Courseware development for semiconductor technology and its application into instruction

This study reports on the development of ESP (English for specific purposes) courseware for semiconductor technology and its integration as a “silent partner” into instruction. This kind of team-teaching could help overcome current problems encountered in developing ESP in Taiwan. The content of the material under discussion includes general knowledge about fundamental theories, process technologies and applications within the semiconductor industry. In the design of the whole courseware, five skills for learning English (listening, speaking, reading, writing, and translation) have been considered and a 3D multimedia technique has been used to promote learning interest, student engagement, and efficiency. The design of the courseware endeavors to mainly follow principles by [Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press]. Students report they have benefited from the courseware implementation. Initial evaluations suggest that students are satisfied with practices for learning professional knowledge and English skills provided by the courseware. They report that the multimedia-assisted environment of the courseware promotes learning effectiveness. Students with higher achievement on the posttest showed better participation and motivation, made greater use of the multimedia and had a better understanding of the English content so that they are more competent to function in a professional and learner-centered ESP course using the courseware.     

An attitude scale for smart board use in education: Validity and reliability studies

The main purpose of this study was to develop an instrument to measure the attitudes of elementary students towards smart board (SB) use in education. A sequential exploratory mixed method was used. So the study started with a qualitative approach to establish the content and face validity of the scale, followed by a quantitative approach to test the construct validity and reliability of the scale items. Ten students, one teacher trainer specialized in SB use, three teachers experienced in SB use, and a language expert participated in the qualitative part. Data from 203 elementary students from two local schools in Malatya, Turkey, were used to test the psychometric properties of ‘smart board attitude scale’ (SBAS). The exploratory factor analysis (FA) yielded a two-factor model with 10 items. The goodness of fit indices produced by confirmatory FA confirmed the fit of the model to the data. Reliability of SBAS was also proved through multi-analyses.     

Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard

The main purpose of this study was to investigate the views of primary students about interactive whiteboard [IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training.     

Effect of an interactive web-based instruction in the performance of undergraduate anatomy and physiology lab students

This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the Pronunciation Corner and Spelling Bee, and an Interactive practice and test tool. The Cardiovascular System was chosen as the subject matter to modify based upon the results of a pilot study where students indicated difficulty in understanding this subject. In addition, a “Teacher Resources” tool on the Website allows any teacher to create their own Pronunciation Corner and Spelling Bee and use them for their classes. The statistical analyses showed that the experimental group students (who had access to the Website) took advantage of the technology tools provided and demonstrated significant improvement in their performance on the cardiovascular portion of the lab test.     

A computer environment for beginners’ learning of sorting algorithms: Design and pilot evaluation

This paper presents the design, features and pilot evaluation study of a web-based environment -the SORTING environment- for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at the same time acknowledging the role of hands-on experience, the significance of students’ expressing their previous knowledge, the importance of interlinked multiple representation systems (MRS) and the role of constructive feedback on student learning. Although SORTING supports student learning of typical sorting algorithms such as Bubble-sort, Quick-sort and Selection-sort, it can also be adapted to integrate more sorting algorithms. The analysis of the data emerging from the pilot evaluation study of SORTING has shown that students used all the representation systems (RS) provided and found them attractive and easy to use. On the whole, student interactions within SORTING helped them to become aware of both the intuitive and the typical sorting procedures used, to conceptualize them, to overcome learning difficulties, to correct themselves and to make connections between different representations of the sorting algorithms used.     

A constructivist computational tool to assist in learning primary school mathematical equations

In constructivist principles, learning is a process in which individuals construct knowledge. Research in Mathematics Education looks for ways to make mathematics education less dry and more attractive. When solving polynomial equations of the first degree, it is very common for teachers to work with the mistaken idea of “changing the sign” when “moving” the member. To minimize this problem, a balance can be used to illustrate the idea of equilibrium and also properties of equality. The objectives of this study were (1) develop a computational tool to replace a conventional balance in practical mathematics exercises thereby solving two material challenges for Brazilian teachers: verifying the accuracy of balances and the lack of student physical and social activity through direct participation; (2) determine how substituting the conventional balance with a computational tool for the solution of first degree polynomial equations affected the aspects inherent in the learning process like motivation, cooperation, dialogue, discussion, reflection, reciprocity, negotiation and responsibility. The results indicate that the cognitive computational tool met the challenges of Brazilian teachers. First, because it lacks mechanisms that need to be verified for accuracy in order to demonstrate equilibrium. Second, because it allows the direct participation of students (physical experience) and the use of the tool in small groups (social experience). The hands on completion of the activity, realistic appearance, the interaction with the tool, visual feedback on the panel, and two students using the same tool awakened motivation, responsibility for completing the activity, dialogue, cooperation, discussion and reflection. Doing the experiment with others aroused concern about the learning of others and reciprocity of knowledge for the improvement of the procedure to be constructed for solving 1st degree equations.     

How computers facilitate English foreign language learners acquire English abstract words

This study investigated computer assisted (CAL) foreign language abstract word learning. A total of 13 commonly encountered abstract words at the elementary school level were chosen to be studied in the abstract word learning system. According to the theories in CAL, the abstract word learning system was designed to provide context for language learning as well as flexibility in learning time, paths, and modes. A total of 38 sixth graders engaged in learning with the system. It was found that students learning with the system learned significantly more abstract words than students in regular language learning class. This paper also provides suggestions for further improvements in the CAL system used in this study.     

Applying a multimedia storytelling website in foreign language learning

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher’s storytelling and children’s story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students’ enjoyment and success in EFL learning may increase.     

Gestures in conversation – the significance of gestures and utterances when children and preschool teachers create stories using the computer

Gestures are a significant part of communication and carry particular weight when using artefacts such as computers. This study investigates how gestures and utterances are used as resources in the interaction between children and preschool teachers when creating stories with the computer. The data consists of observations of 17 preschool teachers and 34 children who are engaged in making stories. The interaction between the child, the preschool teacher, and the computer has been documented on videotape and analysed by Interaction Analysis. The results show the preschool teachers’ decisive significance as an interplay partner for the child’s appropriation of a linguistic capacity outside of a here-and-now situation.     

The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic integration approach for designing instructional games (Habgood & Ainsworth, 2011) with an atomic analysis of the structure of games (Cook, 2007; Cousins, 2005; Koster, 2005). To test this approach, we redesigned an existing game to teach electrostatics and compared the educational effectiveness of the original and redesigned versions. Our studies also compared an endogenous fantasy version of the game with a non-fantasy version.     

Variability in reading ability gains as a function of computer-assisted instruction method of presentation

This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based adaptive sequencer, which progresses students through lessons based on whether or not the student has mastered the given skill. Preschool- and kindergarten-aged children (n = 183) were randomly assigned to one of the three CAI groups and spent 40 min a week, for 13 weeks, using the software program in a computer lab. An additional control group of students attending typical preschool or kindergarten received no CAI. ANCOVA results examining post-test reading ability sum score, covarying pre-test score, indicated that the mastery-based sequencer group significantly outperformed the learner-control and control groups, but was not statistically different from the linear sequence group. Analysis by task, rather than overall reading score, revealed significantly better performance for the linear sequence group over controls and picture menu group on the Initial Sound Fluency task, while the mastery-based sequencer group outperformed all three other groups on Non Word Fluency. In sum, these results suggest that the use of a sequencer is a very important element in presenting computerized reading content for young children.     

Effects of the application of graphing calculator on students’ probability achievement

A Graphing Calculator (GC) is one of the most portable and affordable technology in mathematics education. It quickens the mechanical procedure in solving mathematical problems and creates a highly interactive learning environment, which makes learning a seemingly difficult subject, easy. Since research on the use of GCs for the teaching and learning of probability in institutions of higher learning appears to be limited, a study was conducted to examine the effects of the use of GCs on students’ performance in probability. The study involved 65 pre-university students in a private institution of higher learning in Malaysia. Hypothesis testing showed that there is a significant difference in the mean score of the post achievement test between the experimental and control groups. Students in the experimental group displayed higher achievement than their peers in the control group in the Probability Achievement Test (PAT). Findings also showed that the use of GCs benefits students of all levels, that is, high, average and low mathematics achievers. Qualitative data provides a more lucid picture of how GCs aid in improving understanding and performance. Recommendations made will provide researchers, policy-makers and educators an alternative means of enhancing the quality of probability education.     

The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students’ achievements in polygons

The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students’ achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66 students (34 boys and 32 girls); and a control group composed of 68 students (35 boys and 33 girls). The students in the experimental group taught with a DGE, while the students in the control group received textbook-based direct instruction. An achievement test was administered as pre-test, post-test, and delayed post-test in both groups. Qualitative data were collected through videotaped classroom observations. The results showed that the DGE together with open-ended explorations significantly improved students’ performances in polygons and congruency and similarity of polygons. Furthermore, students in the experimental group showed greater interest and motivation toward learning geometry compared to those in the control group whom often showed lack of interest and curiosity. Also, students’ comments and interpretations during lessons and tests were more accurate and advanced in the experimental group as they engage more in the DGE. Moreover, qualitative data suggested that boys showed greater interest in the computer-based learning environment than girls in the experimental groups although no significant gender effect on achievement was found.     

Changing teachers,changing students? The impact of a teacher-focused intervention on students' computer usage,attitudes, and anxiety

An important purpose of integrating computer use into everyday classroom instruction is to help students approach technology as a learning tool. Effective classroom integration is dependent not only on access to computers but also teachers' implementation of computing into learning. Successful implementation, in turn, depends largely on teachers' beliefs about classroom computing. The purpose of this study is to examine the effects of a teacher-focused technology intervention on students' attitudes toward and use of computers as learning tools. Teachers' attitudes, anxiety, and classroom computer use are explored as mediators of this relationship. Data were collected during a technology intervention in fourth and fifth grade classrooms in an urban public school district. Results suggest that the technology intervention itself had a positive effect on students' attitudes toward and use of computers for educational purposes. There was no evidence, however, that teachers' use or attitudes had any mediating effect on this relationship. These results suggest that it is possible to increase students' attitudes toward computer use through intense interventions aimed at their teachers. Future research should further investigate the mechanisms through which this relationship exits.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

Comparing animated and static modes in educational gameplay on user interest,performance and gameplay anxiety

To compare the perception of animated to static mode of gameplay and how it affects the emotional state and performance of playing, this study designed two games, Chinese idiom string up game (CISUG) and Chinese idiom fishing game (CIFG). Seven classes with a total of 238 students were invited to participate in CIFG, and six classes with a total of 211 students were recruited for CISUG. All participants were 5th and 6th grade elementary school students. Performance achievement, interest level and gameplay anxiety were statistically examined using paired sample t-tests. The results revealed that the static mode fostered better performance. In addition, interest was found to be better maintained in the static mode than in the animated mode, but there was no difference between the two types of game modes in respect of gameplay anxiety. However, for both modes, gameplay anxiety did decrease slightly upon subsequent playing, though it did not reach a level of statistical significance. The results suggest that in educational game design, the use of static rather than animated modes should be considered when the objective is to help students achieve better performance in a competitive setting.     

Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges

The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high-achieving and low-achieving students. Findings reported in this paper are from one and a half-year design research for science learning in one primary school in Singapore. In this study, we closely examined the design and enactment of the Knowledge Building Community model in one class with high-achieving students and two classes with mixed-ability students. The research consists of two phases: Phase I Cultivating a collaborative knowledge building culture and Phase II Progressive Knowledge Building using Knowledge Forum. Data were collected from multiple sources, including knowledge assessment, conceptual understanding tasks, and the content analysis of Knowledge Forum postings. The results in Phase I show that while it is critical for students to monitor and build knowledge for their own understanding, they had difficulties developing such skills. In both phases, we found positive impacts on academic achievements showing improvement of student understanding in the course of reflective thinking and progressive inquiry. Overall, quantitative data suggest that the collaborative knowledge building environment was beneficial for both high-achieving and low-achieving students. We conclude by discussing some of challenges and issues in designing collaborative knowledge building environments for young learners with diverse abilities.     

Integrating reviewing strategies into shared electronic note-taking: Questioning,summarizing and note reading

This study compared the effects of reviewing strategies in shared electronic note-taking activities, including questioning, summarizing, and note reading, on elementary school student note-taking quality and achievement. A non-equivalent pre- and post-test design was adopted. The participants were 188 sixth grade Taiwanese students in six computing classes. Through random assignment, two classes were assigned to the shared note-taking with questioning condition (SN-SQ), two classes to the shared note-taking with summarizing condition (SN-SS), and two classes to the shared note-taking with note reading condition (SN-SR). Students in each condition were arranged into same-sex dyads. The members of a dyad were assigned to separate computers, seated side-by-side, and required to collaborate with one another on a shared note-taking with reviewing task. The results revealed that the SN-SS students' notes contained more facts and concepts than the SN-SR students', and the SN-SS students achieved better grades on the unit quizzes and overall assessment two weeks later than those in the SN-SR condition.