International Journal of Smart Technology and Learning (6 papers in press)
A research framework of pair learning in robotics education
by Liying Xia, Baichang Zhong
Abstract: Although cooperative learning has certain advantages in robotics education (RE), some problems exposed in practice deserve our attention, e.g., free-rider issue, conflicts of interest, fixed roles, and negative groupthink effects. In view of this, we propose the methodology of pair learning (PL), in which students cooperate in pairs to construct, build and program a robot under scripted but switchable roles. A research framework was designed to further explore the mechanism and effectiveness of PL in RE. The framework covered four research perspectives of PL, including role assignment and role switching strategy, grouping strategy, the integration strategy of PL and coopetition, and the effectiveness of PL. On the basis of the four research perspectives, five groups of true experiments or quasi-experiments were designed. In addition, five data collection methods were introduced to evaluate students performances from the perspectives of artifacts, attitude towards RE, immersion/attention, compatibility of groups, and cognitive load. It is hoped that this paper will enrich the teaching model of RE and provide new guidance for promoting the healthy development of RE.
Keywords: robotics education; cooperative learning; pair learning; role assignment; role switching; grouping; coopetition.
Artificial Intelligence-based Educational Application: A Survey of the Significance for Chinese Education
by Yichen Wang
Abstract: This study focuses on investigating the service condition and current opinion regarding the application of Artificial Intelligence (AI) in Chinese education. A method of questionnaire is applied. The results indicate an inspiring information that, although the majority of the participants use the AI-based educational application only for some occasions, they are satisfied with it, and consider the future of these applications optimistically. Furthermore, they regard these applications as supplements to the traditional Chinese education. This study suggests that there is a solid foundation for the organizations to promote the application of AI in Chinese education in a large scale by utilizing a combination of adaptive learning techniques, and the K12-type MOOCs. After reaching full AI coverage in Chinese education, equity can be finally achieved.
Keywords: Artificial Intelligence; AI-based Educational Application; K12-type MOOCS; Equity in Education; China.
Exploring a blended mobile learning environment to develop students scientific inquiry skills in science museums
by Hua Du, Xiaoqing Gu
Abstract: Informal environments, such as science museums, are known to have potentials for developing scientific inquiry skills. Mobile devices, including smartphones and portable tablets, are increasingly applied to scaffold exploration given their convenience and interactivity. Although the pedagogical affordability of mobile devices has been widely investigated, designing a blended mobile learning environment to learner-centered experience in science museum remains to be explored further. In this study, a blended mobile learning environment and a set of activities are designed by adapting to learners different styles. Subsequently, quasi-experimental research with two original classes of 66 participants was conducted to examine the differences in their scientific inquiry skills. Moreover, the learners attitude on the blended mobile learning environment has been measured using questionnaires. Results show that a well-designed blended mobile learning environment in science museums is effective in developing students scientific inquiry skills.
Keywords: Blended learning; mobile learning; scientific inquiry skill; science museum.
Integrating technology in programming learning and instruction: A critical review
by Jun Peng, Bei Yuan, J. Michael Spector, Minhong Wang
Abstract: While research and practice on technology-enhanced learning in computer programming has proliferated over the past decades, there is a lack of understanding about current statuses of technology integration in programming learning and instruction. This paper presents a critical review on how emerging technologies have been integrated in programming learning and instruction in various aspects. The focus is on technology-enhanced programming learning environments and tools, technology-enhanced programming assessment, and technology-enhanced curriculum and instructional approaches for programming. The findings provide some implications for researchers and practitioners in programming education. First, technology-enhanced programming learning environments and tools should go beyond syntactic knowledge and coding skill by paying more attention to computational thinking and problem-solving strategies. Second, while technology can help assess student-generated computer programs based on pre-defined structures, there is a need for exploring approaches to assessing ill-structured complex programs and assessing student performance in solution design or problem-solving strategies. Third, while technology has offered more opportunities for student-centered, problem/project-based curricula of programming, there is concern about its effects on enhancing students task performance as well as their confidence and motivation especially when they work with complex programming tasks or projects.
Keywords: technology integration; computer programming; learning and instruction; assessment.
A Mobile Game Based Learning System for Diacritic Insertion.
by Olufemi Deborah Ninan, Abimbola Rhoda Iyanda, Ayooluwa Emmanuel Akinde
Abstract: This work reports the development of a mobile Game-Based Learning System for Yor
Keywords: Game-Based Learning; Yorùbá; Diacritics; Tone-Marks; Mobile; Educational game; Skill acquisition; Learning; Difficulty level; Resource scarce Language; African language.
Smart Persuasive School Buildings: A state of the art
by Coosje Hammink, Nienke Moor, Masi Mohammadi
Abstract: Integrating technology in buildings can lead to smart buildings that can affect behavioural patterns. The increasing possibilities of ubiquitous computing and sensor technology can be employed to motivate behaviour change, particularly when embedded in the environment. One (smart) environment that can be particularly influential on daily and long-term behaviour is a school. An environment that aims at changing behaviour without ‘forcing’ its inhabitants using smart technology, is what we call a ‘smart persuasive environment’. The potential these smart persuasive school buildings hold for influencing pupil behaviours, such as learning outcomes, social interaction and physical activity seems to be substantial. This article aims to give an overview of the state of the technology, the (effect on) behaviour of pupils and the theoretical mechanisms, using social cognitive theory, that could explain the relationship between smart persuasive school buildings and behaviour change.
Keywords: Smart Persuasive School Buildings; Smart Learning Technology; Persuasive Technology; Systematic Literature Review; State of the art; Ambient Technology; Social Cognitive Theory