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Copyright 2014 Asia-Pacific Society for Computers in Education All rights reserved. No part of this book may be reproduced, stored in a retrieval system, transmitted, in any forms or any means, without the prior permission of the Asia-Pacific Society for Computers in Education. ISBN 978-4-9908014-0-3 Publisher ICCE 2014 Organizing Committee, Japan
1
TABLE OF CONTENTS
1
Messages
2
2
Organization
7
3
AboutConference/Nara,Japan
12
4
DistinguishedResearcherandEarlyCareerResearchAwards
17
5
ProgramataGlance
19
6
ConferenceProgram
22
7
Keynoteandinvitedspeakers
32
8
Panels
41
9
Pre‐ConferenceTutorial
43
10
Pre‐ConferenceWorkshops
44
11
InteractiveEvents
70
12
DoctoralStudentConsortia
72
13
Posters
75
14
Maps
83
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1 MESSAGES
Message from the Conference Chair
We would like to extend our warmest welcome to all participants of the 22nd International Conference on Computers in Education (ICCE) 2014. This year, the conference is held in Nara, a beautiful city at the center of Japan and an important hub of Japanese traditional culture. Building on the continuous success of the conference series in recent two decades, the program aims to foster vibrant exchanges and dynamic collaborations among the academic and research communities of technology enhanced learning around the world.
We are pleased to have outstanding scholars as conference speakers to share their insights across varying areas in the field of computers in education. As for the three keynote speeches, Marlene Scardamalia will discuss the designs for principle‐based innovation in education; Yvonne Rogers will talk about how new technology can change learning for the better; and Kurt Squire will highlight the research and development on integrating digital games into science learning for fostering authentic participation among learners. For the three theme‐based invited speeches, Yasuhisa Tamura will introduce the trends and standardization of digital textbooks; Yu‐Ju Lan will discuss the unique features of virtual worlds in supporting learners in second language acquisition; and Huang‐Yao Hong will talk about the ways of cultivating teaching professionals with the design thinking in teaching with technology. In addition, Noriko H. Arai will give a distinguished invited speech on sharing the experience of universities in Japan of using an AI system for supporting university entrance examinations; and Miguel Nussbaum will give a special invited speech on discussing the use of technology for scaffolding learners to develop critical thinking skills in the classroom learning process. We look forward to these informative and illuminating speeches for inspiring us to sharpen the synergy among technology, pedagogy and education.
The organization of such the large‐scale conference of ICCE 2014 requires the concerted efforts and unfailing supports from our conference organization team members and conference paper reviewers, with their names enlisted in the proceedings. We would like to express our sincere gratitude to all the kind individuals who have rendered their help in every possible way to make this conference a reality. We would also like to thank all the paper authors and registered participants for their exciting academic contributions to the fruitful intellectual exchange in this conference.
We hope all participants will have further opportunities to create new friendships and professional collaborations, and to leave fond memories for their stays in Nara. With the breathtaking scenery and historic culture in Nara city, as well as the intellectual sharing and social bonding in conference program, it will definitely be a unique ICCE experience for everyone.
Thank you! “Arigatou!”
Siu Cheung KONG
Conference Chair
(Hong Kong)
3
Message from Local Organizing Committee Chairs
It is a great pleasure to welcome you to the 22nd International Conference on Computers in Education (ICCE2014). ICCE2014 is held in Nara, Japan. Nara has over 1300 years of history. The first capital of Japan was built in Nara, “Heijokyo”. Nara is the starting place of Japanese cultures and spirits. There are many historical sites including UNESCO’s World Heritage in the city of Nara. We are very honored to hold ICCE2014 in the wonderful place. ICCE2014 takes place in the Nara Prefectural New Public Hall. The hall is located in Nara National Park, which is surrounded by the famous historical shrine (Kasuga Taisha) and temple (Todaiji) registered as World Heritage sites. We hope that all participants enjoy not only the conference but also the beautiful city of Nara. The conference series of ICCE is organized by APSCE. In ICCE2014, we worked particularly with the executive committee of APSCE. We greatly benefited from their valuable advice. ICCE2014 is also hosted by Japanese Society of Information and Systems in Education (JSiSE), Japan Society for Educational Technology (JSET), and Japanese Association for Education of Information Studies (JAEIS). We deeply thank the sincere support from these societies. In addition, we would like to warmly acknowledge the financial support of sponsors: KANSAI‐OSAKA 21st Century Association; KDDI Foundation; Support Center for Advanced Telecommunications Technology Research, Foundation; The Telecommunications Advancement Foundation; Tateisi Science and Technology Foundation; Nara Visitors Bureau. We would also like to thank cooperate sponsors for their financial support: UCHIDA YOKO Co., LTD. and Epson Sales Japan Corp. (at the Platinum level); DATA PACIFIC (JAPAN) LTD., PHOTRON LIMITED, Asahi Net, Inc., and Fujitsu Limited (at the gold level); Pro‐Seeds Co., Ltd (at the silver level). Without the support from these sponsors, this conference would not have been a success. We are deeply thankful to the many student volunteers and staff volunteers from a lot of universities in Japan. Finally, we cordially welcome all of you to Nara, Japan. We believe your participation and contribution to ICCE2014 will make it much more productive and successful. We also hope that you enjoy the conference and Japan to gain wonderful experience. November 2014
Akihiro Kashihara
The Local Organizing Committee Chair
(Japan)
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Message from the Program Coordination Chairs
The International Conference on Computers in Education (ICCE) is a series of annual conferences encompassing a broad range of issues related to using information technology for education, organized and sponsored by the Asia‐Pacific Society for Computers in Education (APSCE). This year, ICCE 2014 is taking place in Nara, Japan from 30 November to 4 December 2014. Following the tradition of previous conferences in this series, ICCE 2014 is structured as a meta‐conference that allows researchers from all over the world to connect with each other, to disseminate and share research, and to develop and deploy ideas that span the field of Computers in Education. There are seven interrelated sub‐conferences focusing on specialized themes, each of which is organized by a program committee appointed by the respective special interest group (SIG – see http://www.apsce.net/sigs_list.php?id=1026), constitute the five‐day Conference schedule. They are: C1: ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System (AIED/ITS) and
Adaptive Learning C2: ICCE Conference on Computer‐supported Collaborative Learning (CSCL) and Learning Sciences C3: ICCE Conference on Advanced Learning Technologies, Open Contents, and Standards C4: ICCE Conference on Classroom, Ubiquitous, and Mobile Technologies Enhanced Learning (CUMTEL) C5: ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) C6: ICCE Conference on Technology Enhanced Language Learning (TELL) C7: ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT in
Education (PTP) The Program Committee is comprised of a strong team that includes the Conference Chair, the Program Coordination Chair and co‐Chair, seven executive Sub‐Conference Chairs and 365 experts in the field of Computers in Education from 41 different countries or economies. Former ICCE local organizing and program coordination chairs have played the role of consultants in overseeing the conference organization process. The conference received a total of 266 papers (155 full, 52 short, and 59 posters) from 30 different countries or economies. Table 1 provides the submissions by country of the first author of individual paper. All papers were subjected to a rigorous review process by 2‐4 reviewers from the respective sub conference program committees. After a discussion period within the individual sub‐conference program committees led by the respective Executive Co‐Chairs and Co‐Chairs, recommendations were made to the Program Coordination Committee Chair and Co‐Chair. They made sure that the review process for all sub‐conferences maintained the highest standards. This resulted in 39 full, 90 short, and 79 poster acceptances across all of the sub‐ conferences. The overall acceptance rate for full papers is 25%, and overall acceptance rate is 78%. The complete statistics of paper acceptances is shown in Table 2. Table 1: Distribution of Paper Submissions for ICCE 2014
country
Australia 2 Malaysia 14
Austria 1 The Netherlands 1
Brazil 1 New Zealand 3
Canada 3 The Philippines 2
China 14 Singapore 13
Czech Republic 1 Spain 4
Finland 2 Sri Lanka 1
Germany 8 Swaziland 1
Hong Kong 6 Sweden 6
India 3 Taiwan 61
Indonesia 9 Thailand 7
5
Ishida 1 Tunisia 1
Israel 1 United Kingdom 3
Japan 98 United States 3
Kenya 1 Vietnam 1
Korea 2
The acceptance rate for the full papers in the individual sub‐conferences closely mirrored the overall acceptance rate. This is a testimony to the continued maintenance of the quality of presentations in our conference. The number of submissions and the acceptance rate for each sub conference is summarized in Table 3. Table 2: Results of the overall reviewing process for ICCE 2014
Full papers Short papers Posters
Submissions 155 52 59
Results: Full page acceptance rate= 25% Overall acceptance rate= 78%
Full papers 39(25%)
Short papers 56 34(65%)
Posters 37 6 36(61%)
Reject 23 12 23
Table 3: Breakdown of submission and acceptance by sub‐conference
Sub Conference C1 C2 C3 C4 C5 C6 C7
accepted (submitted)
Full 6(24) 6(27) 5(18) 7(29) 4(14) 4(16) 7(27)
Short 3(8) 6(6) 10(13) 7(16) 6(10) 10(14) 10(23)
Poster 6(14) 6(18) 7(11) 12(14) 6(9) 11(14) 4(6)
Last, the main conference schedule includes the all‐important keynote speakers: (1) Professor Marlene SCARDAMALIA from OISE/University of Toronto, Canada (“Designs for Principle‐Based Innovation in Education,” representing sub‐conference C2), (2) Professor Yvonne ROGERS from University College London, UK (“Can new technology change learning for the better? ,” representing sub‐conference C4), and (3) Professor Kurt SQUIRE from University of Wisconsin‐Madison, USA (“Fostering authentic participation in science through games ,” representing sub‐conference C5); the distinguished invited speaker: Professor Noriko H. ARAI from National Institute of Informatics, Japan (“The impact of A.I. on education ‐ Can a robot get into the University of Tokyo?”); the theme‐based invited speakers: (1) Professor Yu‐Ju LAN from National Taiwan Normal University, Taiwan (“Language learning in virtual worlds: embodied, immersive, and interactive,” representing sub‐conference C6,) (2) Professor Yasuhisa TAMURA from Sophia University, Japan (“Digital Textbooks: Trends and Standardization,” representing sub‐conference C3), and (3) Professor Huang‐Yao HONG from National Chengchi University, Taiwan (“Cultivating design thinking in teaching with technology,” representing sub‐conference C7); and the special invited speaker: Professor Miguel NUSSBAUM from Pontificia Universidad Católica de Chile (“Using Technology as Scaffolding for Teaching Critical Thinking in the Classroom”).
In addition, there will be two panel sessions: (1) “Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …” (moderator: Professor Lung‐Hsiang WONG from Nanyang Technological University, Singapore), (2) “Innovative programs and national policy of ICT in education in the Asia‐Pacific region: looking back and moving forward” (moderator: Professor Fu‐Yun YU from National Cheng Kung University, Taiwan).
6
The first two days of the conference are devoted to pre‐conference events. In this year, 16 workshops, two interactive events, and one tutorial will be featured. Also in the pre‐conference is the Doctoral Student Consortia, which will include 12 pre‐doctoral student presentations followed by mentoring activities conducted by top‐notch researchers. The Workshop papers are published in separate proceedings with its own ISBN number.
We would like to thank everyone who has been involved directly or indirectly in making these proceedings come to fruition, and we hope for a resounding success. We would like to thank all paper authors for your exciting research contributions and choosing ICCE 2014 as the outlet to present your works. Moreover, we would like to thank the IPC and especially the Executive Chairs who undertook the responsibility of selecting and reviewing papers. We also would like to thank our keynote and invited speakers for accepting our invitations. Last but not least, the biggest thank goes to the Local Organization Committee for their hard work under the tremendous schedule pressure.
We hope that you will find all the activities in ICCE 2014 to be insightful, interesting, and inspiring. Please enjoy the academic activities of ICCE 2014 and the vibrant and colorful culture experiences in Nara.
Program Coordination Chairs:
Chen‐Chung LIU (Chair) National Central University Taiwan
Hiroaki OGATA (Co‐Chair) Kyushu University Japan
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2 ORGANIZATION ORGANIZED BY:
Asia Pacific Society for Computers in Education HOSTED BY: Japanese Society for Information and Systems in Education Japan Society for Educational Technology Japanese Association for Education of Information Studies CONFERENCE CHAIR: Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong INTERNATIONAL PROGRAM COMMITTEE (IPC)
IPC Coordination Chair:
Chen‐Chung LIU, National Central University, Taiwan
Co‐Chair: Hiroaki OGATA, Kyushu University, Japan
Workshop/Tutorial/Interactive Event Coordination Chair:
Ying‐Tien WU, National Central University, Taiwan
Co‐Chairs: Thepchai SUPNITHI, National Electronics and Computer Technology Center, Thailand Tomoko KOJIRI, Kansai University, Japan
Poster Coordination Chair:
Ahmad Fauzi Mohd Ayub, Universiti Putra Malaysia, Malaysia Co‐Chair: Tatsunori MATSUI, Waseda University
Doctoral Student Consortia Co‐Chairs: Ben CHANG, National Central University, Taiwan
Weiqin CHEN, University of Bergen, Norway Xiaoqing GU, East China Normal University, China
Merit Scholarship Committee Co‐Chairs: Su Luan WONG, Universiti Putra Malaysia, Malaysia
Yanjie SONG, The Hong Kong Institute of Education, Hong Kong Amali Weerasinghe, The University of Adelaide, Australia
Paper Award Committee Members: Gautam BISWAS, Vanderbilt University, USA
Ming‐Puu CHEN, National Taiwan Normal University, Taiwan Tsukasa HIRASHIMA, Hiroshima University, Japan Siu Cheung KONG, Hong Kong Institute of Education, Hong Kong Chee‐Kit LOOI, Nanyang Technological University, Singapore Tanja MITROVIC, University of Canterbury, New Zealand Yanjie SONG, The Hong Kong Institute of Education, Hong Kong Chin‐Chung TSAI, National Taiwan University of Science and Technology, Taiwan
8
Meng‐Jung TSAI, National Taiwan University of Science and Technology, Taiwan Su Luan WONG, Universiti Putra Malaysia, Malaysia Jie‐Chi YANG, National Central University, Taiwan
Theme‐based Conferences Program Co‐Chairs: C1: ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System (AIED/ITS) and
Adaptive Learning (AL) Yusuke HAYASHI, Hiroshima University, Japan (Executive Chair) Amali WEERASINGHE, The University of Adelaide, Australia Julita VASSILEVA, University of Saskatchewan, Canada Barbara WASSON, University of Bergen, Norway
C2: ICCE Conference on Computer‐supported Collaborative Learning (CSCL) and Learning Sciences (LS) Jun OSHIMA, Shizuoka University, Japan (Executive Chair) Wenli CHEN, Nanyang Technological University, Singapore Ulrike CRESS, Knowledge Media Research Center, Germany Clark CHINN, Rutgers University, USA
C3: ICCE Conference on Advanced Learning Technologies, Open Educational Content, and Standards
(ALS) Yukihiro MATSUBARA, Hiroshima City University, Japan (Executive Chair) Jon MASON, Charles Darwin University, Australia Robby ROBSON, CEO and Chief Scientist, Eduworks Corporation, USA
C4: ICCE Conference on Classroom, Ubiquitous and Mobile Technologies Enhanced Learning (CUMTEL) Morris S. Y. JONG, The Chinese University of Hong Kong, Hong Kong (Executive Chair) Chengjiu YIN, Kyushu University, Japan KINSHUK, Athabasca University, Canada Marc JANSEN, University of Applied Sciences Ruhr West, Germany
C5: ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) Maiga CHANG, Athabasca University, Canada (Executive Chair) Hsin‐Yih SHYU, Tamkang University, Taiwan Li ZHANG, University of Northumbria, UK Rita KUO, Knowledge Square, Ltd., USA
C6: ICCE Conference on Technology Enhanced Language Learning (TELL) Masanori YAMADA, Kyushu University, Japan (Executive Chair) Yu‐Ju LAN, National Taiwan Normal University, Taiwan Regine HAMPEL, The Open University, UK Lara LOMICKA‐ANDERSON, University of South Carolina, USA
C7: ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT
in Education (PTP) Ching‐Sing CHAI, Nanyang Technological University, Singapore (Executive Chair) Ying‐Tien WU, National Central University, Taiwan Jianwei ZHANG, State University of New York at Albany, USA Yongwu MIAO, University Duisburg‐Essen, Germany Jack HSU, National Pingtung University of Science and Technology, Taiwan
9
Consultants: Wenli CHEN, Nanyang Technological University, Singapore Muhammad LUKMAN, University of Muhammadiyah, Indonesia Lung‐Hsiang WONG, Nanyang Technological University, Singapore
Special Interest Groups (SIG) Chairs: Thepchai SUPNITHI, National Electronics and Computer Technology Center, Thailand (AIED/ITS/AL) Jun OSHIMA, Shizuoka University, Japan (Co‐Chair, CSCL/LS)
Wenli CHEN, Nanyang Technological University, Singapore (Co‐Chair, CSCL/LS) Yukihiro MATSUBARA, Hiroshima City University, Japan (ALT/OC/S) Hyo‐Jeong SO, Pohang University of Science & Technology (POSTECH), Korea (CUMTEL) Masanori SUGIMOTO, Hokkaido University, Japan (GTEL&S) Jie‐Chi YANG, National Central University, Taiwan (TELL) Fu‐Yun YU, National Cheng Kung University, Taiwan (PTP) Ahmad Fauzi Mohd Ayub, Universiti Putra Malaysia, Malaysia (DICTAP)
LOCAL ORGANIZING COMMITTEE (LOC) Chair Akihiro KASHIHARA, The University of Electro‐Communications
Financial Co‐Chair: Shinobu HASEGAWA, Japan Advanced Institute of Science and Technology
Local Arrangement Co‐Chair:
Masato SOGA, Wakayama University
Printing Co‐Chair: Hiroaki OGATA, Kyushu University
Publicity Co‐Chair: Tatsuya HORITA, Tohoku University
Registration, Accommodation, Transportation Co‐Chair:
Ryo TAKAOKA, Yamaguchi University
Web Site Management Co‐Chair:
Hiroyuki MITSUHARA, University of Tokushima
Social Event Co‐Chair:
Masao MUROTA, Tokyo Institute of Technology
Sponsorship Co‐Chair:
Yasuhisa KATO, NTT Service Evolution Laboratories
Technical Support Co‐Chair:
Kenji MATSUURA, University of Tokushima
Members:
Kanji AKAHORI, Hakuoh University Chengjiu YIN, Kyushu University Yoshimi FUKUHARA, Meiji University Yasushi FUWA, Shinshu University Yoshiko GODA, Kumamoto University
10
Naka GOTODA, Japan Institute of Sports Sciences Toshihiro HAYASHI, Kagawa University Yusuke HAYASHI, Hiroshima University Tsukasa HIRASHIMA, Hiroshima University Tomoya HORIGUCHI, Kobe University Mitsuru IKEDA, Japan Advanced Institute of Science and Technology Tomoo INOUE, Tsukuba University Yukihiro ITOH, Shizuoka University Kazuhide KANENISHI, University of Tokushima Toshinobu KASAI, Okayama University Tomoko KOJIRI, Kansai University Hidekuni KOMATSU, e‐Learning Consortium Japan Tatsuhiro KONISHI, Shizuoka University Fumiko KONNO, Tohoku University Hidenobu KUNICHIKA, Kyushu Institute of Technology Fusako KUSUNOKI, Tama Art University Yukie MAJIMA, Osaka Prefecture University Hiroyuki MASUKAWA, Shizuoka University Yukihiro MATSUBARA, Hiroshima City University Noriyuki MATSUDA, Wakayama University Tatsunori MATSUI, Waseda University Takashi MITSUISHI, Tohoku University Kazuhisa MIWA, Nagoya University Yasuo MIYOSHI, Kochi University Masayuki MURAKAMI, Kyoto University of Foreign Studies Keizo NAGAOKA, Waseda University Kiyoshi NAKABAYASHI, Chiba Institute of Technology Jun NAKAHARA, University of Tokyo Ritsuko NISHIBATA, Kio University Masayuki NUMAO, Osaka University Youji OCHI, Kinki University Noboru OHKUBO, Uchida Yoko Ryo OKAMOTO, Kochi University Jun OHSHIMA, Shizuoka University Wakio OYANAGI, Nara University of Education Hitoshi SASAKI, Takushoku University Kazuhisa SETA, Osaka Prefecture University Masanori SUGIMOTO, Hokkaido University Katsuaki SUZUKI, Kumamoto University Akira TAKEUCHI, Kyushu Institute of Technology Hiroyuki TARUMI, Kagawa University Maomi UENO, University of Electro‐Communications Hiroyoshi WATANABE, Teikyo University Kenzi WATANABE, Hiroshima University Masanori YAMADA, Kyushu University Atsushi YOSHIKAWA, The Japan Institute for Educational Measurement, Inc.
Advisors: Riichiro MIZOGUCHI, Japan Advanced Institute of Science and Technology Yoneo YANO, Tokushima Bunri University Takanori MAESAKO, Osaka University Junichi YAMANISHI, Toyama University
11
Kazuo NAGANO, University of the Sacred Heart, Tokyo Toshio OKAMOTO, The Kyoto College of Graduate Studies for Informatics
Liaisons: JSiSE: Kiyoshi NAKABAYASHI, Chiba Institute of Technology JSET: Masao MUROTA, Tokyo Institute of Technology JAEIS: Mizue KAYAMA, Shinshu University
Funded by: The Telecommunications Advancement Foundation Tateisi Science and Technology Foundation
KANSAI・OSAKA 21st Century Association KDDI Foundation SCAT (Support Center for Advanced Telecommunications Technology Research, Foundation) Nara Visitors Bureau
Sponsored by
Platinum Sponsor: UCHIDA YOKO CO., LTD. Epson Sales Japan Corp.
Gold Sponsor: DATA PACIFIC (JAPAN) LTD. PHOTRON LIMITED Asahi Net, Inc. Fujitsu Limited
Silver Sponsor: Pro‐Seeds Co., Ltd.
12
3 ABOUT CONFERENCE/
NARA, JAPAN
Nara is situated in the center of Japan and has rich natural environments. It is a city with a population of 1.4
million and is within easy access of the other big cities such as Kyoto, Osaka, and Kobe.
Nara is the birthplace of Japanese history. It was called Yamato in ancient times and was the region where
the oldest Japanese literature began. In 710, the ancient capital of Yamato was moved to Nara. After that,
Nara became a cultural hub of Japan as the endpoint of the Silk Road and received many things and ideas
from Europe and Asia. After importing Buddhism and other cultural assets from China and the Korean
peninsula, Japan developed a unique culture. So, Nara is the starting place of Japanese cultures and spirits.
CONFERENCE VENUE
The conference is held in Nara Prefectural New Public Hall. The hall is located in the center of Nara National
Park, which is famous for many historical shrines and temples registered as a World Heritage site. The hall
has an impressive Noh theatre (500 seats), a reception hall, 4 conference rooms, some meeting rooms, and a
spacious Japanese garden. The venue is about 2.5 km (about 20 minutes by route bus) away from the JR
Nara station. We also hold a conference banquet at the Hotel Nikko Nara, which is located next to the JR
Nara station.
Nara Prefectural New Public Hall
101, Kasugano, Nara, Nara, 630‐8212, JAPAN
Phone: +81‐742‐27‐2630 Fax: +81‐742‐27‐2634
Website: http://www.shinkokaido.jp/en/
Main Conference Room (Opening/Closing Sessions, and Keynotes):
Noh Theatre (1st floor)
Parallel Sessions and Workshop/Tutorial/DSC Rooms:
1. Conference Room 1 and 2 (1st floor)
2. Conference Room 3 and 4 (2nd floor)
3. Meeting Room 1 and 2 (1st floor)
4. Meeting Room 3 (2nd floor)
Poster/WIPP Session and Lunch/Welcome Reception:
Reception Hall (2nd floor)
13
Supporting Rooms:
1. Registration Desks: Entrance Hall (1st floor)
2. Secretariat Room: Meeting Room 4 (2nd floor)
3. Coffee Break: Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor)
4. Cloakroom at Entrance Hall
Banquet and EC Meeting:
Hotel Nikko Nara
PRESENTATION INSTRUCTION
Paper presentation
1. Full paper presentation
20 minutes will be allocated for presentation and 5 minutes for discussion. Please keep the
presentation within the time limit set.
2. Short paper presentation
10 minutes will be allocated for presentation and 5 minutes for discussion. Please keep the
presentation within the time limit set.
3. Please check in with your Session Chair before the session in which your presentation begins.
4. Standard computer with Windows7 and MS‐Office will be set and connected to a projector in each
session room. You can copy your presentation file (MS‐PowerPoint or PDF) to this computer. You can
also bring your own computer for presentation.
5. Please set up and test your presentation in the designated room prior to your session.
Poster presentation
1. The contents of the presentation should be clear and concise. The figures, tables and letters on the
posters should be large and clear enough that they are readable from a distance. Letters in font size
less than 1 cm should be avoided.
2. Your poster should be within 1200 mm (Width) x 1800 mm (Height). Orientation of poster is Portrait.
3. Please include the title of the paper, the names and affiliations of the authors in the poster.
4. Please use the tape available at the presentation site to mount the posters onto the boards.
5. Basically, electrical power point plugs will not be available for the poster presentation.
6. Wi‐Fi Internet connection can be provided. Details of the shared guest account will be provided
during the whole days of ICCE.
CONFERENCE INSTRUCTION
Conference Secretariat
If you need information and assistance, please visit the conference secretariat at Meeting Room 4 at the 2nd
floor. (Please refer to the signboard at the hall.)
14
Registration
All participants need to register to collect name tags, conference bags, proceedings‐USB, program book, and other conference goods. Venue: Entrance Hall (1st floor) Date: November 30th to December 3rd at 08:30‐16:00; December 4th at 08:30‐13:30 Meals Food of buffet lunches is served with descriptions of ingredients. Participants who have indicated dietary preferences of ‘Halal’ or ‘Vegetarian’ on their conference registrations are entitled to special lunch boxes. Morning coffee break at Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor) Lunch at Reception Hall Afternoon coffee break at Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor) Welcome reception (evening of December 1st, 2014) at Reception Hall APSCE EC Meeting (evening of December 2nd, 2014) at Hotel Nikko Nara Banquet (evening of December 3rd, 2014) at Hotel Nikko Nara Internet Access
Wifi access is available in every conference room mainly for presenters.
Car Park
Although there is parking space in the venue, the participants are requested to use public transportation.
SOCIAL EVENTS
Welcome reception (evening of December 1st, 2014) at Reception Hall Banquet (evening of December 3rd, 2014) at Hotel Nikko Nara
LOCAL INFORMATION
Emergency contact
The following are emergency contact numbers:
1. Ambulance and Fire : 119
2. Police : 110
3. Hospital
Terasaki Clinic : +81‐742‐22‐5091 Medical Departments: Cardiology, Internal medicine, Surgery
Consultation Hours: Mon., Tue., Fri.: 9:00‐12:00, 16:30‐19:30
Wed., Sat.: 9:00‐12:00
4. Tourist Centre
Nara Visitors Bureau :+81‐742‐26‐7700 JTB Western Japan Corp, Corporate Sales Central Office,
Western Japan Regional Headquarters ICCE 2014 Desk
:+81‐6‐6252‐2830, 9:30‐17:30 (weekdays only)
5. Kansai International Airport : http://www.kansai‐airport.or.jp/en/index.asp
6. Taxi
15
Nara Kintetsu Taxi : +81‐742‐22‐5501
Hattori Taxi : +81‐742‐50‐5521
Yamato Kotsu : +81‐742‐22‐7171
7. Rental Service
NISSAN Rent a Car : https://nissan‐rentacar.com/english/shop/nara/
International Calls
To make an international call from Japan, dial the access code 001 and 010 (with KDDI), 0033 and 010 (with
NTT) followed by the country code, area code and party’s number. Make sure you input these codes instead
of the “+” sign at the beginning of the number if you wish to use these services.
Please use the following international call when you don’t have a cell‐phone.
1) You can make international calls via public telephones by using coins, your NTT telephone card, or an IC
card;
+ How to call from Japan with NTT
0033 ‐ 010 ‐ Country Code ‐ Telephone Number (area code and party’s number)
+ How to call from Japan with KDDI
001 ‐ 010 ‐ Country Code ‐ Telephone Number
[Using from public phone]
1. Take the receiver.
2. Insert a telephone card or coin.
3. Press the telephone number.
4. Talk.
2) You can use your credit card to call overseas from Japan;
+ How to call from Japan with KDDI
0055 ‐ [Tone] ‐ Card Number # ‐ PIN # ‐ Country Code ‐ Telephone Number #
Time Zone
Japan has only one time zone. Japan Standard Time (JST) is 9 hours ahead of GMT (GMT+9).
Language
Japanese is the national language. Almost people in Japan use Japanese in everyday activity. A lot of
Japanese also learn English. English could be accordingly the medium of communication. Almost official signs
in the city are written in Japanese along with English.
Electricity
The voltage in Japan is 100 volt. The plug used is a 2 FLAT PIN PLUG.
Medical Services
Please contact the secretariat/registration desk if you need medical assistance. They will advise you about
where and how to find appropriate medical care.
16
Currency and Money Exchange
Japanese money is ‘Yen’ (JPY). One USD is equivalent to 109 JPY (October 4th, 2014).
Shopping & Restaurant
There are many shops around JR Nara Station and Kintetsu Nara Stataion. Moreover, you will find several
souvenir shops, restaurants and bars along Sanjyodori St., Higashimuki Shopping Mall, Sakura‐dori Shopping
Mall, Mochiidono Shopping Mall, Yume‐Kaze Plaza and so on. Please check the following URL and Nara
Sightseeing Map.
▪ Happy Jappy Nara Shopping: http://www.happyjappy.com/nara/nara‐shopping.html
▪ Nara’s representative food and goods: http://www.yume‐kaze.com/shop/en/
▪ Naramachi (japan‐guide.com): http://www.japan‐guide.com/e/e4108.html
Transportation
From Kansai International Airport (KIX) to Nara
It takes about 85 minutes by Limousine Bus, or about 70 minutes by train from KIX to Nara (JR Nara Station,
Kintetsu Nara Station).
From Narita International Airport (NRT) to Nara
Narita International Airport is located 57.5 km east of Tokyo Station. It takes about 4hours 30 minutes by
train (JR Narita Limited Express, JR Shinkansen (Nozomi) and JR Rapid Express) from NRT to Nara (JR Nara
Station).
From Nara to Venues (Nara Prefectural New Public Hall)
It takes about 20 minutes from Kintetsu Nara Station to the conference venue on foot. It takes about 10
minutes from JR Nara Station to “Ken Shinkoukaido” bus stop by bus (No.70 or No.97 Bus Line) and 3
minutes on foot.
17
4 Distinguished Researcher and
Early Career Research Awards
Distinguished Researcher Award and Early Career Research Award
Asia‐Pacific Society for Computers in Education (APSCE)
http://www.apsce.net/
APSCE conducts Distinguished Researcher Award (DRA) and Early Career Research Award (ECRA) every year.
DRA recognizes an active APSCE Member who has showed distinguished academic accomplishments and
contributions in the field of Computers in Education. The awardee of DRA must be under 50 at the time of
nomination. Early Career Research Award recognizes an active APSCE Member in the early stages of his or
her career no later than 10 years after receipt of the doctoral degree who has produced international quality
research outputs, and be able to demonstrate ambitious and aspirations consistent with the potential to
achieve world‐leading status. The Awards also recognize contributions to APSCE (e.g. related activities to
ICCE or SIGs) or APSCE appointments (e.g. Executive Committee member of APSCE). These awards had been
presented every two years since 2009. Starting from 2014, they are awarded every year. The awardees are
required to contribute a paper to RPTEL, the official journal of APSCE, within two years of receiving the
award.
For the year 2014, APSCE received one nomination for DRA and one nomination for ECRA. Through the
examination of the qualification by the award subcommittee, the two nominees were accepted as a
candidate for each award. As there was only one candidate nominated for each award, the first voting step
for selecting the finalist was skipped. In the next selection step, the finalist will need "2/3" votes of
agreement from all the EC members. This is very tough and competitive condition to be a winner.
We are now pleased to announce the award winner of this year’s APSCE DRA: Professor Hiroaki Ogata.
There is no award winner for ECRA.
In the following page, you will find a record of his scholarship and his services to APSCE. The DRA award
winner will receive a Certificate, award money, and will have his/her name publicized on APSCE web site and
on the ICCE proceedings. He will also receive nomination for the Keynote/Theme‐Based Speaker for the next
ICCE.
APSCE Award Subcommittee:
Tsukasa HIRASHIMA (Chair),
Chee‐Kit LOOI,
Riichiro MIZOGUCHI
18
2014 APSCE Distinguished Researcher Award Winner
Dr. Hiroaki Ogata, Kyushu University, Japan.
Dr. Ogata is one of the top researchers from the Asia‐Pacific region in
the areas of mobile and ubiquitous learning environments (MULE) and
computer supported collaborative learning (CSCL). He has very high
visibility and reputation world‐wide for his contributions to these fields.
In his professional research field, he proposed several new concepts of
contextualized and ubiquitous language learning in the authentic world
which have initiated a new research and development direction in the
field of ubiquitous learning. His outstanding research results have been
recognized by the mobile learning community as he was invited to be
the keynote speaker in several top‐tier conferences of mobile learning
such as IEEE WMUTE 2008 in China, Mobile Learning 2009 in Spain, ICET
2009 in Turkey, ICCE 2011 in Malaysia.
The publication record of Dr. Ogata is outstanding with high quality research publications sustained over a
longer period of time, notwithstanding that he is still rather young. His publications include over 60 refereed
journal articles, more than 200 international conference papers. He received several Best Paper Awards
(JSiSE 1998, WebNet 1999, IPSJ 2004, ICALT 2006, CollabTech 2008, ICCE 2008, mLearn 2009 and ICCE 2010)
and APSCE Young Researcher Leader Award in 2007 underline the excellence of his work.
Dr. Ogata has been involved in a large number of externally funded research projects such as Grant‐in‐Aid
for Scientific Research from the Ministry of Education (MEXT) and Japan Society for the promotion Science
(JSPS), and also PRESTO (Sakigake) from Japan Science and Technology Agency (JST). He has been a member
of numerous international conference committees and international journal editorial boards and has been
invited as guest editor special issues several times. Dr. Ogata organized IEEE WMTE 2005 in Tokushima and
has also provided substantial services to the international research community through organizing a series of
international workshops on MULE and by providing professional discussion forums for young researchers
and PhD students.
Dr. Ogata is currently an executive committee (EC) member of APSCE, and was an EC member of IamLearn
(International Association for Mobile Learning) and SOLAR (Society for Learning Analytics and Research). Also
Dr. Ogata is an associate editor of IEEE Transactions on Learning Technologies, RPTEL (Research and Practice
in Technology Enhanced Learning Journal) and IJMLO (International Journal of Mobile and Learning
Organization), and an editorial board member of IJCSCL (International Journal of Computer Supported
Collaborative Learning), and SLE (International Journal of Smart Learning Environments).
19
5 PROGRAM AT A GLANCE
DSC = Doctoral Student Consortia WIPP = Work‐in‐Progress Posters C.B. = Special Interest Group’s (SIG) Community Building Session AIED = ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System and Adaptive Learning
CSCL = ICCE Conference on Computer‐supported Collaborative Learning and Learning Sciences ALT = ICCE Conference on Advanced Learning Technologies, Open Contents, and Standards CUMTEL = ICCE Conference on Classroom, Ubiquitous, and Mobile Technologies Enhanced Learning GTEL = ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society TELL = ICCE Conference on Technology Enhanced Language Learning PTP = ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT in Education
November 30 (Sunday)
December 1 (Monday)
December 2 (Tuesday)
December 3 (Wednesday)
December 4 (Thursday)
09:00‐10:30 Workshops
09:00‐10:30 Workshops / Tutorial / DSC
09:00‐10:10 Opening Ceremony
9:00‐10:00 Keynote 2
9:00‐10:00 Keynote 3
10:30‐10:50 Tea break
10:10‐10:30 Tea break
10:00‐10:20 Tea break
10:50‐12:30 Workshops
11:00‐12:30 Workshops / Tutorial / DSC
10:30‐11:30 Keynote 1
10:20‐11:00 Invited Speech
(TELL)
10:20‐11:50 Panel 2/ Parallel Sessions / C.B.
10:20‐11:20 Parallel Sessions / Interactive
events
11:15‐12:40 Parallel Sessions / C.B.
11:20‐12:00 Invited Speech (PTP)
11:20~12:20 Parallel
Sessions
11:30‐12:30 Parallel Sessions /
IPC meeting
12:20‐13:20 Lunch
12:30‐13:30 Lunch
13:30‐15:00 Workshops / Interactive events
13:30‐15:00 Workshops / Interactive events / DSC
13:30‐14:30 Distinguished Invited Speech
13:30‐14:10 Invited Speech (ALT) /C.B.
13:30‐14:10 Special invited speech/C.B.
13:20‐14:15 Parallel Sessions
14:30‐15:50 Parallel Sessions /
Panel 1
14:25‐15:55 Parallel Sessions
14:15‐15:30 Parallel Sessions
15:00‐15:20 Tea break
15:50‐16:10 Tea break
15:55‐16:15 Tea break
15:30‐15:45 Tea break
15:20‐17:00 Workshops / Interactive events
15:20‐17:00 Workshops / Interactive events /DSC
16:10‐18:00 Posters / WIPP
16:15‐17:40 Parallel Sessions / C.B.
15:45‐16:45 Closing Ceremony
18:00‐20:00 Welcome reception (Reception
hall)
18:30‐22:00 APSCE EC meeting
(Hotel Nikko Nara)
19:00‐21:30 Banquet (Hotel Nikko Nara)
20
November 30 (Sunday)
Time Conference Room 1
Conference Room 2
Conference Room 3
Conference Room 4
Meeting Room 1
Meeting Room 3
0900‐1230
Workshop 08 Workshop 03 Workshop 09 Workshop 17 Workshop 14 Workshop 13
1330‐1700
Workshop 08 Workshop 01 Workshop 06 Workshop 11 Interactive event 01
Workshop 10
December 1 (Monday)
Time Conference Room 1
Conference Room 2
Conference Room 3
Conference Room 4
Meeting Room 1
Meeting Room 3
Meeting room 2
Reception Hall
0900‐1230
Workshop 02
Workshop 12
Workshop 04
Workshop 05
Tutorial DSC‐1 DSC‐2
1330‐1700
Workshop 02
Workshop 07
Interactive event 02
Workshop 15
DSC‐3 DSC‐4
18:00‐20:00
Welcome reception
December 2 (Tuesday)
Time Noh Theatre Conference Room 1
Conference Room 2
Conference Room 3
Conference Room 4
Meeting Room 1
Reception Hall
0900‐1010
Opening Ceremony
1030‐1130
Keynote 1
1130‐1230
Session PTP‐1
Session CSCL‐1
Session CUMTEL‐1
Session GTEL‐1
IPC meeting
1330‐1430
Distinguished Invited Speaker
1430‐1550
Panel 1 Session ALT‐1
Session AIED‐1
Session TELL‐1
1610‐1800
Poster/WIPP
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December 3 (Wednesday)
Time Noh Theatre Conference Room 1
Conference Room 2
Conference Room 3
Conference Room 4
Meeting Room 1
Meeting Room 3
0900‐1000
Keynote 2
1020‐1115
1020‐1100 Invited speaker (TELL)
10:20‐11:50 Panel 2
Session ALT‐2 Session AIED‐2 Community Building Section – GTEL
1115‐1240
Session TELL‐2 Session ALT‐3 Session AIED‐3 Session GTEL‐2 Community Building Section – CSCL
1330‐1425
1330‐1410 Invited speaker (ALT)
1330‐1410 Special Invited speaker
Session PTP‐2 Community Building Section – CUMTEL
1425‐1555
Session TELL‐3 Session ALT‐4 Session CUMTEL‐2
Session PTP‐3
1615‐1740
Session TELL‐4 Session CSCL‐2 Session CUMTEL‐3
Session PTP‐4
1900‐2130
Banquet in Hotel Nikko Nara
December 4 (Thursday)
Time Noh Theatre Conference Room 1
Conference Room 2
Conference Room 3
Conference Room 4(60)
Meeting Room 1
0900‐1000
Keynote 3
1020‐1120
Session PTP‐5 Session CSCL‐3 Session AIED‐4 Session GTEL‐3
Interactive event 01
1120‐1220
Invited speaker (PTP)
Session CUMTEL‐4
1320‐1415
Session PTP‐6 Session ALT‐5 Session CUMTEL‐5
Session CSCL‐4
1415‐1530
Session PTP‐7 Session CUMTEL‐6
Session GTEL‐4
1545‐1645
Closing ceremony
22
6 CONFERENCE PROGRAM
C1: AIED; C2: CSCL; C3: ALT; C4: CUMTEL; C5: GTEL; C6: TELL; C7: PTP
BOPN : Best Overall Paper Award Nominee;
BSPN : Best Student Paper Award Nominee;
BTDPN : Best Technical Design Paper Award Nominee
F : Full Paper (20 mins presentation + 5 mins Q&A)
S : Short Paper (10 mins + 5 mins)
30 November 2014 (Sunday) Morning tea break: 10:30‐10:50 / Afternoon tea break: 15:00‐15:20
09:00‐12:30
Workshop 08: Computer‐Supported Personalized and Collaborative Learning Conference Room 1
Workshop 03: Computer‐Supported Visualization, Modeling, and Simulations for Learning Conference Room 2
Workshop 09: The Applications of Information and Communication Technologies in Adult and Continuing Education
Conference Room 3
Workshop 17: International Workshop on Innovative Design of Learning Space Conference Room 4
Workshop 14: The 1st Workshop on application of advanced technologies in environmental education
Meeting Room 1
Workshop 13: Technology Enhanced Learning of Thinking Skills (TELoTS) Meeting Room 3
12:30‐13:30
Lunch
13:30‐17:00
Workshop 08: Computer‐Supported Personalized and Collaborative Learning Conference Room 1
Workshop 01: Natural Language Processing Techniques for Educational Applications (NLP‐TEA), with a Shared Task on Grammatical Error Diagnosis for Learning Chinese as a Foreign Language (CFL)
Conference Room 2
Workshop 06: Emerging Pedagogies for Computer‐based Learning Conference Room 3
Workshop 11: International Workshop on "Technology Enhanced Language Learning" Conference Room 4
Interactive event 01: Let’s try SCROLL (ubiquitous learning log system) for seamless learning analytics
Meeting Room 1
Workshop 10: Learning Motivation vs. Learning Outcome: The Trend and Development of Digital Game and Smart Toy Enhanced Learning
Meeting Room 3
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1st December 2014 (Monday) Morning tea break: 10:30‐10:50 / Afternoon tea break: 15:00‐15:20
09:00‐12:30
Workshop 02: Third International Workshop on ICT Trends in Emerging Economies Conference Room 1
Workshop 12: 5th International Workshop on "Technology‐‐‐Transformed Learning: Going Beyond the One‐to‐One Model?"
Conference Room 2
Workshop 04: The 3rd Workshop on application of innovative educational technologies in STEM education
Conference Room 3
Workshop 05: 1st ICCE workshop on Learning Analytics (LA): leveraging educational data for adaptive learning and teaching
Conference Room 4
Tutorial: Free & Simple Virtual Worlds for Teachers & Students Meeting Room 1
12:30‐13:30
Lunch
13:30‐17:00
Workshop 02: Third International Workshop on ICT Trends in Emerging Economies Conference Room 1
Workshop 07: The 7th Workshop on Modeling, Management and Generation of Problems/Questions in Technology‐Enhanced Learning
Conference Room 2
Interactive event 02: Active Learning Practicum for Trust Building in Team‐Based Learning with Empathy
Conference Room 3
Workshop 15: The 4th workshop on skill analysis, learning or teaching of skills, learning environments or training environments for skills
Conference Room 4
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2nd December 2014 (Tuesday) 09:00‐10:10
Opening Ceremony
10:10‐10:30
Tea Break
10:30‐11:30
Keynote 1: “Designs for Principle‐Based Innovation in Education”Speaker: Marlene SCARDAMALIA, Institute for Knowledge Innovation & Technology, OISE/University of Toronto, Canada Chair: Chee Kit LOOI, Nanyang Technological University, Singapore
Noh Theatre
11:30‐12:30
International Program Committee (IPC) Meeting Meeting Room 1(20‐
25)
PTP‐1 / Chair: Joyce Hwee Ling KOH #110F: Characterizing TPACK Transformations in the Design of School‐Based Pedagogical Change
Joyce Hwee Ling Koh and Ching Sing Chai #74S: Assessing Computer Attitudes: Does It Matter for Teacher Education in Developing Countries?
Su Luan Wong #280S: Do They Keep Technology in Mind? An Implementation of TPACK‐oriented Science Teacher
Program for Science Degree‐graduated Students Niwat Srisawasdi and Patcharin Panjaburee
Conference Room 1(108)
CSCL‐1 / Chair: Jun Oshima #131F: Improving 10‐12 Year Olds’ Epistemic and Conceptual Understanding in a Computer‐supported
Knowledge‐building Environment Feng Lin and Carol K.K. Chan
#38S: Fostering Change of Views of the Nature of Scientific Theories in a CSCL Environment Pei Jung Li and Haung Yao Hong
#293S: MuPeT: A Framework for Enabling Multi‐Perspective Problem Elaboration Sven Manske, Jesu's Omar A'lvarez MA'rquez, Adam Giemza and Ulrich Hoppe
Conference Room 2(60)
CUMTEL‐1 / Chair: Marc Jansen BOPN #281F: Designing and Developing Interactive Video Experiences for Supporting M‐Learning
Dan Kohen‐Vacs, Marc Jansen, Marcelo Milrad and Miky Ronen #282S: Enabling a Positive First Year Experience in Higher Education through Social Media and Mobile
Technologies Shaun Nykvist, Michelle Mukherjee and Kelli McGraw
#277S: Mobile 2.0 learning: Empowering mobile learning with socialized context sharing Ming‐Chi Liu, Yen‐Ning Su, Nian‐Shing Chen and Yueh‐Min Huang
Conference Room 3(108)
GTEL‐1 / Chair: Beaumie KIM, University of Calgary, Canada
BOPN #240F: Why Are Schools Reluctant to Bring Higher‐order Thinking Games to Classrooms? Mingfong Jan
#187S: Enhancing Motivation in Disaster Prevention Learning with Perceptual and Semantic Gaming Koji Tanaka, Tatsuto Hirai, Mitsuru Ikeda and Masahiro Hori
#133S: Gamification in Academia Practice ‐‐ What Motivate Users Most Ming‐Shiou Kuo, Tsung‐Yen Chuang, Ting‐Chieh Chuang, Po‐Yu Chen and Hsin‐Chih Lin
Conference Room 4(60)
12:30‐13:30
Lunch
13:30‐14:30
DISTINGUISHED INVITED SPEAKER: “The impact of A.I. on education ‐ Can a robot get into the University of Tokyo?” Speaker: Noriko H. ARAI, National Institute of Informatics, Japan Chair: Akihiro KASHIHARA,The University of Electro‐Communications
Noh Theatre
14:30‐15:50
Panel 1: “Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …” Moderator:
Lung‐Hsiang WONG, Nanyang Technological University, Singapore Panelists:
Gwo‐Jen HWANG, National Taiwan University of Science and Technology, Taiwan Chee‐Kit LOOI, Nanyang Technological University, Singapore Marcelo MILRAD, Linneaus University, Sweden Hiroaki OGATA, Kyushu University, Japan Hyo‐Jeong SO, Pohang University of Science and Technology, South Korea Marcus SPECHT, The Open University of the Netherlands, the Netherlands
Conference Room 1(108)
25
Discussant: Tak‐wai CHAN, National Central University, Taiwan
TELL‐1 / Chair: Gloria Shu Mei Chwo #137F: Comparison of Kit‐Build and Scratch‐Build Concept Mapping Methods on EFL Reading
Comprehension Mohammad Alkhateeb, Yusuke Hayashi, Taha Rajab and Tsukasa Hirashima
#138S: Cross campus peer feedback on writing using a web 2.0 resource: initial findings Gloria Shu Mei Chwo and Sylvia Wen Lin Chu
#69S: Exploring the Value of Multimedia Messaging Service for Learning English Reading: Using LINE as an Example Pei‐Hsun Emma Liu, Ruey‐S Shieh and Wen‐Chi Vivian Wu
#226S: Using an Online Social Network Site as a Learning Community to Enhance EFL Learners' Cultural Awareness Ming‐Yi Chen Hsieh, Wen‐Chi Vivian Wu, Pei‐Hsun Emma Liu and Chun‐Lan Chen
Conference Room 4(60)
ALT ‐1 / Chair: Takanobu UMETSU, #178F: Learning by Posing Problems Using Illustrations Instead of Words
Takanobu Umetsu, Hikaru Eto, Tsukasa Hirashima and Akira Takeuchi #215S: AR based Skill Learning Support System with Velocity Adjustment of Virtual Instructor
Movement Takuya Mishima, Masaru Okamoto and Yukihiro Matsubara
#132S: Learning Cinema Authoring System in the Classroom Yuan‐Fu Luo, Wei‐Chih Lin, Tai‐Yin Lin, De‐Yuan Huang, Chi‐Wen Huang and Gwo‐Dong Chen
#222S: Probabilistic Question Selection Approach for AR‐based Inorganic Chemistry Learning Support System Masaru Okamoto, Ryoya Sumida and Yukihiro Matsubara
Conference Room 2(60)
AIED‐1 / Chair: Eva Millan #61F: From Tutoring to Cognitive Rehabilitation: Exploiting CBM to Support Memory Training
Antonija Mitrovic, Moffat Mathews, Stellan Ohlsson, Jay Holland, Audrey McKinlay, Scott Ogden, Anthony Bracegirdle and Sam Dopping‐Hepenstal
#251F: The Effect of Visualizing Lesson Structures in a Teacher Education Program Toshinobu Kasai, Kazuo Nagano and Riichiro Mizoguchi
#62S: Gaze Analysis and Subjective Assessment of Learners Observing the Writing Process Yasuhisa Okazaki, Senju Noguchi and Atsushi Yoshikawa
#144S: Understanding Differences of Eye Movements Patterns while Reading Musical Scores between Instructors and Learners to Design Learner‐Centered Teaching Strategies Katsuko Nakahira T and Muneo Kitajima
Conference Room 3(108)
15:50‐16:10
Tea Break All rooms
16:10‐18:00
Poster/Work‐in‐Progress Poster (WIPP) Exhibition
18:30‐22:00
2014 APSCE Executive Committee Meeting(Closed Meeting) at Hotel Nikko Nara
26
3rd December 2014 (Wednesday) 09:00‐10:00
Keynote 2: “Can new technology change learning for the better?”Speaker: Yvonne ROGERS, Interaction Centre, University College London, UK Chair: Morris S. Y. JONG, The Chinese University of Hong Kong, Hong Kong
Noh Theatre
10:00‐10:20
Tea break All rooms
10:20‐11:15
10:20‐11:00 Theme‐based Invited Speaker 1: “Language learning in virtual worlds: embodied, immersive, and interactive” (TELL) Speaker: Yu‐Ju LAN, Department of Applied Chinese Language and Culture, National Taiwan Normal University, Taiwan Chair: Masanori YAMADA, Kyushu University, Japan
Noh Theatre
10:20‐11:50 Panel 2: “Innovative Programs and National Policy of ICT in Education in the Asia‐Pacific Region: Looking Back and Moving Forward” Chair:
Fu‐Yun YU, National Cheng Kung University, Taiwan Panelists:
Tak‐Wai CHAN, National Central University, Taiwan Tsukasa HIRASHMA, Hiroshima University, Japan Ronghuai HUANG, Beijing Normal University, China Sridhar IYER, Indian Institute of Technology Bombay, India Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong Chee Kit LOOI, Nanyang Technological University, Singapore Hiroaki OGATA, Kyushu University, Japan Gunawan SURYOPUTRO, University of Muhammadiytah Prof. Dr. HAMKA, Indonesia Lung Hsiang WONG, Nanyang Technological University, Singapore Su Luan WONG, Universiti Putra Malaysia, Malaysia
Conference Room 1(108)
ALT‐2 / Chair: Mizue KAYAMA BTDPN #292F: Algorithmic Thinking Learning Support System in Block Programming Paradigm
Mizue Kayama, Hisayoshi Kunimune, Masaaki Niimura, Masami Hashimoto and Makoto Otani #141S: Altruistic Behavior in a Learning Stage through Social Network
Shiang‐Yi Wang, Wang‐Han Li, De‐Yuan Huang, Chi‐Wen Huang, Su‐Hang Yang and Gwo‐Dong Chen
#101S: Applying an Extensible Learning Support System to Learning by Problem Posing Kiyoshi Nakabayashi and Yosuke Morimoto
Conference Room 2(60)
AIED‐2 / Chair: Yusuke Hayashi BOPN #216F: Ontological Descriptions of Statistical Models for Sharing Knowledge of Academic
Emotions Keiichi Muramatsu and Tatsunori Matsui
#88S: An Examination of Affect and its Relationship with Learning among Students using SimStudent Michelle Banawan, Maureen Villamor, Yancy Vance Paredes, Cesar Tecson, Wilfredo Badoy, John Roy Geralde and Ma. Mercedes Rodrigo
#91S: An Exploratory Analysis of Confusion Among Students Using Newton’s Playground Juan Miguel Andres, Ma. Mercedes T. Rodrigo, Jessica O. Sugay, Ryan S. Baker, Luc Paquette, Valerie J. Shute, Matthew Ventura and Matthew Small
Conference Room 3(108)
11:15‐12:40
TELL‐2 / Chair: Abu Bakar Razali #157F: Evaluating Augmented Reality for Situated Vocabulary Learning
Marc Ericson Santos, Arno In Wolde Luebke, Takafumi Taketomi, Goshiro Yamamoto, Ma. Mercedes Rodrigo, Christian Sandor and Hirokazu Kato
#126S: Online Manga and Anime in Promoting Language Learning and Literacy Practices Abu Bakar Razali
#118S: Enhancing English Pronunciation with Windows Speech Recognition Training: A Preliminary Study
Hui‐Hsien Feng and Ying‐Hsueh Cheng #260S: Understanding English Language Learners’ Experiences and Perceptions of Mobile Assisted
Vocabulary Learning Lu‐Yu Yeh, Hsiu‐Ting Hung and Janice Liao
#306S: Development of Multimodal Tool to Support Second Language Classroom ‐‐ Case of Japanese Nushrat Jahan Khan and Hideo Joho
Noh Theatre
ALT‐3 / Chair: Hitoshi SASAKI Conference
27
BSPN #214F: A Flexible System and Data Model for the Representation and Management of PBL Scripts Disi Wang, Yongwu Miao, Ulrich Hoppe and Mohammed Samaka
#79S: Analyzing Course Competencies: What can Competencies Reveal about the Curriculum? Swapna Gottipati and Venky Shankararaman
#219S: Audio Subtitle Mapping System between Slide and Subtitles by Co‐occurrence Graphs on VOD Lecture Kohei Sakane, Nobuyuki Kobayashi, Hiromitsu Shiina and Fumio Kitagawa
Room 2(60)
AIED‐3 / Chair: Tasunori Matsui BTDPN #147F: An Intelligent Tool to Assist Architecture Students in the Early Stages of Design
Eva Millan, Maria Victoria Belmonte, Manuela Ruiz‐Montiel, Juan Gavilanes and Jose‐Luis Perez De La Cruz
BSPN #301F: Scaffolding for Self‐overcoming of Impasse by Using Problem Simplification Naoya Hayashi, Tomoya Shinohara, Sho Yamamoto, Yusuke Hayashi, Tomoya Horiguchi and Tsukasa Hirashima
#217S: Evaluation of Difficulty Estimation for Learning Materials Recommendation Yasuo Miyoshi, Kazuhiro Suzuki, Ken‐Ichi Shiota and Ryo Okamoto
#51S: Exploring Student Interactions with Tutorial Dialogues in a Substep‐based Tutor Myse Elmadani, Amali Weerasinghe and Antonija Mitrovic
Conference Room 3(108)
GTEL‐2 / Chair: Kaoru SUMI, Future University Hakodate, Japan
#302F: Revised Computer Game Attitude Scale Maiga Chang, Rita Kuo and Eric Zhi‐Feng Liu
#72S: Aesthetic Design for Learning with Games Diali Gupta and Beaumie Kim
#238S: An RPG Pattern for Ethical Gameplay in MAGNITUDE Didin Wahyudin and Shinobu Hasegawa
#111S: Enhancing Children’s Numeracy & Te Reo Skills using Computer Games Kalpana Nand, Nilufar Baghaei and John Casey
Conference Room 4(60)
12:30‐13:30
Lunch
13:30‐14:25
13:30‐14:10 Theme‐based Invited Speech 2: “Digital Textbooks: Trends and Standardization” (ALT) Speaker: Yasuhisa Tamura, Dept. Information and Communication Sciences, Sophia University, Japan Chair: Kiyoshi Nakabayash, Chiba Institute of Technology, Japan
Noh Theatre
13:30‐14:10 Special Invited speakers: “Using Technology as Scaffolding for Teaching Critical Thinking in the Classroom” Speaker: Miguel NUSSBAUM, The Computer Science Department of the School of Engineering of Pontificia Universidad Católica de Chile, Chile Chair: Siu Cheung KONG, Hong Kong Institute of Education, Hong Kong
Conference Room 3
PTP‐2 / Chair: Ping LI BSPN #234F: Professional Development of Teachers in a MOOC
Niklas Karlsson, Anna‐Lena Godhe, Linda Bradley and Berner Lindstro"m #67S: Construction of Web Communication System to Support Young Teachers' Training
Takeshi Morishita, Hiroo Tsukamoto, Toshiro Kikunaga, Takashi Sakoda, Ikufumi Wakisaka and Satoshi Tsuchida
#225S: Detailed User Relation Visualization on Moodle Ping Li and Siu Cheung Kong
Conference Room 4(60)
14:25‐15:55
TELL‐3 / Chair: Mark G. Elwell #195F: An Investigation of Personality Trait on Asynchronous Computer‐Mediated Communication
Supporting Speaking Performance Mei‐Jen Shih and Jie Chi Yang
#249S: Knowledge Features of Peer Response Process Siou‐Lan Wang, Calvin C. Y. Liao, Chih‐Yuan Shih and Tak‐Wai Chan
#130S: Pedagogical Methods in Web‐based Language Teaching Rieko Hattori‐Saito, Masako Hayakawa Thor, Yoko Mizufune, Hiroko Inose, Mario Antonio Lopes Cordero and Alex Pruth
#145S: Real‐time Feedback Systems in a Foreign Language Teaching: A Case of Presentation Course Yuichi Ono, Manabu Ishihara, Sachio Hirokawa and Mitsuo Yamashiro
#241S: Sauce for the Goose? Testing SVECTAT in Japan and Taiwan Mark Elwell, Tsun‐Ju Lin, Steven Cook, Carlos Martin, Jean‐Christophe Terrillon and Yu‐Ju Lan
Conference Room 1(108)
28
ALT‐4 / Chair: Ryo OKAMOTO BOPN #223F: Structural and trend analysis of tagging as a mechanism for organizing learning
resources Ji‐Lung Hsieh and Li‐Chiao Chiu
#166S: Code Reading Environment according to Visualizing both Variable’s Memory Image and Target World’s Status Satoru Kogure, Ryota Fujioka, Yasuhiro Noguchi, Koichi Yamashita, Tatsuhiro Konishi and Yukihiro Itoh
#250S: Presentation Reconstruction Method for Peer Review Support in Presentation Rehearsal Akihiro Tanikawa, Ryo Okamoto and Akihiro Kashihara
#262S: The Impact of Using 3D Animation in Students’ Spatial Ability Jiong Guo, Yuhui Ma and He Gao
Conference Room 2(60)
CUMTEL‐2 / Chair: Chee‐Kit Looi #156F: Feeling at Home form the First Day: Using Mobile Location‐Based Games for Welcoming New
Students Miky Ronen, Ronen Hammer and Dan Kohen‐Vacs
#112F: How Do Students Progress in a Mobilized Inquiry Science Curriculum Chee‐Kit Looi, Daner Sun, Wenting Xie, Chun Ming Tan and Siti Hajar
#221S: Checkpoints for Integration of a One‐to‐One Tablet Configuration in a School Learning Environment Johannes Zylka and Wolfgang Mueller
#170S: Learning Log Dashboard: To See Your Own Progress Erdenesaikhan Lkhagvasuren, Kenji Matsuura, Kousuke Mouri and Hiroaki Ogata
Conference Room 3(108)
PTP‐3 / Chair: Ying‐Tien WU #81F: Teachers’ Perceptions of E‐Learning in Malaysian Secondary Schools
Mei Lick Cheok and Su Luan Wong #275S: Information Literacy Skills of Pre‐service Teachers: A Case Study
William Ko‐Wai Tang and Morris Siu‐Yung Jong #96S: Predicting the Perceived Usefulness of eBook among Mathematics Teachers
Azlin Abd Jalal, Ahmad Fauzi Mohd Ayub and Rohani Ahmad Tarmizi #272S: Strategies for Improving Learning Performance by Using Crowdsourcing and Flipped
Classroom Chunyan Yu, Zhihong Xu, Guilin Chen and Jinghua Guo
#202S: University Teachers' Needs of Support for Designing and Preparation of Courses: A Focus on Differences by Academic Discipline and Rank Fumiko Konno and Takashi Mitsuishi
Conference Room 4(60)
15:55‐16:15
Tea Break All rooms
16:15‐17:40
TELL‐4 / Chair: Jie‐Chi Yang #163F: System Design for Academic Listening of Second Language Based on Strategy Object Mashups
Approach Hangyu Li and Shinobu Hasegawa
#168S: Situational Sets Effect on Role‐Play Game Supported English for Specific Purposes Vocabulary Acquisition Fang‐Chen Lu and Ben Chang
#105S: Gender Differences in Flow State in an English Learning Environment Achievement System Benazir Quadir and Jie Chi Yang
#52S: Multimedia Development of English Vocabulary Learning in Primary School Syaiful Rohim and Lina Yulinda
#128S: Online Popular Culture in Language Learning: Reading and Writing Online Fanfiction Abu Bakar Razali
Conference Room 1(108)
CSCL‐2 / Chair: Daniel Bodemer #285F: Providing Knowledge‐Related Partner Information in Collaborative Multimedia Learning:
Isolating the Core of Cognitive Group Awareness Tools Daniel Bodemer and Alexander Scholvien
BOPN #48F: The Appropriation of a Representational Tool in the Second Language Classroom Yun Wen, Wenli Chen and Chee‐Kit Looi
#108S: `Does it Make Sense' and `What Does it Mean'? Jon Mason
#287S: The Motivational Underpinnings of Using wikis for Collaborative Group Work Ronnel King and Samuel K. W. Chu
Conference Room 2(60)
CUMTEL‐3 / Chair: Morris S. Y. Jong Conference
29
BSPN #119F: Visualization for Analyzing Ubiquitous Learning Logs Kousuke Mouri, Hiroaki Ogata, Noriko Uosaki and Songran Liu
#90S:Implementing and Validating a Mobile Learning Scenario Using Contextualized Learning Objects Alisa Sotsenko, Marc Jansen and Marcelo Milrad
#271S: A Context‐aware Dynamical Learning Environment for Multiple Objectives Min Chen, Feng‐Kuang Chiang and Sheng‐Quan Yu
BTDPN #71S: Supporting E‐Learning in Computer‐poor Environments by Combining OER, Cloud Services and Mobile Learning Simon N. Mwendia, Sven Manske and H.Ulrich Hoppe
#39S: CHiLOs: A New Virtual Learning Environment for Large Scale Online Courses Masumi Hori, Seishi Ono, Shinzo Kobayashi, Kazutsuna Yamaji and Toshihiro Kita
Room 3(108)
PTP‐4 / Chair: Longkai WU #232F: An Ecological Model for Scaling and Translation: Maximizing the impact of Research and
Development Interventions David Hung, Longkai Wu, Lung‐Hsiang WONG
#278S: A2I: A Model for Teacher Training in Constructive Alignment for Use of ICT in Engineering Education Jayakrishnan Warriem, Sahana Murrthy and Sridhar Iyer
#92S: Analytical Evaluation of Technology Acceptance in Teachers Training of Primary Mathematics Education in Hong Kong: A Preliminary Study Gary K. W. Wong and Ho Yin Cheung
#65S: Development of Association Recommend Function for a Cross‐curricular Subject Education Database as an Example in Disaster Prevention Education Hiroyuki Muramatsu, Hideaki Shimada, Shingo Kumagaya and Satoshi Tanaka
#296S: Evaluation of Three‐Site Multipoint Distance Learning using High‐Definition "HyperMirror" Taiichiro Okubayashi, Akiko Nakazawa, Hideki Mori, Takanori Maesako and Osamu Morikawa
Conference Room 4(60)
19:00‐21:30
Banquet (Hotel Nikko Nara)
4th December 2014 (Thursday) 09:00‐10:00
Keynote3: “Fostering authentic participation in science through games”Speaker: Kurt SQUIRE, Curriculum & Instruction, University of Wisconsin‐Madison, USA Chair: Maiga CHANG, Athabasca University, Canada
Noh Theatre
10:00‐10:20
Tea break All rooms
10:20‐11:20
PTP‐5 / Chair: Lung Hsiang WONG BOPN #98F: Unpacking the Researcher‐Teacher Co‐Design Process of a Seamless Language Learning
Environment with the TPACK Framework Lung Hsiang Wong, Ching Sing Chai, Ronnel King, Xujuan Zhang and Guat Poh Aw
#37S: Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study Toshio Mochizuki and Takeshi Kitazawa
#208S: Influence of ICT‐Supported Learning Environment Perceptions, Academic Ability, and Prior Educational Experience on Approaches to Learning for Accounting in Malaysian Secondary Schools Boon See Tan and Su Luan Wong
Conference Room 1(108)
CSCL‐3 / Chair: Ulrike Cress #209F: A Shareable Whiteboard System for Distance Collaborative Learning which Enables
Instruction for Multiple Groups of Students Yuichi Ohkawa, Kazuki Watanabe and Takashi Mitsuishi
#153F: Using Content Analysis to Check Learners’ Understanding of Science Concepts Oliver Daems, Melanie Erkens, Nils Malzahn and H. Ulrich Hoppe
Conference Room 2(60)
30
AIED‐4 / Chair: Amali Weerasinghe #239F: A Web‐based Intelligent Handwriting Education System for Autonomous Learning of Bengali
Characters Nazma Khatun and Jouji Miwa
#248S: Interactive Environment for Learning by Problem‐Posing of Arithmetic Word Problems Solved by One‐step Multiplication and Division Sho Yamamoto, Yuki Akao, Mitsutaka Murotsu, Takehiro Kanbe, Yuta Yoshida, Kazushige Maeda, Yusuke Hayashi and Tsukasa Hirashima
#184S: Question Generation Using WordNet Nguyen‐Thinh Le and Niels Pinkwart
Conference Room 3(108)
GTEL‐3 / Chair: Hsin‐Yih SHYU, Tamkang University, Taiwan
#89F: Emergent Practices and Distributed Emotions in Educational Game Play Beaumie Kim and Wing Ho
#197S: Learning English Words via Visual Media using Tablet PCs Kaoru Sumi and Ayaka Kazuhara
BTDPN #247S: On the Design of Embodiment‐based Gamification Activities for Learning Fundamental Projectile Motion Shih‐Chieh Wang, I‐Chun Hung, Li‐Chun Lin and Nian‐Shing Chen
Conference Room 4(60)
11:20‐12:20
11:20‐12:00 Theme‐based Invited Speaker 3: “Cultivating design thinking in teaching with technology” (PTP) Speaker: Huang‐Yao HONG, National Chengchi University, Taiwan Chair: Fu‐Yun YU, National Cheng Kung University, Taiwan
Noh Theatre
CUMTEL‐4 / Chair: Yanjie Song #140F: A systematic review of assessment methods in mobile computer‐supported collaborative
learning (mCSCL) Yanjie Song
#167S: A Pilot Study Comparing Secondary School Students’ Perception of Smart Classrooms in Hong Kong and Beijing Baoping Li and Siu Cheung Kong
#73S: A Study of Student Behavior in Classroom Response Systems Kozo Mizutani
Conference Room 3(108)
12:20‐13:20
Lunch
13:20‐14:15
PTP‐6 / Chair: Ching Sing CHAI #99F: An Educational Practice Using a Code Reading Support Environment for Understanding Nested
Loop Koichi Yamashita, Takamasa Nagao, Satoru Kogure, Yasuhiro Noguchi, Tatsuhiro Konishi and Yukihiro Itoh
#124S: Practice of the Programming Education Using Arduino and the Class Support System Kazuo Tenra
BTDPN #297S: Using a PBL Authoring Tool to Train Teachers in Designing an Online PBL Unit Yongwu Miao, Mohammed Samaka, Disi Wang, Zeyad Ali and Michael Romanowski
Conference Room 1(108)
ALT‐5 / Chair: Hiroyoshi WATANABE #103F: Study on Pass‐Fail Prediction for the National Radiological Technologist Examination by
Discriminant Analysis Using Mock Examinations Hiroyoshi Watanabe, Shigeru Sasaki, Shinsuke Aiko and Shigemi Sakamoto
#78S: Computer Assisted Learning based on ADDIE Instructional Development Model for Visual Impaired Students Sasithorn Chookaew, Suppachai Howimanporn, Warin Soodkaneung, Wanida Pradubsri and Piyawat Yoothai
#122S: The effect of discourse analysis activity with KBDeX on students’ understanding about collaborative learning Sayaka Tohyama, Yoshiaki Matsuzawa and Hajime Shirouzu
Conference Room 2(60)
CUMTEL‐5 / Chair: Yanjie Song #212F: Maparin: Creating a Friendly and Adaptable Learning Scenario for Foreign Students in Taiwan
Wei‐Tung Tang and Shelley Shwu‐Ching Young #259S: An Approach to Electronic Textbook Linking Chemical Experiment ‐ Esterification of Acetic
Acid and Ethanol ‐ Akira Ikuo, Yusuke Yoshinaga and Haruo Ogawa
#47S: An Online Course for Active Participation and Interactive Learning:An Exploratory Study
Conference Room 3(108)
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Qiyun Wang and Wenhao Li CSCL‐4 / Chair: Longkai Wu #295F: Math Creation: Integrating Peer Tutoring for Facilitating the Mathematical Expression and
Explanation Euphony Fu‐Yu Yang, Hercy Cheng and Tak‐Wai Chan
#148S: Assessment of Developmental Stages of Generic Skills : A Case Study Katsuko Nakahira T, Makoto Watanabe and Muneo Kitajima
#205S: Learning about Reflection Processes: An Analysis of Learners’ Observation of Experts Akio Takashima
Conference Room 4(60)
14:15‐15:30
PTP‐7 / Chair: Pei‐Shan TSAI #70S: Using the ePortfolio System to Foster Student Self‐regulated Learning
Lap Nguyen and Mitsuru Ikeda #256S: Students’ Conceptions of and Approaches to Knowledge Building: A Phenomenographic
Method Pei‐Shan Tsai, Ching Sing Chai, Joyce Hwee Ling Koh, Nurul Huda Muhamad Jailani and Angela Lay Hong Koh
#190S: The Undergraduates’ Attitude towards the Use of Asynchronous Online Discussion (AOD) Noor Farah Shahida Mohd Haris, Rosnaini Mahmud and Wong Su Luan
#36S: Interactive Whiteboards in Classrooms: Debates, Issues, and Impeding Factors Mas Nida Md Khambari, Dawnene Hassett, Michael Thomas and Su Luan Wong
#198S: Learning Design Framework for Constructive Strategic Alignment with Visualizations Gargi Banerjee, Mrinal Patwardhan and Sahana Murthy
Conference Room 1(108)
CUMTEL‐6 / Chair: Kazuhisa Seta #236F: Schema Formulation with Schema Priming Test in Elementary Arithmetic class in Japan
Kazuhisa Seta, Akira Shimazoe, Kanetaka Mori and Masahiko Okamoto #229S: Relationship of Ubiquitous Technology Usage with Technology Competency
Rosnaini Mahmud, Muliati Sedek, Habibah Ab. Jalil and Shafee Mohd Daud #188S: Seamless Flipped Classroom Using SCROLL in CALL Class
Noriko Uosaki, Hiroaki Ogata and Kousuke Mouri
Conference Room 3(108)
GTEL‐4 / Chair: Mingfong JAN #76F: Investigating Factors Affecting Conceptual Learning Progression when Playing Digital Game‐
based Inquiry Learning for Energy Education Patcharin Panjaburee, Ugyen Dorji and Niwat Srisawasdi
#279S: Game‐based APP in Teaching Newton's Three Laws of Motion for High School Students Hsin‐Yih Shyu and Yu‐Hur Chou
#161S: SHIVA: Virtual Sculpting and 3D Printing for Disabled Children Leigh McLoughlin and Oleg Fryazinov
Conference Room 4(60)
15:30‐15:45
Tea break All rooms
15:45‐16:45
Closing Ceremony Noh Theatre
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7 KEYNOTE AND INVITED
SESSIONS
KEYNOTE SPEAKER 1
Designs for Principle‐Based Innovation in Education
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 2 (TUESDAY), 10:30‐11:30
Marlene SCARDAMALIA
Institute for Knowledge Innovation & Technology, OISE/University of
Toronto, Canada
Abstract
Iterative idea improvement requires boundless inventiveness. Direct
pursuit of idea improvement as an explicit, guiding principle defines
Knowledge Building/knowledge creation and contrasts sharply with rule‐
based processes, scripts, and procedures implicit in most school‐based
inquiry and learning activities. Idea improvement as a core principle aligns
education with creative work as conducted in knowledge creating
organizations where work on ill‐defined problems fosters emergence of
new competencies and outcomes. Schools, in contrast, tend to favor well‐
defined problems with clear end points. In this talk I pursue the
Knowledge Building proposition that principle‐based innovation offers a
realistic possibility of achieving results in knowledge creation, in addition to addressing common standards
and what are popularly known as 21st century skills. By going beyond a skills approach a Knowledge Building
design community aims to extend the range of the possible in education. Participants are globally distributed
and represent a diverse network of practitioners, policy makers, researchers, administrators, students,
parents, engineers, disciplinary experts and sponsors‐‐all engaged in iterative, interactive knowledge
building. To realize opportunities and address challenges the approach is systemic; to function as a coherent
program, the models, technologies, assessments, and results serve local needs while evolving to address the
needs of a global, research‐intensive design lab and test bed. “Knowledge Building hubs of innovation” will
demonstrate yearly, measurable advances in principled practice and achievement, with international courses
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and professional development provided to help achieve this goal. A global open source community will
provide essential infrastructure: technology to foster knowledge creation, to amplify collective achievements,
and to provide feedback to empower individual teachers and students as well as groups as agents in
knowledge advancement. Design research will span elementary to tertiary education, all subject areas, a
broad range of socio‐economic levels and sectors, and represent great cultural and linguistic
diversity. Resultant data repositories will provide the world's most valuable resource for studying
knowledge creation in education, positioning the Knowledge Building design community to produce
exportable "know‐how," meet needs of the public and policy makers, and contribute significantly to
knowledge of what students are capable of as junior members of a knowledge society.
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KEYNOTE SPEAKER 2
Can new technology change learning for the better?
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 3 (WEDNESDAY), 09:00‐10:00
Yvonne ROGERS
Interaction Centre, University College London, UK
Abstract
There has been a lot of excitement recently about how new technologies can
transform learning. MOOCs, the internet of education and flipped classrooms
are the latest hotly debated ways of changing how students learn in the
modern world. At the same time, a diversity of innovative learning apps has
been developed for tabletops, tablets and phones, supporting new forms of
learning – mobile, collaborative and situated. New electronic toolkits and
programming environments are also emerging intended to introduce new
generations to coding and computation in creative and engaging
ways. Never before has there been so much opportunity and buzz to make learning accessible, immersive,
interactive, exciting, provocative and enjoyable. To realize the true potential of these latest
technological developments, however, requires designing interfaces and apps to not only match learner’s
needs but also to encourage collaboration, mindful engagement, conversational skills and the art of
reflection.
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KEYNOTE SPEAKER 3
Fostering authentic participation in science through games
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 4 (THURSDAY), 09:00‐10:00
Kurt SQUIRE
Curriculum & Instruction, University of Wisconsin‐Madison, USA
Abstract
Digital games have received widespread attention among science educators
for their capacity for raising interest in science, improving identification with
science, introducing inquiry‐based learning activities, and produce
conceptual understandings. A perennial challenge for educators is how to
design such games so as to not just work in schools, but also transform
educational practices. This talk highlights research and development from
the Games + Learning + Society Center using games to support learning
across a wide variety of ages and learning domains. It will cover both design principles and research findings,
suggesting how games might contribute to a future of learning in a digitally connected society.
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DISTINGUISHED INVITED SPEAKER
The impact of A.I. on education ‐ Can a robot get into the University of
Tokyo?
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 2 (TUESDAY), 13:30‐14:30
Noriko H. ARAI
National Institute of Informatics, Japan
Abstract
“Todai Robot Project (Can a robot get into the University of Tokyo?)” was
initiated by National Institute of Informatics in 2011 as an AI grand challenge.
The goal of the project is to create an AI system that answers real questions
of university entrance examinations consisting of two parts, the multiple‐
choice style national standardized tests and the written test including short
essays. The task naturally requires the development of ground‐breaking
elemental technologies in the research areas including natural language
processing, image processing, speech recognition, automated theorem
proving, computer algebra, and computer simulation. At the same time, it requires the interdisciplinary
research synthesis.
In 2013, our software took the mock test of the National Center Test with more than five thousands students.
The result shows that its ability is still far below the average entrants of Tokyo University. However, it is
beyond the mode: it is competent to pass the entrance exams of 400 out of 800 private universities in Japan.
The rapid rise of new AI technologies may affect the labor market negatively in the short term, and it will
demand us to reconstruct our education systems.
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THEME‐BASED INVITED SPEAKER: TELL (C6)
Language learning in virtual worlds: embodied, immersive, and interactive
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 3 (WEDNESDAY), 10:20‐11:00
Yu‐Ju LAN
Department of Applied Chinese Language and Culture, National Taiwan
Normal University, Taiwan
Abstract
Social interaction plays an important role in the second language acquisition
(SLA), whereby the learners and the social context in the real world are
connected in an inseparable relationship. In particular, the context‐
dependent social interaction is most important to SLA because it provides
second language (L2) learners essential scaffolding for acquiring an L2.
Language learning is actually something that happens both inside the head
of the learner and in the world in which the learner experiences the learning. The inseparability of external
and internal mediation during context‐dependent interaction in sociocultural SLA is in line with the
argument of embodied cognition. That is, virtual immersion environments, such as Second Life (SL, a
multiuser virtual environment), have drawn the attention of cross‐disciplined researchers because they
make both avatar‐self movement and different immersive interaction between the learner and the virtual
environments possible. This speech will focus on (1) understanding the unique features of virtual worlds in
providing language learners an immersive environment for embodied, social interactions via learners'
avatars; and (2) how those unique features benefit learners' SLA.
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THEME‐BASED INVITED SPEAKER: ALT(C3)
Digital Textbooks: Trends and Standardization
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 3 (WEDNESDAY), 13:30‐14:10
Yasuhisa Tamura
Dept. Information and Communication Sciences, Sophia University, Japan
Abstract
Paper based traditional learning materials like textbooks, dictionaries and
references are gradually replaced into digital ones all over the world. This
trend is initiated not only by classroom teachers and learning technology
researchers, but also policy makers in various countries. This digitalization of
learning materials will provide more efficient learning activities, less routine
works of teachers, and significant change of special needs education.
Some standardization organizations are trying to establish technical specification of the digital textbooks.
Among them, IDPF (International Digital Publishing Forum) started to establish EDUPUB specification on
October 2013, which stands on a digital book format of EPUB3. It includes DAISY specification, so it solves
various accessibility issues. However, because a digital book assumes to be read in a stand‐alone
environment, EPUB3 does not specify communication with another networked server, nor collaboration with
another application program. Also, there are many education specific needs and functions of various
stakeholders. EDUPUB community members are discussing to enhance EPUB3 to support these functions.
With use of these digital materials, platforms like tablet PCs, and network environment, a classroom 10 years
after will be dramatically changed. This change will not only affected by the digitalization, but also new ways
of teaching and learning with use of digital and open materials: active learning, flipped classroom, peer
assessment and so on.
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THEME‐BASED INVITED SPEAKER: PTP(C7)
Cultivating design thinking in teaching with technology
VENUE, DATE and TIME
NOH THEATRE, DECEMBER 4 (THURSDAY), 11:20‐12:00
Huang‐Yao HONG
National Chengchi University, Taiwan
Abstract
As the demand to help students develop 21st century competencies is
increasing in the knowledge‐based society, the ways we used to prepare
prospective teachers and support teacher professional development
also need to be re‐examined. To address the 21st century challenge,
teachers need to be more than just efficient knowledge transmitters.
They need to develop capacity to work creatively with knowledge and
ideas in order to advance their teaching beyond best practice. In
particular, they need design‐thinking skills to help better integrate
various technological, pedagogical and content knowledge into their
instructional and lesson designs for cultivating 21st century learners.
However, while the concept of design thinking is widely embraced by
professional fields (e.g., engineering, business, and architecture), it is still new to most teachers and to the
teaching profession as a whole. In this talk I will first discuss about the important role of design thinking in
teaching, especially, teaching with technology. Then I will talk about ways to foster pre‐service and in‐service
teachers’ design capacity through innovative pedagogy such as knowledge building. Finally, some
suggestions regarding future direction of developing design capacity in the field of teacher education and
development will be made.
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SPECIAL INVITED SPEAKER
Using Technology as Scaffolding for Teaching Critical Thinking in the
Classroom
VENUE, DATE and TIME
CONFERENCE ROOM 3, DECEMBER 3 (WEDNESDAY), 13:30‐14:10
Miguel NUSSBAUM
The Computer Science Department of the School of Engineering of
Pontificia Universidad Católica de Chile
Abstract
Critical thinking has become a key requirement for any list of essential 21st Century skills. The ability to think critically often determines one’s level of personal development, career success and even effective
participation within a community. The central problem that we address is how to operationalize critical thinking for its proper use in the classroom. We propose using technology to provide appropriate scaffolding for promoting critical thinking, helping learners to engage with their cognitive articulation and the reflective process. The scaffolding is based on the skills defined by the Delphi Report and integrates concepts of transferability and metacognition. We exemplify this with activities implemented in the classroom for third grade math and language arts, as well as high school science.
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8 PANELS
PANEL 1 Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …
Seamless learning is a notion that emphasizes the continuity and bridging of learning across a combination of locations, times, technologies and social settings (such as formal and informal learning, individual and group learning, and learning in physical and digital realms). Earlier work on seamless learning has focused on developing ICT‐based solutions (in particular, in 1:1 or one‐mobile‐device‐per‐student settings) and teacher‐facilitated pedagogies, particularly leveraging mobile technology, to enable and enhance learners’ ability in switching quickly from one learning activity to another.
Therefore, seamless learning had been perceived as a special form of mobile and ubiquitous learning. Recent studies have also ventured into supporting one’s learning journeys and enculturating learners in the self‐directed disposition of seamless learning that may spans a person’s life transitions. Thus, a new perspective of seeing seamless learning as a learning notion on its own right (with mobile and cloud computing as possible technological tools to support it) has been developed. As an evolving area of research and practice, the landscape of seamless learning will continue to be shaped and reshaped by academics and practitioners. This panel will gather scholars from various countries to explore the provocative questions of should learning be seamless all the time, and how far we are we in understanding and designing for seamless learning – with the support of mobile technologies. Is there a flip side to too much focus on seamless learning? Should learning be continuous and technology supported all the time? What do we mean by continuous?
Implications to the advancements of seamless learning based on the explorations to these questions will then be elicited, thus promoting a dialogue among the panellists and the audience on the future directions of seamless learning.”
VENUE, DATE and TIME
CONFERENCE ROOM 1, DECEMBER 2 (TUESDAY), 14:30‐11:50
MODERATOR Lung‐Hsiang WONG, Nanyang Technological University, Singapore
PANELISTS
Gwo‐Jen HWANG, National Taiwan University of Science and Technology, Taiwan Chee‐Kit LOOI, Nanyang Technological University, Singapore Marcelo MILRAD, Linneaus University, Sweden Hiroaki OGATA, Kyushu University, Japan Hyo‐Jeong SO, Pohang University of Science and Technology, South Korea Marcus SPECHT, The Open University of the Netherlands, the Netherlands
Discussant Tak‐wai CHAN, National Central University, Taiwan
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PANEL 2 Innovative Programs and National Policy of ICT in Education in the Asia‐Pacific Region: Looking Back and Moving Forward
There has been a rapid growth in the use of ICT in education in the Asia‐Pacific region in recent years. Various parties, including academics, governments, non‐profit organizations, the private sector and teaching groups in many parts of the Asia‐Pacific are currently investing considerable efforts and financial resources in support of large‐scale innovative programs, and the planning of master plans and policies for the scalable and sustainable integration of ICT in education. However, the different cultural and socio‐economic backgrounds of these areas may require different rationales, goals, foci, programs and policies with regard to this. Nine senior academic researchers situated in the Asia‐Pacific region (including Hong Kong, Taiwan, Singapore, Japan, Malaysia, Indonesia and India) will serve as panelists to share details of innovative programs, policies and regulations with regard to ICT in K‐12 and tertiary education in their respective countries and regions, and provide insights based on their experiences and the implications of these. The panel will conclude with an open discussion that invites researchers, policy‐makers, practitioners and graduate students to exchange ideas on the forming, implementation and evaluation of innovative programs and policies for the greater use of ICT in education in a scalable and sustainable manner, and to share professional insights into the future directions of ICT in education, both in the Asia‐Pacific region and beyond.
VENUE, DATE and TIME
CONFERENCE ROOM 1, DECEMBER 3 (WEDNESDAY), 10:20‐11:50
CHAIR Fu‐Yun YU, National Cheng Kung University, Taiwan
PANELISTS Tak‐Wai CHAN, National Central University, Taiwan
Hirashima TSUKASA, Hiroshima University, Japan Ronghuai HUANG, Beijing Normal University, China
Sridhar IYER, Indian Institute of Technology Bombay, India Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong
Chee Kit LOOI, Nanyang Technological University, Singapore Hiroaki OGATA, Kyushu University, Japan Gunawan SURYOPUTRO, University of Muhammadiytah Prof. Dr. HAMKA, Indonesia Lung Hsiang WONG, Nanyang Technological University, Singapore Su Luan WONG, Universiti Putra Malaysia, Malaysia
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9 PRE-CONFERENCE TUTORIAL
Free & Simple Virtual
Worlds for Teachers & Students
VENUE, DATE and TIME
MEETING ROOM 1, DECEMBER 1 (MONDAY), 09:00‐12:30
ABSTRACT Online shared virtual environments ‐ “virtual worlds” ‐ offer a number of opportunities and advantages for teachers and students to construct and use content and interactions, but in many cases are not easy or possible to use. Barriers include cost, time and expertise required, age limits on users, and irrelevant or inappropriate content and user behaviour. In this tutorial, we will show participants how to obtain, install, and use free open source server and client software to quickly, easily, and safely operate their own virtual spaces, while controlling how these can be accessed over local or public networks, as well as the content available to users. Participants who bring their own computers to the tutorial will leave with a functioning virtual world server/client package and content ready to begin classroom use.
TUTORIAL FORMAT
The tutorial will be a learning‐by‐doing exercise, with instructor demonstration and explanation followed directly with participant experience using shared virtual environment software and content. Participants are expected to take away not only knowledge but functioning software and content ready to use elsewhere.
ORGANIZERS
Mark ELWELL, Hakusan International School, Japan
Steven COOK, Japan Advanced Institute of Science & Technology, Japan
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10 PRE-CONFERENCE WORKSHOPS Workshop W01
Natural Language Processing Techniques for Educational Applications (NLP‐TEA), with a Shared Task on Grammatical Error Diagnosis for Learning Chinese as a Foreign Language (CFL)
The aim of this mini‐conference‐style workshop is to provide a forum where international
participants can share knowledge on the computer‐assisted language learning. For the past decade, research and development in the NLP (Natural Language Processing) community has advanced NLP techniques for educational applications. For example, the NLP community in north America organizes a series of workshops on Innovative Use of NLP for Building Educational Applications (BEA) to improve existing capabilities and to generate creative ways to use NLP in educational applications for writing, reading, assessment, and so on. The previous BEA workshops were in conjunction with promotive conferences in NLP area (either ACL or NAACL HLT). In addition to research papers in the above workshops, several shared tasks were also organized, e.g. “Helping Our Own” (HOO) English grammatical error detection/correction competitions in 2011 and 2012, and Native Language Identification (NLI) competitions in 2013. Independent of the series of BEA workshops, the CoNLL‐2013 shared task is on grammatical error correction for learners' English as a Foreign Language (EFL). In addition, there is a SemEval shared task on student’s response analysis. All of these competitions will increase the visibility of educational application research in the NLP community. The ICCE 2014 in Japan will provide an ideal opportunity to bring together again influential as well as aspiring researchers in computer education area, to deliberate and interact on a range of research issues. The purpose of this workshop is to identify challenging problems facing the development of computer‐assisted techniques for Asian language learning, and to shape future research directions through the publication of high quality, applied and theoretical research findings. To better meet this end, we also hold a competitive shared task on Grammatical Error Diagnosis, this year, for Learning Chinese as a Foreign Language (CFL).
VENUE, DATE and TIME
CONFERENCE ROOM 2, NOVEMBER 30 (SUNDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Yuen‐Hsien TSENG, National Taiwan Normal University, Taiwan
Hsin‐Hsi CHEN, National Taiwan University, Taiwan
Yuji MATSUMOTO, Nara Institute of Science and Technology, Japan
WORKSHOP URL
https://sites.google.com/site/nlptea1/
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ACCEPTED PAPERS
W01‐01 A Sentence‐Pattern Learning Support System for Japanese Takahiro OHNO, Ayato Inoue,Dongli HAN
W01‐02 CYCCDC: A Chiayi Chinese Conversation Dialogue Corpus Jui‐Feng YEH, Yun‐Yun LU, Yi‐Syun TAN
W01‐03 Partial and Synchronized Caption Generation to Develop Second Language Listening Skill Maryam Sadat MIRZAEI, Yuya AKITA, Tatsuya KAWAHARA
W01‐04 Challenges in the Annotation of Article Errors in Spanish Learner Texts María del Pilar VALVERDE IBAÑEZ
W01‐05 Tools for Supporting Language Acquisition via Extensive Reading Alexandra UITDENBOGERD
W01‐06 Overview of Grammatical Error Diagnosis for Learning Chinese as a Foreign Language Liang‐Chih YU, Lung‐Hao LEE, Li‐Ping CHANG
W01‐07 KNGED: a Tool for Grammatical Error Diagnosis of Chinese Sentences Tao‐Hsing CHANG, Yao‐Ting SUNG, Jia‐Fei HONG, Jen‐I CHANG
W01‐08 Extracting a Chinese Learner Corpus from the Web: Grammatical Error Correction for Learning Chinese as a Foreign Language with Statistical Machine Translation Yinchen ZHAO, Mamoru KOMACHI, Hiroshi ISHIKAWA
W01‐09 Detecting Grammatical Error in Chinese Sentence for Foreign Jui‐Feng YEH, Yun‐Yun LU, Chen‐Hsien LEE, Yu‐Hsiang YU, Yong‐Ting CHEN
W01‐10 Grammatical Error Detection with Limited Training Data: The Case of Chinese Marcos ZAMPIERI, Liling TAN
W01‐11 Description of NTOU Chinese Grammar Checker in CFL 2014 Chuan‐Jie LIN,Shao‐Heng CHAN
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Workshop W02
Third International Workshop on ICT Trends in Emerging Economies
In response to the emerging research diversity, the SIG on Development of Information and
Communication Technology in the Asia Pacific Neighbourhood—DICTAP is organising a workshop on ICT Trends in Emerging Economies. The developmental growth of ICT in the Asia Pacific countries has been phenomenal in recent years as the Government of these countries have embarked on various ICT initiatives. Despite these efforts, the ICT development rate of each country has not been the same among countries from the low‐income, lower‐middle‐income and upper‐middle‐income economies within the Asia Pacific region (hitherto referred to as emerging economies). In general, the ICT growth in these countries is only at the emerging or development stage. The workshop invites contributions from researchers who are from emerging economies or those who are working on issues related to emerging economies to share scholarly findings and professional insights in ICT development in the field of education.
VENUE, DATE and TIME
CONFERENCE ROOM 1, DECEMBER 1 (MONDAY), 09:00‐1700
WORKSHOP ORGANIZERS
Ahmad Fauzi Mohd AYUB, University Putra Malaysia, Malaysia
Muhammad LUKMAN, University of Muhammadiyah Prof. Dr. Hamka, Indonesia
Mas Nida Md KHAMBARI, University Putra Malaysia, Malaysia
WORKSHOP URL https://sites.google.com/site/wicttee2014/
ACCEPTED PAPERS W02‐01
Harnessing ICT for Educational Development in Emerging Developing Countries within the Asia‐Pacific Region Mas Nida MD KHAMBARI, Ahmad Fauzi Mohd AYUB, Mohammad LUKMAN
W02‐02 Learning and Affect Trajectories Within Newton’s Playground Juan Miguel L. ANDRES, Ma. Mercedes T. RODRIGO
W02‐03 Assessing Organizational Support and System Characteristics of Learning Management System : Views from Malaysian Higher Education Undergraduate Student Sousan BALEGHI ZADEH, Ahmad Fauzi MOHD AYUB, Rosnaini MAHMUD, Shaffee MOHD DAUD W02‐04 Exploring Deep Approach to Learning for Accounting through ICT‐Supported Learning Environment in Malaysian Secondary Schools: A Preliminary Study
Boon See TAN, Su Luan WONG
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W02‐05 Technology‐enhanced Chemistry Learning and Students' Perceptions: A Comparison of Microcomputer‐based Laboratory and Web‐based Inquiry Science Environment Kulthida KAMTOOM, Niwat SRISAWASDI
W02‐06 The Design of Instructional Scaffolds to Facilitate Online Project‐Based Learning Chun‐Ping WU, Ching‐Chiu YEH, Shu‐Ling WU, Hao Jie YONG
W02‐07 GeMA ICT Learning Effectiveness in Improving Student Mathematical Ability Sigid Edy PURWANTO, Wahidin, Aidiyah Novian NISYAH W02‐08 The Effectiveness of Association Picture Media Applications in Katakana Letter Reading Comprehension of Grade Ten Students at SMK Manajemen (Vocational Management School, Jakarta) Restoe NINGROEM, Endy SJAIFUL ALIM
W02‐09 An Online Survey: Studying the Antecedents of Technology Use Through the UTAUT Model Among Arts and Science Undergraduate Students Priscilla MOSES, Tiny Chiu Yuen TEY, Phaik Kin CHEAH, Timothy TEO, Su Luan WONG
Workshop W03
Computer‐Supported Visualization, Modeling, and Simulations for Learning
Computer‐supported visualization, models and simulations are external representations on
computers that can augment human cognition and communication. Rapid advances in technology make these innovative forms of representations available in educational settings to facilitate learning. For example, computer visualizations allow students’ access to unseen processes and abstract concepts that are otherwise difficult for teachers to depict. These external representations can mediate students to form their mental model of a given concept or phenomenon. Equally important, engaging students in creating, testing, critiquing and revising computer representations, collaboratively or individually, can be an effective instructional strategy that promotes productive learning and coherent understanding of the subject area. Success of computer‐supported visualization, modeling and simulations in classrooms depends on many factors, including learners’ prior knowledge, experience, or ability, learners’ strategies, collaboration, and interactions with the representation, and learning processes guided by the learning environment. Studies are needed to identify promising principles, patterns, and design criteria that exploit the affordances of computer‐supported visualization, modeling, and simulations and make them effective for learning. In this workshop, a variety of topics and research issues related to computer‐supported visualization, modeling, and simulations for learning in all different subject areas will be explored. The aim of this workshop is to provide a forum in which international participants can exchange ideas and share recent developments in visualization, modeling and simulations for learning. We
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hope to stimulate fruitful discourse among researchers and further encourage the use of innovative technology or application of adequate research methodology for moving forward the research of computer‐supported visualization, modeling, and simulations.
VENUE, DATE and TIME
CONFERENCE ROOM 2, NOVEMBER 30 (SUNDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Hsin‐Yi CHANG, National Kaohsiung Normal University, Taiwan
Silvia Wen‐Yu LEE, National Changhua University of Education, Taiwan
WORKSHOP URL https://sites.google.com/site/cvmsicce2014/
ACCEPTED PAPERS W03‐01
Equipping High School Students with the Abilities of Evaluating Evidence and Formulating Evidence for an on‐line Decision‐making Task Shu‐Sheng LIN,Ying‐Shao HSU
W03‐02 An Investigation of Relationships between Biology Attitudes and Perceptions toward Instructional Technology in Analogy‐based Simulation on Light Reaction Sarunya PINATUWONG, Niwat SRISAWASDI
W03‐03 Visual Behavior and Cognitive Load in Augmented Reality Learning Environment Wei Yan LIN, Meng‐Jung TSAI, An‐Hsuan WU
W03‐04 Visual Behavior and Cognitive Load on E‐book Vocabulary Learning An‐Hsuan WU, Po‐Fen HSU, Hui‐Jou CHIU, Meng‐Jung TSAI
W03‐05 Incorporating augmented reality into learning practical skills for medical surgery Ying‐Shao HSU, Yuan‐Hsiang LIN, Beender YANG, Shih‐Fan YANG, Ya‐Yen CHAN, Zi‐Hao LIN, Yi‐Sheng CHAN
W03‐06 Path Analyses of How Students Develop Conceptual Knowledge and Inquiry Skills in a Simulation‐Based Inquiry Environment Hsin‐Yi CHANG, Ying‐Shao HSU, Hsin‐Kai WU, Chih‐Ming CHEN W03‐07 Understanding middle and high school students' views of model evaluation and model change Silvia Wen‐Yu LEE, Hsin‐Kai WU, Hsin ‐Yi CHANG
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Workshop W04
The 3rd Workshop on application of innovative educational technologies in STEM education
STEM education and educational technology are two growing research fields both with great
potential. The studies in the application of innovative educational technologies in STEM education can facilitate the integration of theories and practices in STEM education and educational technologies, and provide insights into the use of innovative educational technologies to help learners’ learning outcomes derived from STEM education. This workshop aims to provide an interactive channel for interdisciplinary researchers, teachers, and software developers to present short papers, to communicate and discuss with one another on relevant issues regarding the application of innovative educational technologies in STEM education. In ICCCE 2012 and ICCE2013, the 1st and 2nd workshops on application of innovative educational technologies in STEM education were held successfully. The value of the workshop was recognized and received widely positive feedbacks from the participants. They suggest and continue to appeal for more workshop series. We believe ICCE 2014 participants will get interested in this issue, and those researchers who had relevant experience of this issue can also share and interact with one another in this workshop.
VENUE, DATE and TIME
CONFERENCE ROOM 3, DECEMBER 1 (MONDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Huei‐Tse HOU, National Taiwan University of Science and Technology, Taiwan
Ying‐Tien WU, National Central University, Taiwan
WORKSHOP URL
http://140.118.56.80/ICCEWS_STEM2014/
ACCEPTED PAPERS W04‐01
Bio Detective: Student science learning, immersion experience, and problem‐solving patterns Mei‐En HSU, Meng‐Tzu CHENG
W04‐02 The effect of students’ effectiveness and attitude in heterogeneous and free grouping cooperative learning applied in sixth‐grade students’ Scratch program teaching Lei CHEN, Xiuyu YANG, Xintong WANG, Feng‐kuang CHIANG
W04‐03 Designing Mobile Application for STEM: Building Individual Interest and Supporting Creative and Innovative Thinking Skills Ilker YENGIN
W04‐04 The Development and Evaluation of an Educational Game‐ Shimmer© with Computer
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Visualization for Optics Learning Huei‐Tse HOU, Shu‐Ming WANG, Hsin‐Hung YU, Shie‐He LIU
W04‐05 A Three‐Stage Augmented‐Reality‐Facilitated Earth Science Instructional Process for Dispersing Learning Style Differences Chang‐Hwa WANG, Cheng‐Ping CHEN
W04‐06 The Effects of AR‐based Instruction on Students’ Learning Performance, Motivation and Self‐efficacy in Programming Learning Gloria Yi‐Ming KAO, Cheng‐An RUAN
W04‐07 Implementation of Student‐associated Game‐based Open Inquiry in Chemistry Education: Results on Students' Perception and Motivation Keeratika MEESUK, Niwat SRISAWASDI
W04‐08 The Development and Evaluation of the Online Science Fair Inquiry System based on Scaffolding Design Li‐jen WANG, Chien‐yu, CHENG, Chiu‐ming, HU, Ying‐Tien WU
W04‐09 The difference in Sudoku puzzle‐solving ability between undergraduates and postgraduates Hong‐Mei HU, Ling‐Jin LI, Li‐Sha WANG, Feng‐Kuang CHIANG
W04‐10 Investigating the role of self‐explanation and co‐explanation in 4th graders’ game‐based science learning Chung‐Yuan HSU, Hung‐Yuan WANG, Shih‐Hsuan WEI
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Workshop W05
1st ICCE workshop on Learning Analytics (LA): leveraging educational data for adaptive learning and teaching
The increasing amount of data generated in digital learning contexts provides opportunities to benefit from learning analytics as well as challenges related to interoperability, privacy, and pedagogical and organizational models. As a consequence, new methodologies and technological tools are necessary to analyse and make sense of these data and provide intelligent and personalized scaffolding and services to stakeholders including students, faculty/teachers and administrators, as well as parents. Pedagogical and organisational models must also be incorporated in order to take advantage of the intelligent and personalized scaffolding and services to ensure productive learning and teaching. In addition, access to data from different sources raises a number of concerns related to data sharing and interoperability, and protection of privacy for individuals and business interests for institutions. The objective of the workshop is to gather researchers as well as stakeholders, including educational technologists, researchers, and practitioners who are involved in the analysis and deployment process and to increase awareness of learning analytics in the APSCE community. We call for papers that cover technical, theoretical, pedagogical, as well as organisational issues in learning analytics . Through this workshop we aim to provide the participants with an overview of the state‐of‐art in this domain, from a national, regional or organisational / institutional perspective.
VENUE, DATE and TIME
CONFERENCE ROOM 4, DECEMBER 1 (MONDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Weiqin CHEN, Oslo and Akershus University College of Applied Sciences, Norway Tore HOEL, Oslo and Akershus University College of Applied Sciences, Norway
Jon MASON, Charles Darwin Universtiy, Australia Kenji HIRATA, University of Tokyo, Japan Yong‐Sang CHO, Korean Education and Research Information Service, South Korea Jin Gon SHON, Korea National Open University, South Korea
WORKSHOP URL
https://sites.google.com/site/la2014ws/
ACCEPTED PAPERS
W05‐01 Preliminary Requirements Analysis towards an Integrated Learning Analytics System Byung‐gi CHOI, Yong‐sang CHO, Jaeho LEE
W05‐02 Learning Analytics Interoperability – looking for Low‐Hanging Fruits Tore HOEL, Weiqin CHEN
W05‐03 Making Sense of Online Learning Behavior: A Research on Learning Styles and Collaborative Learning Data
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Meng SUN, Jiu‐Tong LUO, Dong‐Ming QIAN, Xiao‐Qing GU
W05‐04 How can Learning Analytics fit into a General Evaluation Framework and already be addressed during Learning Design? Christian M. STRACKE
W05‐05 Learning Analytics Data Items on Digital Textbooks
Yasuhisa Tamura
W05‐06
Learning Analytics: An Enabler for Dropout Prediction Shu‐Fen TSENG, Chih‐Yueh CHOU, Zhi‐Hong CHEN, Po‐Yao CHAO
Workshop W06
Emerging Pedagogies for Computer‐based Learning
With the rapid growth in field of computer‐based learning environments in the 21st century, pedagogy has been recognized as one of the mechanisms in the movement of computer‐based teaching and learning. Therefore, the emerging pedagogies which are employed specifically with computer‐based technologies are central part in the movement of educational reform. The WORKSHOP ON EMERGING PEDAGOGIES FOR COMPUTER‐BASED LEARNING aims to provide a platform for educators, researchers, and developers to share scholarly interest, research, practice, and professional insigh into pedagogies or particular instructional methods in context of computer‐based teaching and learning
VENUE, DATE and TIME
CONFERENCE ROOM 3, NOVEMBER 30 (SUNDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Niwat SRISAWASDI, Khon Kaen University, Thailand Patcharin PANJABUREE, Mahidol University, Thailand
WORKSHOP URL
http://fest.kku.ac.th/ep4cbl/index.html
ACCEPTED PAPERS W06‐01
Motivation and Engagement in MOOC – Teachers’ Perspective Li Fern TAN, Kai Song GOH, Emile SABASTIAN
W06‐02 Effects of Gender Differences and Learning Performance within Residence Energy Saving Game‐based Inquiry Playing Ugyen DORJI, Patcharin PANJABUREE, Niwat SRISAWASDI
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W06‐03
A Blended Learning Environment in Chemistry for Promoting Conceptual Comprehension: A Journey to Target Students' Misconceptions Sumarin NIROJ, Niwat SRISAWASDI
W06‐04 Investigating Correlation between Attitude toward Chemistry and Motivation within Educational Digital Game‐based learning Nattida NANTAKAEW, Niwat SRISAWASDI
W06‐05 Development and preliminary evaluation of a knowledge management‐based online teacher community platform for science fair instruction: A cluster analysis Chiu‐Ming HU, Chao‐Shen CHENG, Li‐Jen WANG, Huei‐Tse HOU, Yi‐Chun KUO, Cheng Teng YAO, Ying‐Tien WU
W06‐06 An Evaluation of Macro‐Micro Representation‐based Computer Simulation for Physics Learning in Liquid Pressure: Results on Students’ Perceptions and Attitude Jarunya BUYAI, Niwat SRISAWASDI
W06‐07 Promoting Students’ Physics Motivation by Blended Combination of Physical and Virtual
Laboratory Environment: A Result on Different Levels of Inquiry
Chakkrapan PIRAKSA, Niwat SRISAWASDI
Workshop W07
The 7th Workshop on Modeling, Management and Generation of Problems/Questions in Technology‐Enhanced Learning
Solving problems/questions is one of the most indispensable and important components in the teaching and learning process. Problems/questions with adequate quality in various testing conditions are believed to enable teachers to assess individual students’ capability and readiness of transfer in specific domain knowledge. Despite this, there are still many areas in need of systematic investigation to promote knowledge and skills on problems/questions‐centered learning approach, including learning by problem solving and/or generation. For instance: what criteria constitute as adequate test item quality (in addition to frequently cited psychometric index like item difficulty, discrimination index); how to best assess learner’s capability with appropriate quality level within constrains (e.g., an optimal number of items, time limitation, etc.); any feasible metadata heuristics and/or techniques for problems/questions selection; any promising alternative strategies for compiling a sufficient amount of number of problems/questions; any scaffolding techniques for question‐generation implementation and instructional diffusion and so on. In ICCE2006, 2007, 2009, 2010, 2011, and 2013, we held a series of workshops where we paid special attention to “questions/problems” in technology‐enhanced learning. This is the 7th workshop focusing on the same topic. This continuous workshop will provide a good and timely opportunity to present and share the results and issues about "problems/questions" in ICCE community. We cordially invite presenters and participants who are interested in further exploring the many facets and potential uses of "problems/questions" in education/learning from a technological, computational, pedagogical, psychometrics, theoretical, sociological and
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administrative point of views.
VENUE, DATE and TIME
CONFERENCE ROOM 2, DECEMBER 1 (MONDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Fu‐Yun YU, National Cheng Kung University, Taiwan Tomoko KOJIRI, Kansai University, Japan
Tanja MITROVIC, University of Canterbury, New Zealand
Tsukasa HIRASHIMA, Hiroshima University, Japan Kazuaoki KOJIMA, Teikyo University, Japan
WORKSHOP URL http://web.ucgw.teikyo‐u.ac.jp/~kojima/iccews
ACCEPTED PAPERS W07‐01
An Experimental Study on the Effects of an Online Student‐Constructed Tests Learning Activity Fu‐Yun YU, Chia‐Ling SU
W07‐02 Exploring the Effects of Student Question‐Generation Strategy Chun‐Ping WU, Shu‐Ling WU, Ching‐Chiu YEH
W07‐03 Structured Explanation Generation for Conceptual Understanding in Physics Tomoya HORIGUCHI, Takahito TOUMOTO, Tsukasa HIRASHIMA
W07‐04 Practical Use of of Interactive Environment for Learning by Problem‐posing posing for One‐step Multiplication and Division Word Problems Sho YAMAMOTO, Yuki AKAO, Mitsutaka MUROTSU, Takehiro KANBE, Yuta YOSHIDA, Kazushige MAEDA, Yusuke HAYASHI, Tsukasa HIRASHIMA
W07‐05 Revealing Students' Thinking Process in Problem‐Posing Exercises: Analysis of First Sentence Selection Nur HASANAH, Yusuke HAYASHI, Tsukasa HIRASHIMA
W07‐06 Balance Control of Question‐Posing Focusing on Learning Target Words on the Self‐Study Material Contribution and Sharing System Toshihiro HAYASHI, Yuji HIRAI, Kazuhiro URA, Akihiro IWAKI, Rihito YAEGASHI, Hiroshi MURAI, Hiroyuki TARUMI
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Workshop W08
Computer‐Supported Personalized and Collaborative Learning
The development of advanced information technologies has opened up new opportunities in the area of computer supported learning environments. A key aspect of this work lies within the fact that students can access learning material at any time and any places. As a result of such convenience, a wide range of people have begun using computer supported learning environments for supporting instruction. Thus, it is important to ensure that such computer supported learning environments can accommodate diverse students’ needs. To address this issue, it is necessary to incorporate personalization into the development of computer supported learning environments. Personalization is acknowledged as a useful approach to develop added value services in computer supported learning environments. It can help students with different characteristics, backgrounds and needs to get different types of content presentation and navigation support. In this context, a deep understanding of personalization is essential for the development of computer supported learning environments. While acknowledging the essentiality of personalization, the importance of incorporating an element of collaboration during the process so that students can contribute to each other’s learning has become prevalent in educational practice with the advent of Web 2.0 technologies. Thus, issues on how to address these two aspects simultaneously if desirable, or at different learning stages to create optimal learning space and experience for involved learners are the focus of this workshop. In sum, this proposed workshop addresses two core aspects in computer supported learning environments—personalization and collaboration. The workshop provides opportunities for the cross‐fertilization of knowledge and ideas from researchers in the many fields that make up this interdisciplinary research area. We hope that the implications of findings of each work presented in this workshop can be used to improve the development of Computer‐Supported Collaborative and Personalized Learning environments.
VENUE, DATE and TIME
CONFERENCE ROOM 1, NOVEMBER 30 (SUNDAY), 09:00‐17:00
WORKSHOP ORGANIZERS
Sherry Y. CHEN, National Central University, Taiwan
Gwo‐Haur HWANG, Ling Tung University, Taiwan
Fu‐Yun YU, National Cheng Kung University, Taiwan
Robin Chiu‐Pin LIN, National Hsinchu University of Education, Taiwan
WORKSHOP URL
http://www.csclplicce2014.elt.nhcue.edu.tw/
ACCEPTED PAPERS W08‐01
Development of a Customized English Learning System based on Augmented Reality Technology Gwo‐Haur HWANG, Beyin CHEN, Hen‐Lin HUANG
W08‐02
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Development of a Multi‐Device Data Structures Course Item Bank Practice System with Self‐Regulated Learning Strategy on Bloom's Taxonomy of Educational Objectives Gwo‐Haur HWANG, Jing‐Fang CHEN, Yu‐Ting SHIH, Yong‐Sheng JHANG, Yi‐Xuan LIN, Yu‐Syuan WANG
W08‐04 Students' Self‐efficacy and Acceptance toward Context‐Aware Ubiquitous Learning in Biology Education: A Case of Photosynthesis in Plant Chuntanet NASARO, Niwat SRISAWASDI
W08‐05 How Self‐Efficacy Affects Students’ Performance and Pace in Self‐Directed Learning with ICT Andrew C.‐C. LAO, Mark C.‐L. HWUNG, Oskar KU, Tak‐Wai CHAN
W08‐06 The Effects of Game‐based Peer Response on Writing Quality: High‐ability vs. Low‐ability Jen‐Hang WANG, Sherry Y. CHEN, Oskar KU, Tak‐Wai CHAN
W08‐07 The Effects of Mini‐Games on Students’ Confidence and Performance in Mental Calculation Oskar KU, Denise H. WU, Andrew C. C. LAO, Jen‐Hang WANG, Tak‐Wai CHAN
W08‐08 The Interface Design of Electronic Journals via Mobile Devices: A Cognitive styles Perspective Chu‐Han CHAN, Sherry Y. CHEN
W08‐09 Enhancing Metacognition through Weblog in Physics Classroom Thai Context Jirutthitikan PIMVICHAI, Chokchai YUENYONG, Sakanan ANANTASOOK
W08‐10 Knowledge Propagation in Practical Use of Kit‐Build Concept Map System in Classroom Group
Work for Knowledge Sharing
Toshihiro NOMURA, Yusuke HAYASHI, Takuma SUZUKI, Tsukasa HIRASHIMA
W08‐11 The Exploration of Improving Efficiency of Synchronous Discussion: e‐Case Live Show I‐Fan LIU, Chun‐Wang WEI
W08‐12 Game playing as a strategy to improve Team Cohesion, support for collaborative U‐Learning Pei‐Yu CHENG, Wen‐Yen WANG, Yueh‐Min HUANG
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Workshop W09
The Applications of Information and Communication Technologies in Adult and Continuing Education
Information and communication technologies (ICTs)-which include various forms of media, as
well as new digital technologies such as computers and the Internet-have been recognized as potentially powerful enabling tools for educational use. When used appropriately, ICTs are expected to expand access to teaching and learning. Recently, the probable impacts of ICTs on adult education have been receiving much attention from educational researchers. Although the targeted areas of adult education may be diverse, such as higher education, teacher education or continuing education, researchers and practitioners have focused on the related issues in such fields, such as facilitating professional development, encouraging life‐long learning, designing distance education programs, and other related issues. However, a successful usage of ICTs is not always a simple thing to achieve, and it needs researchers and practitioners to scrutinize, plan, and implement it with caution. Therefore, this workshop will emphasize a wide spectrum of research or practical topics related to the usage of ICTs in enhancing adult education or continuing learning.
VENUE, DATE and TIME
CONFERENCE ROOM 3, NOVEMBER 30 (SUNDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Jyh‐Chong LIANG, National Taiwan University of Science and Technology, Taiwan
Min‐Hsien LEE, National Sun Yat‐sen University, Taiwan
WORKSHOP URL http://140.118.35.112/ICCE/ICCE2014/
ACCEPTED PAPERS W09‐01
The relationship between parents addicted to mobile phone and adolescent addicted to the InternetYing ZHOU, Xiao ZHANG, Jyh‐Chong LIANG, Chin‐Chung TSAI
W09‐02 Developing an instrument to assess teachers’ belief, confidence and motivation about digital game‐based learning Yu‐Hsuan CHANG, Meng‐Jung TSAI
W09‐03 Eye‐tracking analyses of text‐and‐graphic design effects on E‐book reading process and performance: “Spanish color vocabulary ” as an example Tse‐Wen PAN, Meng‐Jung TSAI
W09‐04 Weblog as Learning Community for Supporting Astronomy Teaching in Thailand Sakanan ANANTASOOK, Chokchai YUENYONG
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W09‐06
The Perceived and Expected User experiences of AR Book Reading: the Perspective of Parents Kun‐Hung CHENG, Chin‐Chung TSAI
W09‐07 Design of MOOC for In‐service Teacher Professional Development: A Case of Teachers’ Refresher Training Course in Hong Kong Silu LI, Eric T. H. LUK, Morris S. Y. JONG
W09‐08 Learning to create Technological Pedagogical Content Knowledge through distributed leadership: A Case Study of a Singapore Future School Ching Sing CHAI, Benjamin WANG, Chun Ming TAN
W09‐09 Development and validation of an instrument for exploring Taiwanese undergraduates’ approaches to Internet‐based learning Yu‐Chih TSAO, Chi‐Ling WU, Min‐Hsien LEE
W09‐10 Investigating Chinese University Students’ Perceptions about Blackboard Platform to support their online learning Weisheng LI, Lizhu CHEN, Ge QU, Yan DONG
W09‐11 Engineering Graduate Students’ Literature Searching Behaviors Ying‐Hsueh CHENG, Chin‐Chung TSAI
W09‐12 Developing an Online Formative Assessment System for a Chinese EFL Course Chunping ZHENG, You SU, Jingjing LIAN, Chin‐Chung TSAI
W09‐13 Role‐Play in Computer‐Supported Collaborative Learning‐An Explorative Study Yu‐Chen HSU, Yen‐Lin CHIU
W09‐14 Exploring the interactive use of video cases in scaffolding prospective teachers in learning clinical interview method Yu‐Ling HSU
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Workshop W10
Learning Motivation vs. Learning Outcome: The Trend and Development of Digital Game and Smart Toy Enhanced Learning
Digital game and smart toy enhanced learning is becoming popular in academic research as well as commercial companies. There are more and more successful cases reported in using games and toys in learning. Educators, researchers as well as game‐based learning designers believe that digital games and smart toys can strongly enhance learning because children are so engaged when they play games and toys. They also find that using game and toy in learning can enhance learning performance and creativity. Design of digital games and smart toys for learning is a rapidly growing research area. Digital games include advanced computing technology while smart toys are embedded with wireless utilized chips and sensors. These new technologies make individual and social activities to be integrated possibly in new ways and reframe long‐standing research questions, ideas, and approaches to learning. Beside fantasy and fun elements, digital games and smart toys have potential to enhance learners’ ability to communicate and interact with others during playing games and toys. This workshop provides a forum, with paper presentations as well as interactive sessions for researchers and practitioners from various disciplines to exchange ideas in order to lay the foundation for this emerging research area.
VENUE, DATE and TIME
MEETING ROOM 3, NOVEMBER 30 (SUNDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Ben CHANG, National Chiayi University, Taiwan
Tsung‐Yen CHUANG, National University of Tainan, Taiwan
WORKSHOP URL
http://goo.gl/Bs92yY ACCEPTED PAPERS W10‐1
The Effectiveness of Reducing State Anxiety by Digital Counseling Tool ‐ Mind Collage Yu‐Jen HSU, Ju‐Ling SHIH
W10‐2
Math Island: Designing a Management Game of Primary Mathematics for Facilitating
Student Learning
Charles Yen‐Cheng Yeh, Hercy N.H. Cheng, Zhi‐Hong Chen, Tak‐Wai Chan
W10‐3
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The Change of Interpersonal Relationship for Group Development in Digital Game‐based Adventure
Education Course
Chang‐Hsin LIN, Yu‐Jen Hsu, Ju‐Ling Shih, Chia‐Chun TSENG
W10‐4 Designing Educational Computer Game for Human Circulatory System: a Pilot Study Jatuput LOKAYUT, Niwat SRISAWASDU
W10‐5 The Curriculum Design of Nutrition and Food Safety Game for Elementary School Student
Chun‐Heng LIN, Tsung‐Yen CHUANG, Chung‐Chiann CHUANG, Fang‐Ying TU, Hua‐Hsiang TSENG
W10‐6 Thinking as a Pleasure: Tactics to Design Digital Educational Games from the Perspective of Board Games Hercy Nien‐Heng CHENG
W10‐07 VocaMono: An Online Multiplayer English Vocabulary Learning Board Game Jia‐Jiunn LO, Chin‐Kun HSIN
W10‐08 The Application of Game‐Based Learning in Early Childhood Acquisition
Sanko Lan, Joni Tzuchen Tang, Yie‐Su HWANG
Workshop W11
International Workshop on “Technology Enhanced Language Learning”
Owning to the rapid development of information and computer technology, numerous studies have investigated how to harness state‐of‐the‐art technologies for effective language teaching and learning in the past decades. The unique features of modern ICT technology, such as 3D virtual environments, mobile computing, embodiment, and visual learning, have been expanding the potential and possibility of promoting the idea of learning languages anywhere and anytime in immersive and interactive contexts. Language learning is no longer limited in traditional settings or approaches. With the usage of modern advanced technology, language learning can be different experiences as we have so far. However, it is possible to encounter challenges and problems while introducing powerful learning technologies into practical application. This special issue calls for contributions towards an updated understanding of the practical and technical challenges that might be faced while applying advanced ICT technology to language teaching and learning, and to address important research trends and societal needs.
VENUE, DATE and TIME
CONFERENCE ROOM 4, NOVEMBER 30 (SUNDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Yu‐Ju LAN, National Taiwan Normal University, Taiwan
Hong‐Fa HO, National Taiwan Normal University, Taiwan
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Ching‐Kun HSU, National Taiwan Normal University, Taiwan
WORKSHOP URL
http://tell.aclc.ntnu.edu.tw/index.php/en/call4papers
ACCEPTED PAPERS W11‐01
Correlation of Professional English Reading VS. Eye Gazing and Frequency of Rereading Eye
Movement
Hong‐Fa HO , Guan‐Yu HOU, Chen‐Ku LIN, Chen‐Hsiung LIN, Soh O‐K
W11‐02
Assisting Tools for Selecting Proper Semantic Meaning by Disambiguation of the Interference of the First Language Nattapol KRITSUTHIKUL, Shinobu HASEGAWA, Cholwich NATTEE, Thepchai SUPNITHI
W11‐03 Effects of Students Using Smartphones to Receive Different Amount of L1 Support for Listening Comprehension and Vocabulary Recall Gwo‐Jen HWANG, Yi‐Hsuan HSIEH, Ching‐Kun HSU
W11‐04 Virtual English village: A task‐based English learning platform in Second Life Yu‐Ju LAN, Hsiao‐Hsuan WEI, Ya‐Li CHIU
W11‐05 Model for Supporting Cognitive and Metacognitive Strategies in Technology Enhanced Language Learning Katrin SAKS, Äli LEIJEN
W11‐06 The Impacts of Using Interactive E‐book on the Learning Effectiveness of English blank‐filling cloze Gwo‐Jen HWANG, Yi‐Hsuan HSIEH, Ching‐Jung HSUEH, Ching‐Kun HSU
W11‐07 Correlation of English Test Outcome From TVE Joint College Entrance Examination of Taiwan VS. Professional English Reading Speed and Comprehension Hong‐Fa HO, Yi‐Yeh CHUNG, Chen‐Ku LIN, Chen‐Hsiung LIN
W11‐08 A Tablet‐based Chinese Composition Assessment System Kat LEUNG, Barley MAK, Howard LEUNG
W11‐09 Learning to learn collaboratively on Facebook – A pilot study Sarah Hsueh‐Jui LIU, Yu‐Ju LAN
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Workshop W12
5th International Workshop on “Technology‐Transformed Learning: Going Beyond the One‐to‐One Model?”
This workshop is a follow‐up of the last four ICCEs’ workshops of the same title. The advancement of personal computing devices, from personal computers to mobile devices, has been gradually changing the landscape of the technology‐transformed learning. This facilitates the incorporation of one‐to‐one computing into education and opens up endless possibilities of the design and enactment of innovative teaching and learning models (or the enhancement of pre‐existing models), such as perpetual and ubiquitous learning, personalized learning, authentic and contextualized learning, seamless learning, rapid knowledge co‐construction, among others. This leads to the further empowerment of the learners in deciding what, where, when, and how they would learn, and whom they would learn with/from. After the initial hype, however, there have been voices within the researcher community to reassess the notion of one‐to‐one computing in classroom and informal learning, such as whether one‐to‐one settings may impact peer collaboration and teachers' roles, the issues of student and social readiness, as well as the explorations of alternative or hybrid settings of many‐to‐one, one‐to‐many, many‐to‐many, and one‐to‐one configurations. The aim of this workshop is to provide a forum where international participants can share knowledge, experiences and concerns on the one‐to‐one technology‐transformed learning and explore directions for future research collaborations.
VENUE, DATE and TIME
CONFERENCE ROOM 2, DECEMBER 1 (MONDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Hyo‐Jeong SO, Pohang University of Science & Technology, South Korea Xiaoqing GU, East China Normal University, China Tzu‐Chien LIU, National Taiwan Normal University, Taiwan Yanjie SONG, University of Hong Kong, China Chengjiu YIN, Kyushu University, Japan
WORKSHOP URL http://cumtel.weebly.com/2014.html
ACCEPTED PAPERS W12‐01
Exploring the Effectiveness of a Flipped Classroom Based on Control‐Value Theory: A Case Study Jiu‐Tong LUO, Meng SUN, Bian WU, Xiao‐Qing GU
W12‐03 Analysis on Students’ Acceptance of Digital Reading in Ubiquitous Cooperative Inquiry‐based Learning Environment Jing‐Ya CHEN, Jing LENG, Xiao‐Juan XU, Xiao‐Qing GU
W12‐04
63
Visualizing Ubiquitous Learning Logs Using Collocational Networks Kousuke MOURI, Hiroaki OGATA, Noriko UOSAKI, SongRan LIU
W12‐05 The Research of China’s Policies and Practices of Life‐long Learning in U‐learning Environment Bingqian JIANG, Jun XIAO, Jing LENG, Xiaoqing GU
W12‐06 Phonic Social Network Software Scaffolds Language Learning in Ubiquitous Learning Environment Huawen WANG, Jing LENG, Xiaoqing GU
W12‐09 We are going to the ZOO! Virtual Badges in Formal out‐of‐school 1:1 Learning Journey with
Smartphones
Ivica BOTICKI, Jelena BAKSA, Peter SEOW, Chee‐Kit LOOI
W12‐10
Building an Online Collaborative Learning Community in Ubiquitous Learning Environment Ru ZHANG, Jing LENG, Xiaoqing GU, Guanfeng FU, Huawen WANG
W12‐11 Identifying User's Perceptions Toward Integrating Mobile Applications in Science Education Hyo‐Jeong SO, Hye‐Gyoung YOON, Hyungshin CHOI, Heung‐Chang LEE, Kyudong PARK
Workshop W13
Technology Enhanced Learning of Thinking Skills (TELoTS)
Thinking skills are cognitive processes that human beings apply for sense‐making and problem‐solving (Beyer, 1988). Thinking skills have been identified and characterized in a variety of ways by academics as well as by professional bodies, such as, ABET student outcomes (ABET, 2014), 21st Century skills (Pellegrino & Hilton, 2012), science process skills (Padilla, 1990), computational thinking skills (ISTE, 2014). Examples of such skills include critical thinking, engineering design, problem formulation and solving, creation and revision of scientific models, decision making, experimentation skills, data analysis and so on. Regardless of the education discipline, development of thinking skills has been shown to be crucial for students’ success in the 21st century workplace (NAS, 2014). However, thinking process skills do not get developed automatically into learners, even if teachers may assume so. Hence it is important to emphasize the teaching and learning of thinking process skills explicitly, in addition to content in formal education (Redish & Smith, 2008). Researchers have explored various approaches for developing such thinking skills in learners by utilizing affordances of TEL environments such as automated formative assessment, inquiry via interactive simulations, and opportunities for collaboration and reflection. The goal of this workshop is to provide an interactive platform for researchers and educators to explore various facets of Technology Enhanced Learning of Thinking Skills (TELoTS).
VENUE, DATE and TIME
64
MEETING ROOM 3, NOVEMBER 30 (SUNDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Sahana MURTHY, Indian Institute of Technology Bombay, India
Sridhar IYER, Indian Institute of Technology Bombay, India Mrinal PATWARDHAN, Indian Institute of Technology Bombay, India
WORKSHOP URL http://www.et.iitb.ac.in/icce‐telots‐workshop/
ACCEPTED PAPERS W13‐01
Integration of multiple external representations in chemistry: a requirements‐gathering study Prajakt PANDE, Sanjay CHANDRASEKHARAN
W13‐02 How does representational competence develop? Explorations using a fully controllable interface and eye‐tracking Aditi KOTHIYAL, Rwitajit MAJUMDAR, Prajakt PANDE, Harshit AGARWAL, Ajit RANKA, Sanjay CHANDRASEKHARAN
W13‐03 Using Ontology for Representing Role Change Design in Nursing Service Thinking Education Wei CHEN, Liang CUI, Koji TANAKA, Hirotaka NISHIYAMA, Noriyuki MATSUDA, Mitsuru IKEDA
W13‐04 Self‐assessment rubrics as metacognitive scaffolds to improve design thinking Madhuri MAVINKURVE, Sahana MURTHY
Workshop W14
The 1st Workshop on application of advanced technologies in environmental education
Environmental education includes worldwide issues, it can be learned and teach indoor and outdoor, as well as scenarios of the development of environment. Since educational technology is the necessary tools for the information generation in learning, this workshop hope to integrate these two great potential research fields. This workshop aims to provide an interactive channel for interdisciplinary researchers, teachers, and software developers to present short papers, to communicate and discuss with one another on relevant issues regarding the application of advanced educational technologies in Environmental education.
VENUE, DATE and TIME
65
MEETING ROOM 1, NOVEMBER 30 (SUNDAY), 09:00‐12:30
WORKSHOP ORGANIZERS
Hsin‐Chih LAI, Chang Jung Christian University, Taiwan
Ying‐Tien WU, National Central University, Taiwan
WORKSHOP URL
http://envircenter.cjcu.edu.tw/ICCE2014/WATEE ACCEPTED PAPERS W14‐01
The Application of QR Codes in Outdoor Education Activities: Practice and Discussion Wen‐Shian LEE, Chun‐Yen CHANG
W14‐02 The Application of Instructional Media and IRSin Environmental Education ‐ Focus on the Rocky Terrain in Northern Coast of Taiwan Wen‐Mao CHUNG, Te‐Shin TSAI, Chun‐Yen CHANG
W14‐04 Effect of Inquiry Web‐Based Learning Competition for Gifted Students in Junior High School Yen‐Hung SHEN, Wen‐Gin YANG
W14‐05 Evaluation of the Situation Somatosensory Game Digital Learning for Global Warming Misconception Hsin‐Chih LAI, Chi‐Chen LI
W14‐07 The Environmental Education of Migration Birds Using a Near Time Web‐based Design Chow Jeng WANG, Chen‐Jeih Pan, Yi Jong TSAI
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Workshop W15
The 4th workshop on skill analysis, learning or teaching of skills, learning environments or training environments for skills
The name of this workshop, SKALTES, is the abbreviation of “SKill Analysis, learning or teaching of skills, Learning environments or Training Environments for Skills”. The first workshop was held in ICCE2011, where seven interesting papers from various skill domains were presented and discussed. The second one was held in ICCE2012, where eight high level papers were presented. The third one was held in ICCE2013, where four impressive papers were presented. In this workshop, “skill” means special techniques to do something by interacting with objects, other persons or environments. Creating arts and playing sports are examples of the category of the skill. The skill consists of recognition of objects or environments, selection of appropriate action, and execution of action. A learner repeats these processes when he or she learns and trains skills. In this workshop, analyses of these skills are the key issues. In addition, how to learn skills or how to train for acquiring the skills are also important. Moreover, designs or developments of learning environments or training environments for the skills are also included. Not only completed research papers but also ongoing research papers are welcome. Participants in this workshop will be able to know various aspects of skills and also various approaches for skill learning research. Fruitful discussions on skill learning and training are expected in this workshop. Hopefully, this workshop will contribute to develop new skill learning studies.
VENUE, DATE and TIME
CONFERENCE ROOM 4, DECEMBER 1 (MONDAY), 13:30‐17:00
WORKSHOP ORGANIZERS
Yasuhisa TAMURA, Sophia University, Japan
Masato SOGA, Wakayama University, Japan
Kenji MATSUURA, Tokushima University, Japan
Naka GOTODA, Japan Institute of Sports Sciences, Japan
Yukie MAJIMA, Osaka Prefectural University, Japan
Yurie IRIBE, Aichi Prefectural University, Japan
WORKSHOP URL
http://skaltes.cc.sophia.ac.jp ACCEPTED PAPERS W15‐01
Development of Sign Language Training Machine using Depth Sensor Yuichiro MORI, Akie FUKUHARA, Shogo HAYASHIDA
W15‐02 Significance and Possibility of E‐Learning for Choreographic Skills in Contemporary Dance Bin UMINO, Asako SOGA, Motoko HIRAYAMA
67
W15‐03
Design of an Environment for Motor‐skill Development based on Real‐time Feedback Keita YAMADA, Kenji MATSUURA
W15‐04 Content Management System to Support Improvement in Quality of Fitness Testing of Athletes Yuji KOBAYASHI, Naka GOTODA
W15‐05 Development of a Learning Environment for Novices' Erhu Playings Fumitaka KIKUKAWA, Masato SOGA, Hirokazu TAKI
W15‐06 Analysis and Feedback of Baseball Pitching Form with use of Kinect Yasuhisa TAMURA, Taro MARUYAMA, Takeshi SHIMA
68
Workshop W17
International Workshop on Innovative Design of Learning Space
The availability of mobile access everywhere is promising to augment learning space, as it provides learners a new way to communicate, collaborate, and interact. Therefore, computer‐ supported ubiquitous learning is an emerging trend to acquire or share knowledge. Through a variety of digital devices, learners can easily turn anywhere outside the classroom into an informal learning space. As learners become increasingly digitally literate, education needs to be reshaped by considering the innovation and support of virtual learning spaces. As foreseen, innovative design of learning space has a great potential to enhance learning, especially for escalating motivation and engagement. We expect to receive those studies relevant to innovative design of learning software, applications or evaluation methods for learning spaces.
VENUE, DATE and TIME
CONFERENCE ROOM 4, NOVEMBER 30 (SUNDAY), 09:00‐12:30
WORKSHOP URL
http://ilearning.csie.stust.edu.tw/ICCE2014workshop/ WORKSHOP ORGANIZERS
Yueh‐Min HUANG, National Cheng Kung University, Taiwan
Shu‐Chen CHENG, Southern Taiwan University of Science and Technology, Taiwan
Maiga CHANG, Athabasca University, Canada
ACCEPTED PAPERS W17‐01
The Integration of Augmented Reality Mobile Learning and Self‐Regulated Learning by using Concept Mapping ‐ A Case Study of the Plants in Campus Po‐Han WU, Gwo‐Haur HWANG, Yu‐Syuan WANG, Yen‐Ru SHI
W17‐02 Application of Teams‐Games‐Tournament Strategy to Investigate Learning Effectiveness in Primary Schools Shu‐Hsien HUANG, Ting‐Ting WU, Yueh‐Min HUANG
W17‐03 Education 3.0 and Beyond: A learner‐led Experience of Education
Pranav KOTHARI, Anurima CHATTERJEE
W17‐04
The Impact of Affective Tutoring System and Information Literacy on Elementary School Students’ Cognitive Load and Learning Outcomes Ching‐Ju CHAO, Shang‐Chin TSAI, Chia‐Hsun LEE, Tao‐Hua WANG, Hao‐Chiang Koong LIN
69
W17‐05 Development of Digital Game‐based Biology Learning Experience on Cell Cycle through DSLM Instructional Approach Porntip KANYAPASIT, Niwat SRISAWASDI
W17‐06 Mobile Augmented Reality in Supporting Performance Assessment: An Implementation in a Cooking Course Kuo‐Hung CHAO, Chung‐Hsien LAN, Yao‐Tang LEE, Kinshuk, Kuo‐En CHANG, Yao‐Ting SUNG
W17‐07 Investigating effects of mobile learning in familiar authentic environment on learning achievement and cognitive load Rustam SHADIEV, Wu‐Yuin HWANG, Yueh‐Min HUANG, Tzu‐Yu LIU
W17‐08 Applying Adaptive Hybrid Recommendation Technology for Searching Algorithm Learning Articles Shu‐Chen CHENG, Shih‐Che HUANG
70
11 INTERACTIVE EVENT
Event 1
Let’s try SCROLL (ubiquitous learning log system) for seamless learning analytics
In this event, we will demonstrate a ubiquitous learning log system called SCROLL (System for Capturing and Reminding of Learning Log). Ubiquitous Learning Log (ULL) is defined as a digital record of what learners have learned in the daily life using ubiquitous technologies. It allows learners to log their learning experiences with photos, audios, videos, location, and sensor data, and to share and to reuse ULL with others. Also the organizers will discuss how we can use SCROLL in the participants’ courses for seamless and flipped learning, collaborative learning, and learning analytics. So the participants should bring their own notebook PC, smartphones, or tablets to try the SCROLL system.
VENUE, DATE and TIME
MEETING ROOM 1, NOVEMBER 30 (SUNDAY), 13:30‐17:00 MEETING ROOM 1, DECEMBER 4 (THURSDAY), 10:20‐11:20
EVENT ORGANIZER
Hiroaki OGATA, Kyushu University, Japan Kousuke MOURI, Kyushu University, Japan Songran LIU, Tokushima University, Japan Noriko UOSAKI, Osaka University, Japan
71
Event 2
Active Learning Practicum for Trust Building in Team‐Based Learning with Empathy
This event is to make participants submerged into the first‐hand win‐win approach for the advanced communication for trust building as well as consensus building in terms of empathy in the team‐based learning (henceforth, TBL), which is based on the concept of social constructivism with heads‐on and hands‐on practices. In the team based learning, it is usually disregarded or overlooked that the essence of TBL is fundamentally initiated from the trust building. Thus, the TBL would end up with failure.
This practicum will draw the audience to the importance of the trust building that will lead to the success of the consensus building. Throughout the course, thinking tools (Smartphone APPs) for visualization will be introduced to activate team discussion.
The target audience for this event is undergraduate students through the junior faculty members, who are interested in the learning effectiveness in TBL
VENUE, DATE and TIME
CONFERENCE ROOM 3, DECEMBER 1 (MONDAY), 13:30‐17:00
EVENT ORGANIZER
Tosh YAMAMOTO, Kanasai University Maki OKUNUKI, Kansai University, Kobe Shinwa Women’s University Chiaki IWASAKI Tagami MASANORI
72
12
DOCTORAL STUDENT CONSORTIA
GROUP 1
VENUE, DATE and TIME
MEETING ROOM 3, DECEMBER 1 (MONDAY), 09:00‐10:30
MENTORS Marlene SCARDAMALIA, Miguel NUSSBAUM, Yu‐Ju LAN
STUDENTS Tama DUANGNAMOL, Hussein ZANATY, Akiko KAI
ACCEPTED PAPERS/PRESENTATIONS
C2‐01 Circuitously Collaborative Learning Environment to Enhance Metacognition Tama DUANGNAMOL
C3‐01 Cycling Student‐Centered Digital Materials as Model of Enhancing Active Learning Environment Hussein ZANATY C6‐01 Framework to Refashion Existing Drill Materials to Support Japanese Language Learners: Enhancement of Meaningful Practice with Motivation, Inputting, and Outputting Akiko KAI
73
GROUP 2
VENUE, DATE and TIME
MEETING ROOM 2, DECEMBER 1 (MONDAY), 09:00‐10:30
MENTORS Masanori SUGIMOTO, Toshihiro HAYASHI, Nian‐Shing CHEN
STUDENTS Diali GUPTA, Qiang MIAO
ACCEPTED PAPERS/PRESENTATIONS
C5‐03 Connecting Aesthetics and Critical Thinking in Game Based Learning Diali GUPTA
C5‐05 The Above‐average Effect and Its Implications on Feedback Design for Educational Game Systems Qiang MIAO
GROUP 3
VENUE, DATE and TIME
MEETING ROOM 1, DECEMBER 1 (MONDAY), 13:30‐15:00
MENTORS Yvonne ROGERS, Gwo‐Jen HWANG, Lung‐Hsiang WONG
STUDENTS Kousuke MOURI, Songran LIU, Kadar Abdillahi BARREH
ACCEPTED PAPERS/PRESENTATIONS C4‐01
Ubiquitous Learning Logs Analytics Kousuke MOURI C4‐02 Location Based Context‐Aware Support for Second Language Learning Using Ubiquitous Learning Lots Songran LIU
74
GROUP 4
VENUE, DATE and TIME
MEETING ROOM 3, DECEMBER 1 (MONDAY), 13:30‐15:00
MENTORS Huang‐Yao HONG, Chung‐Yuan HSU, Ying‐Tien WU
STUDENTS Xinwei WANG, Mei Lick CHEOK, Wai Ying KWOK
ACCEPTED PAPERS
C5‐01 Designing Interactive Comics to Affect Time Perception Xinwei WANG
C7‐01 Predictors of E‐Learning Satisfaction among the Malaysian Secondary School Teachers Mei Lick CHEOK
C7‐02 Exploring the Pedagogical Use of Social Learning Platforms in Tasks of Self‐Editing and Peer‐Assessment for Enhancing English Writing Competence among Elementary ESL Learners Wai Ying KWOK
75
13 POSTERS
C1: AIED; C2: CSCL; C3: ALT; C4: CUMTEL; C5: GTEL&S; C6: TELL; C7: PTP
WIPP : Work‐in‐Progress Posters
VENUE, DATE and TIME :
RECEPTION HALL, DECEMBER 2 (TUESDAY), 16:10‐18:00
PAPER
No. TITLE AUTHORS
34 An Ontology to Model E‐learning Tools, Events and
Experts for their Use in Specific Contexts(C1)
Juan M. Santos, Ruben Miguez, Manuel
Jose Fernandez Iglesias, Agustin Can~as
Rodriguez, Manuel Caeiro Rodri'guez and
Luis Anido Rifon
57 Question Type Analysis for Question‐Answering
Applications in Education(C1)
Yang‐Yin Lee, Chih‐Chieh Shao, Yen‐Pin
Chiu, Yong‐Siang Shih, Hsin‐Hsi Chen,
Chieh‐Jen Wang and Sen‐Chia Chang
63 Feature Extraction of the Nursing Techniques from
Hand Motion Data(C1)
Takeshi Matsuda, Toshiyuki Maeda and
Yukie Majima
82 A Framework of Generating Explanation for
Conceptual Understanding based on 'Semantics of
Constraints'(C1)
Tomoya Horiguchi, Takahito Toumoto and
Tsukasa Hirashima
120 A Students’ Mutual Evaluation Method for their
Reports using PageRank Algorithm(C1)
Yuanyuan Wang, Yukiko Kawai, Setsuko
Miyamoto and Kazutoshi Sumiya
199 Learning Method for Understanding Design Policy of
Object‐oriented Design and its Meta‐learning
Support System(C1)
Tomoko Kojiri, Hiroki Ooe and Kazuhisa
Seta
200 Inquiry‐based Learning for Meta‐cognitive Training
in Semantic Open Learning Space(C1)
Corentin Jouault and Kazuhisa Seta
235 Capturing Learning Attitudes through Presentation Kazuhisa Seta, Yuki Taniguchi and Mitsuru
76
Design Activities(C1) Ikeda
289 A Program Transformation Tool for Visualizing
Control Structure in Graphical Representations(C1)
Chih‐Yueh Chou, Pin‐Cheng Liao, K.
Robert Lai and Zhi‐Hong Chen
294 Revealing Students' Thinking Process in Problem‐
Posing Exercises: Analysis of First Sentence
Selection(C1)
Nur Hasanah, Yusuke Hayashi and
Tsukasa Hirashima
303 Towards an Evaluation Service for Adaptive Learning
Systems (C1)
Alexander Nussbaumer, Christina M.
Steiner, Eva Hillemann and Dietrich Albert
PAPER
No. TITLE AUTHORS
49 A Relationship between the Pair
Effect and the Learner
Characteristic at Pair Work in
Computer Literacy Education (C2)
Kimiko Uchida, Yoshihiko Oya and Takashi Okuda
54 The Model Construction and
Platform Development of Students'
Originality Incubator System (C2)
Yunjia Xie, Jingya Chen and Weipeng Kuang
56 A Study on Teaching Debugging
Strategies for Digital Circuit (C2)
Hong‐Fa Ho and Duen‐Huang Huang
93 A Mathematical Model of
Collaborative Learning using
Differential Equations (C2)
Shinnosuke Nishi, Yasuyuki Nakamura, Koichi Yasutake
and Osamu Yamakawa
95 Circuitously Collaborative Learning
Environment to Enhance
Metacognition in Solving
Mathematical Word Problem (C2)
Tama Duangnamol, Boontawee SUNTISRIVARAPORN
Suntisrivaraporn, Thepchai SUPNITHI Supnithi and
Mitsuru Ikeda
176 Design of Embodied Learning in 3D
Virtual Worlds for Pre‐service
Teachers (C2)
Young Hoan Cho, Yoon Kang Kim, Myung‐Seop Kim and
Mae Hyang Hwang
191 Evaluation of the Effectiveness of a
Digital Microscope System with
Tabletop Interface in a Science
Class (C2)
Kazuyuki Morita, Norio Setozaki and Yusuke Morita
210 Remote Laboratory System for
Technology‐Enhanced Science
Learning: The Design and Pilot
Siew Wei Tho and Yau Yuen Yeung
77
Implementation in Undergraduate
Courses(C2)
283 Development of Predict‐Test‐
Revise Modeling Abilities via a self‐
study Learning Environment (C2)
Anura Kenkre, Sahana Murthy and Madhuri Mavinkurve
291 Pre‐service Teacher Existing Ideas
of Using Computer‐Supported for
Scientific Inquiry (C2)
Jiraporn Tupsai, Jirakan Yuenyong and Chokchai
Yuenyong
PAPER
No. TITLE AUTHORS
41 Search System for Audio and Video
Lecture Content Using Auto‐
Recognized Transcripts(C3)
Yosuke Morimoto, Kumiko Aoki, Kouichi Katsurada, Genki
Ishihara, Yurie Iribe and Tsuneo Nitta
60 Development and Evaluation of a
User Adaptive Kanji Learning
System Using Computer
Graphics(C3)
Kotaro Matsushita, Takahiro Kurumagawa, Natsumi
Nemoto, Takuya Sakiyama, Hideo Suzuki, Kenneth
J.Mackin, Yasuo Nagai and Eiji Nunohiro
80 Effective eLearning through
MOOC: Lessons learnt in selecting
a MOOC(C3)
Dilrukshi Gamage, Indika Perera and Shantha Fernando
155 The Effect of Film Scenarios and
Annotation Tools on Video
Learning(C3)
Dai‐Yi Wang and Ting‐Yi Chang
165 On Using Mutation Testing for
Teaching Programming to Novice
Programmers(C3)
Rafael Oliveira, Lucas Oliveira, Bruno Cafeo and Vinicius
Durelli
227 Learning by “Search & Log”(C3) Chengjiu Yin, Brendan Flanagan and Sachio Hirokawa
PAPER
No. TITLE AUTHORS
77 Development of a Mobile
Visualization Application for
Constructivist Learning and
Assessment in Science(C4)
Hsin‐Yi Chang, Yuan‐Tse Yu, Jung‐Yi Hung and Kao‐Chi Hsu
86 Features of Creating Flash Card
Materials for Reflecting on Learned
Shin Kurata
78
Contents(C4)
117 Applying POE Framework in a
Simulation System for Facilitating
Physics Learning with Tablet
PCs(C4)
Chia‐Ching Lin, Fo‐Jui Chen and Chen‐Chung Liu
162 Educational Affordances of Smart
Learning Applications in Science
Education(C4)
Young Hoan Cho, Hyunyoung Lee, Mirye Ok, Namsoo Shin,
Eun Jung Koh, Changyoun Lee and Dae Hong Jeong
164 Evaluation of Using a Tablet Device
for a School Trip(C4)
Norio Setozaki, Mai Okuda and Yusuke Morita
182 Research on Learning Support
Using a Digital Pen(C4)
Yukiya Ishida and Junichi Imai
246 Behavioral Analysis of Learners
Using Smart Devices in an Indirect
Learning System(C4)
Shigeki Ohira
253 Authoring Augmented Reality as
Situated Multimedia(C4)
Marc Ericson Santos, Jayzon Ty, Arno in Wolde Luebke, Ma.
Mercedes Rodrigo, Takafumi Taketomi, Goshiro
Yamamoto, Christian Sandor and Hirokazu Kato
304 Smart Phone based Data Collecting
System for Analyzing Learning
Behaviors (C4)
Chengjiu Yin, Fumiya OKUBO, Atsushi SHIMADA, Kentaro
KOJIMA, Masanori YAMADA, Naomi FUJIMURA and Hiroaki
Ogata
PAPER
No. TITLE AUTHORS
171 Application of Tangible Animal
Companions in Traditional Chinese
Character Learning (C5)
Zhi‐Hong Chen
230 Inferred Learning Strategy in Two‐
User‐One‐Computer Environment
Study from Cognitive Style
Perspective (C5)
Jo‐Yu Huang, Ben Chang, Yi‐Jie Lin and Fang‐Chen Lu
242 Can Time Perception Be Affected
by Interactive Comics? (C5)
Xinwei Wang, Jun Hu, Bart Hengeveld and Matthias
Rauterberg
276 Subjective Evaluation of
Stereoscopic View in Immersive
Projection Display (C5)
Kikuo Asai
79
PAPER
No. TITLE AUTHORS
83 Fostering College Students’
Reading Comprehension with
Online Annotations (C6)
Hui‐Chin Yeh, Yu‐Hsin Chiang, Yu‐Fen Yang and Janice Liao
84 Teacher Learning in a Virtual Field
Experience (C6)
Hui‐Chin Yeh and Yu‐Fen Yang
106 Online Peer Feedback and Learner
Autonomy in EFL Writing Class(C6)
Silih Warni and Gunawan Suryoputro
123 The Relationships among Learners’
Backgrounds, Metacognitive
Vocabulary Learning Strategy
Awareness and Mobile Vocabulary
Learning Readiness(C6)
Chih‐Cheng Lin and De‐Yan Wu
150 A Tagging Editor for Learner
Corpora Annotation and Error
Analysis(C6)
Lung‐Hao Lee, Kuei‐Ching Lee, Li‐Ping Chang, Yuen‐Hsien
Tseng, Liang‐Chih Yu and Hsin‐Hsi Chen
177 Developing and Evaluating a Test
Generation Module to Support
Personalized Phoneme‐based
Training(C6)
Yaheng Zou, Harumi Kashiwagi, Yi Sun, Kazuhiro Ohtsuki
and Min Kang
189 Essay Development Schemata to
Support English Composition(C6)
Hidenobu Kunichika, Yuki Ikeda and Akira Takeuchi
201 Survey on Japanese University
Students’ Learning Experiences
with ICT and Open Sources for
International Collaboration(C6)
Yoshiko Goda, Masanori Yamada, Yumi Ishige and Junko
Handa
204 Topic: Using Popular Mobile
Application Software to Increase
Learner Motivation(C6)
Pin‐Hsiang Natalie Wu and Michelle Kawamura
269 Enhancing EFL Learning of
Elementary School Students
through Human‐Robot Interaction
(C6)
Rong‐Jyue Wang, Wen‐Chi Vivian Wu and Yi‐Chun Liu
270 Game‐based Mobile Learning
Companion for L2 Vocabulary
Acquisition (C6)
Fang‐Chuan Ou Yang, Yu‐Mei Yang and Wen‐Chi Vivian Wu
80
PAPER
No. TITLE AUTHORS
68 Application of GIS: A New Tool to
Explore the Administration and Life
of the Local Officers of Tang‐Song
Dynasty (C7)
Hsin‐Chun Liu, Pei‐Lun Lee and Min‐Lan Fan
102 The Development of Scenario
Game Teaching Material for the
Learning of Power Networks at
Technology Education in Junior
High School(C7)
Hiroyuki Muramatsu, Ryoichi Kitazaki, Hiroyoshi Nishizawa,
Phillip Cardon, Kiyoshi TANAKA and Saeed
RAMEZANJAMAAT
160 The Flipped Classroom: Factors of
Self‐regulated Learning Affecting
Students’ Learning Effects(C7)
Kuo‐Yu Liu
180 Practical Use of 3D Images in the
Interactive Slideshow to Study
Traditional Buildings(C7)
Soichiro Kawamura and Hiroyuki Shimada
PAPER No.
TITLE AUTHORS
WIPP‐
C1‐01
Reviewing system of writing for
hospital nurses
Hideyuki KANO, Hirotaka NISHIYAMA, Koji TANAKA, Liang CUI, Noriyuki MATSUDA, Hirokazu MIURA, Mitsuru IKEDA and Hirokazu TAKI
WIPP‐
C1‐02
Scaffolding topic decomposition in investigative learning with web resources
Keita KINOSHITA and Akihiro KASHIHARA
WIPP‐
C1‐04
Visualization of upgrading
presentation documents with
presentation schema
Yusuke Uenaka and Akihiro Kashihara
WIPP‐
C2‐01
“A new Wiki way?” ‐ An
experimental study of
collaborative knowledge building
scripts
Sven HEIMBUCH, Kerstin UHDE and Daniel BODEMER
WIPP‐
C2‐02
Supporting regulatory processes by prompting and visualising monitoring judgments
Lenka SCHNAUBERT and Daniel BODEMER
WIPP‐ Patterns of simulation‐based physics learning: An eye‐
Guo‐Li CHIOU and Meng‐Jung TSAI
81
C2‐02 movement analysis
WIPP‐
C2‐04
Antecedents of replies and non‐
replies in online discussion
forums: evidence from a think‐
aloud study
Jürgen BUDER and Anja RUDAT
WIPP‐
C2‐05
Development of a Learning
Support System for Visualization
and Acquisition of Knowledge
through Collaborative Problem
Posing
Yasuomi TAKANO, Koki MIURA, Keiko TSUJI , Daisuke
KANEKO, Hiroto YAMAKAWA and Hiroshi KOMATSUGAWA
WIPP‐
C2‐06
How to Learn About Art in a
Museum Setting Using Multitouch
Technology: Providing Affordances
for Collaboration and Comparison
Katharina SCHEITER , Katrin SCHLEINSCHOK and Daniel
BODEMER
WIPP‐
C2‐07
Practice of the Instructional Design
Class for 1st Year Medical Students
by Blended Learning
Yoshikazu ASADA
WIPP‐
C3‐01
Reconstruction of a Link‐List Type Learning System into an Explorative Virtual Learning Portal Based on an Avatar–Agent Model
Shu MATSUURA, Shoko FUJIMOTO and Motomu NAITO
WIPP‐
C3‐02
A Discussion on Web‐based
Learning Contents with the AR
technology and its Authoring Tools
to Improve Students’ Skills in
Exercise Courses
Tatsuya KOBAYASHI, Hitoshi SASAKI , Akinori TOGUCHI and
Kazunori MIZUNO
WIPP‐
C3‐03
An Online System for Scoring and
Plagiarism Detection in University
Programing Class
Asako OHNO, Takahiro YAMASAKI and Kin‐ichioroh
TOKIWA
WIPP‐
C4‐01
Mobile‐Assisted Learning
Experimental Design: Current
Deficiencies and Potential
Improvements
Yao‐Ting SUNG, Han‐Yueh LEE, Je‐Ming YANG, Wei‐Cheng
CHEN, Hak‐Ping TAM and Yi‐Shian LEE
WIPP‐
C4‐03
An Interactive Tool to Increase the
Value of Learning
Tosh YAMAMOTO , Maki OKUNUKI, Wu‐Yuin HWANG and
Kentaro KOBAYASHI
WIPP‐
C5‐01
Code Book©‐ The development of
an adventure action game for
history instruction and the
evaluation of flow state, learning
Hao‐Wei CHEN , Huei‐Tse HOU and Yi‐Shiuan CHOU
82
performance and gender
difference
WIPP‐
C6‐01
Does Text‐to‐speech Synthesis Fit
the EFL Learners’ Needs in EIL
Context?
MARTRIWATI, Herri MULYONO and Devi Nur VEBRIYANTI
WIPP‐
C6‐02
Collecting Pairs of Word Senses
and Their Context Sentences for
Generating English Vocabulary
Tests
Yuni SUSANTI, Ryu IIDA and Takenobu TOKUNAGA
WIPP‐
C6‐03
Effectiveness of Vision‐Based
Word Learning Using Head‐
Mounted Display
Naoki SEKIGUCHI, Keiji YASUDA, Naoki KAWAI and Hiroaki
KIMURA
WIPP‐
C6‐04
Self‐Directed Vocabulary Learning
in Facebook: From the Perspective
of Social Presence
Yu‐Chuan Joni CHAO, Greg Chung‐HSIEN WU and Hsing‐
CHIN LEE
WIPP‐
C6‐05
Computer Scaffolding Peer
Response to Enhance Elementary
Students’ Writing Performance: a
Case Study of a Summer School
Wan‐Chen CHANG, Calvin C. Y. LIAO and Tak‐Wai CHAN
WIPP‐
C7‐01
A computerized assessment
system for Chinese reading in
grade one
Chen‐Huei LIAO, Bor‐Chen KUO , Kai‐Chih PAI and Chieh‐Ju
TSAO
WIPP‐
C7‐02
The Model of “Reading for
Creating” and “Talking for
Revising” to Improve Students'
Writing Quality in Scaffolded
Writing and Rewriting
Environment
Calvin C. Y. LIAO, Wan‐Chen CHANG and Tak‐Wai CHAN
83
14 MAP
Nara Prefectural New Public Hall
Floor Plan
1st Floor
2nd Floor
84
SEE YOU AGAIN
AT ICCE 2015!
85
NOTES
86
NOTES
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「フューチャークラスルーム®」は、学校関係者や企業・研究機関とご一緒に新しい授業スタイルの研究開発・実証実験を行える場所として、新川本社ビル(東京都中央区)と大阪支店(大阪府大阪市)に設置しております。ぜひ、ご来場ください。
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