results
2.4 RQ #1: What is the Rate of Student Engagement?
2.5 RQ #2: What are the Main Forms of Student Engagement per Channel?
3 Discussion
References
Social Presence, Satisfaction, and Learning Outcomes in an Undergraduate Computer Programming Distance Course
1 Introduction
2 Social Presence
3 Method
3.1 Participants
3.2 Course Content and Procedure
3.3 Instruments
3.4 Data Analysis
4 Results
4.1 Internal Consistency and Descriptive Analysis
4.2 Pearson Correlation Analysis
4.3 Regression Analysis
5 Conclusions
5.1 Limitations
5.2 Future Research
References
E-assessment and Academic Integrity: A Literature Review
1 Introduction
2 Methodology
3 Research Results
3.1 E-cheating Prevalence
3.2 Countermeasures
4 Conclusion
References
Shifting to Emergency Remote Teaching Due to the COVID-19 Pandemic: An Investigation of Greek Teachers’ Beliefs and Experiences
1 Introduction
2 Emergency Remote Teaching
3 Research Method
3.1 Context and Procedure
3.2 Instrument
3.3 The Sample
4 Results
4.1 Descriptive Statistics
4.2 Qualitative Analysis
5 Conclusions
References
Rapid Design and Implementation of a Teacher Development MOOC About Emergency Remote Teaching During the Pandemic
1 Introduction
2 Design Framework of TPD-MOOC About ERT
2.1 Pedagogical Design Principles
2.2 MOOC Structure and Timeline
2.3 Implementation and Participants
3 Research Method
3.1 Instrument and Procedure
3.2 The Sample
4 Results
4.1 Descriptive Statistics
4.2 Qualitative Analysis of Teachers’ Receptions About TPD-MOOC
5 Conclusions
References
SciLOET: A Framework for Assessing Digital Learning Objects for Science Education
1 Introduction
1.1 Digital Learning Objects in Science Education
2 Methodology
3 Results
4 Discussion
References
Transforming Teaching and Learning Through Technology
The Potential of Audiovisual Online Collaborative Platforms as a Teaching/Learning Aid of ESP – Testing and Validating a Prototype
1 Introduction
2 Methodology
3 The Prototype
4 Teachers and Learners’ Oral and Written Feedback
4.1 Features
4.2 Navigation and Interaction
4.3 Global Validation Of The Prototype
4.4 Threats and Suggestions
5 Conclusion
References
Bring the Social Media to the Classroom of Portuguese as a Foreign Language in China: Possibilities and Challenges
1 Introduction
2 Methodology
3 Positive Learning Outcomes and Its Possibility
4 Limitations and Challenges in Practice
5 Final Considerations
References
Creating Collaborative Research Opportunities at a Distance: From Porto to Cluj-Napoca
1 Introduction
2 Background
3 Interdisciplinary Project
3.1 Project Overview
3.2 Implementation
3.3 Interdisciplinarity in Context
4 Challenges and Constraints
5 Final Considerations and Future Work
References
Technology-Supported Collaborative Learning in Language Teaching
1 Introduction
2 Theoretical Background
3 Research Methodology
4 Research Results
5 Conclusions
References
Digital Platforms in the Age of Mobility: A Contribution Towards Language Teaching and Learning
1 Introduction
2 MALL and Technology Enhanced Language Learning
3 Methodology
4 Approaches to Language Learning/Assessment
4.1 Digital Language Learning: Exploring Possibilities
5 Conclusion
References
The Effect of Agency on Cognitive Load in Dyads Learning Physics with a Serious Computer Game
1 Introduction
2 Theoretical Framework
2.1 Background and Structure of the Systems Dynamics Models
2.2 The Role of Agency in Cooperative Learning
2.3 Cognitive Load and Agency
2.4 Research Questions
3 Methodology
3.1 Participants
3.2 Experimental Task and Setting
3.3 Measures
3.4 Data Preparation
4 Results
4.1 Question 1: What is the Effect of Agency on Cognitive Load?
4.2 Question 2: What is the Relationship Between the Total Cognitive Load of the Two Learners in a Dyad When One is the Active Player and the Other is a Passive Watcher?
4.3 Question 3: What is the Relationship Between the Instantaneous Cognitive Load of the Two Learners in a Dyad When One is the Active Player and the Other is a Passive Watcher?
5 Discussion
6 Conclusion: Theoretical and Applied Implications of Psychophysiological and Behavioral Modeling of Cooperative Learning
References
Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game
1 Introduction
2 Theoretical Framework
2.1 Integrating Affect, Cognition, Action, and Knowledge Within and Between Individuals Across Levels of Explanation and Timescales
2.2 The Role of Agency
2.3 A Systems Dynamics Model of Cooperative Learning
2.4 Methodological Considerations in Modeling Agency Using Psychophysiological and Behavioral Data
2.5 Research Questions
3 Methodology
3.1 Participants
3.2 Experimental Task and Setting
3.3 Measures
3.4 Data Preparation
3.5 Plan of Analysis
4 Results
4.1 Question 1: What is the Effect of Agency on Arousal?
4.2 Question 2: What is the Relationship Between the Arousal of the Two Learners in a Dyad When One is the Active Player and the Other is a Passive Watcher?
5 Discussion
6 Conclusion: Theoretical and Applied Implications of Psychophysiological and Behavioral Modeling of Cooperative Learning
References
Worker Support and Training Tools to Aid in Vehicle Quality Inspection for the Automotive Industry
1 Introduction
2 Status Quo in Vehicle Production Quality Control
3 Methods
3.1 Design of the Quality Control Support Tool
3.2 Visualization Module’s Reliability Test
3.3 Participants
3.4 Development
4 Conclusions and Future Work
References
Students Drop Out Trends: A University Study
1 Introduction
2 Literature Review
3 Methodologies
3.1 Prediction Models
3.2 Train Test Split
3.3 Feature Importance Method
3.4 Grid Search
3.5 Cross-Validation
3.6 Data Preparations
3.7 Data Selection and Transformation
4 Results and Discussion
5 Conclusion and Future Work
References
Visualization of Scientific Phenomena for Education
1 Introduction
2 Background
3 The Ophelia 2017 Case Study
3.1 Introduction
3.2 Development Process
3.3 Results
4 Conclusion
References
Educational Proposals Using Technology to Foster Learning Competences
A Proposal for an Educational Game Platform for Teaching Programming to Primary School Students
1 Introduction
2 Related Work
3 Design of the Educational Game Platform
3.1 Platform Architecture
3.2 Main Features of the Game
4 Conclusions and Future Work
References
Future Teachers Choose Ideal Characteristics for Robot Peer-Tutor in Real Class Environment
1 Introduction
2 Related Work
3 Present Study
3.1 Hypothesis
4 Pilot Study/Pre-test
4.1 Participants
4.2 Procedure
4.3 Data Analysis and Results
5 Main Experiments-Experimental Design
5.1 Participants
5.2 Design and Procedure
5.3 Data Analysis
5.4 Results
6 Discussion and Conclusions
References
Creative Process for Designing a Hybrid Game for Nutrition Education
1 Introduction
2 A Brief Review of Hybrid Games
3 FlavourGame: Fundamentals and Description
3.1 Narrative
3.2 Game
4 Hybrid Gaming
4.1 Tangible Interaction and Augmented Reality
4.2 Graphics Approach
4.3 Implementation: Challenges of Hybridism
5 Conclusion and Future Work
References
Motivating Students to Learn Computer Programming in Higher Education: The SimProgramming Approach
1 Introduction
2 Motivation to Learn in Engineering Education
3 Research Problem and Question
4 Research Method
5 The SimProgramming Motivational Approach
5.1 Conceptual Foundations
5.2 Application Stages
6 Results and Conclusion
References
A Proposal of a Classification Scheme to a Survey of Augmented Reality for Education and Training
1 Introduction
2 The Search
2.1 Methodology
2.2 Results
3 AR’s Definition
4 Development of the Classification Scheme
4.1 Fields of Application of AR
4.2 Adopted Fields of Application of AR
4.3 Technologies of AR
5 Conclusions
References
Author Index