Computers & Education

普通类
  • An interactive item sharing website

    An interactive item sharing website 普通类

    Multiple intelligences, with its hypothesis and implementation, have ascended to a prominent status among the many instructional methodologies. Meanwhile, pedagogical theories and concepts are in need of more alternative and interactive assessments to prove their prevalence (Kinugasa, Yamashita, Hayashi, Tominaga, & Yamasaki, 2005). In general, item templates adopted in current on-line testing system are mostly true and false, multiple choice and multiple selection. More sophisticated interactive alternatives such as click and select, drag and drop, link, collide and magnetize are still in great demand. The fact that the lack of template alternatives has made it difficult for the general teachers to incorporate interactive items into testing. To underpin interactive multimedia test, this research has cultivated interactive item template as the basic sharing atomic unit. In addition, a corresponding visual item authoring system Interactive Test Item System (ITIS) (Koong et al., 2007), and an auto-grading examer were developed. Meanwhile, an item sharing website based on Web2.0 was constructed, through which users can exchange the created interactive item templates, interactive items, and interactive test sheet. The design of on-line visual authoring item editor has made it possible to create items by click and select, drag and drop, link, or parameter setting. Multimedia such as text, image, audio, and animation can be added, deleted or set to the wished animated effect to created into an interactive item, while on-line interactive testing as well as auto-grading are supported.

    • item
    • website
    • 提示
    • testing
    • interactive
    • 超链接
    • sharing
    • conducting
    • 学习内容
    • pdf
    • 需要
    • on-line
    • 上载
    • 内容
    创建者：
    duguo
    时间：
  • An alternative language learning tool

    An alternative language learning tool 普通类

    Learning a second language is very difficult, especially, for the disabled; the disability may be a barrier to learn and to utilize information written in text form. We present the SignMT, Thai sign to Thai machine translation system, which is able to translate from Thai sign language into Thai text. In the translation process, SignMT takes into account the differences between Thai and Thai sign language in terms of both syntax and semantic to ensure the accuracy of translation. SignMT was designed to be not only an automatic interpreter but also a language learning tool. It provides meaning of each word in both text and image forms which is easy to understand by the deaf. The grammar information and the order of the sentence are presented in order to help the deaf in learning Thai, their second language. With SignMT, deaf students are less dependent on a teacher, have more freedom to experiment with their own language, and improve their knowledge and learning skill. In our experiment, SignMT was implemented to translate sentences/phrases which were collected from different sources including textbooks, cartoons, bedtime story, and newspapers. SignMT was tested and evaluated in terms of the translation accuracy and user satisfaction. The evaluation results show that the translation accuracy is acceptable, and it satisfies the users’ needs.

    • 学习内容
    • 需要
    • pdf
    • 提示
    • alternative
    • 超链接
    • language
    • learning
    • tool
    • 内容
    创建者：
    duguo
    时间：
  • A plug and play pathway approach

    A plug and play pathway approach 普通类

    Many researchers have advocated the use of games (and simulations) to enhance students’ learning. Research has shown that in order to promote a deeper understanding of material, students ought to be engaged with what they are doing. However, there are limited interactive games for classroom teaching, especially within the operations management subject area. In light of this, this paper proposes the development of a plug and play interactive game pathway to enhance students learning. The proposed game pathway would provide four advantages to support learning: (a) making knowledge accessible; (b) making thinking visible; (c) making learning fun; and (d) promoting autonomous learning. The benefit of a plug and play (PnP) platform is that it allows future games to be added to suit various students’ level. This paper reports the experiment results and discusses the implications of this study on classroom teaching.

    • play
    • development
    • 提示
    • 超链接
    • approach
    • 学习内容
    • pdf
    • 需要
    • management
    • games
    • pathway
    • 上载
    • plug
    • 内容
    创建者：
    duguo
    时间：
  • Who exactly is the moderator

    Who exactly is the moderator 普通类

    In the knowledge society, the appearance and development of new networked working and learning environments is increasingly common. In the Accelera project, which is the basis for this paper, we have developed an online community of practice which enables experiences and knowledge to be shared between various educational agents, and analysis of the processes generated, in order to produce and validate a model for the networked creation and management of knowledge. One of the key elements in the networked Knowledge Creation and Management model considered in this article is the moderator. We discuss their skills, the role they play in knowledge networks, the moderation and participation criteria they should follow, and their professional development and the training required to work well as a moderator. Findings indicate that a consideration of the moderator’s inherent objectives in online environments and the tasks derived from these objectives leads to the acquisition and development of administrative and technical (organisational) knowledge and competences as well as other more complex knowledge and competences related to pedagogical, intellectual and social factors, without ignoring the need for them to understand and be familiar with the workings of CSCL where they will intervene.

    • educational
    • 提示
    • moderator
    • 超链接
    • exactly
    • network
    • 学习内容
    • pdf
    • 需要
    • organisations
    • moderation
    • 内容
    • who
    创建者：
    duguo
    时间：
  • Web-based integration and procedure prompts

    Web-based integration and procedure prompts 普通类

    This study examined how web-based integration and procedure question prompts differentially affected students’ knowledge acquisition and ill-structured problem solving skills, particularly in representing problem(s), developing solutions, and monitoring and evaluating a plan of action within the social science context. Eighty-four undergraduate pre-service teachers were recruited and randomly assigned to one of the four conditions: (1) an IP condition that required students to complete integration prompts, (2) a PP condition that required students to complete procedure prompts, (3) an IPP condition that required students to complete both integration and procedure prompts, or (4) a control condition that did not provide access to any prompts. The findings show that students who received integration prompts outperformed those who did not receive any in knowledge acquisition and problem representation for solving an ill-structured problem. Integration prompts also helped the development and integration of cognitive schema, whereas procedure prompts helped direct students’ attention to specific features of the problem in order to arrive at the solution(s). In fact, the presence of an integration prompt alone is not sufficient to support successful ill-structured problem solving unless a procedure prompt is provided. Based on these findings, this study offers implications for designing Web-based learning environments, engineered to promote integrative knowledge and ill-structured problem solving skills.

    • based
    • solving
    • 提示
    • 超链接
    • procedure
    • 学习内容
    • pdf
    • 需要
    • web
    • integration
    • 内容
    • prompts
    • web-based
    创建者：
    duguo
    时间：
  • Computer-enriched instruction

    Computer-enriched instruction 普通类

    This study examines the timing using computer-enriched instruction (CEI), before or after a traditional lecture to determine cross-over effect, period effect, and learning effect arising from sequencing of instruction. A 2 × 2 cross-over design was used with CEI to teach central limit theorem (CLT). Two sequences of graduate students in nursing participated in this study. Sequence A was given the CEI and handout first, followed by a traditional lecture and handout. Sequence B was given a lecture and handout first, followed by the CEI and handout. A pre-test and posttests (posttest1 after the first presentation and posttest2 after the second presentation) were given to measure instructional outcomes. All tests were 10 multiple choice questions with four options and only one option was the correct answer. No significant difference in scores was seen in posttest1 between students in sequence A (6.1 ± 2.5) and B (6.5 ± 2.1) (p = 0.52 by unpaired t-test; p = 0.80 after adjusted for pre-test score by ANCOVA). No significant carryover effect was seen (p = 0.66). A significant period effect was observed, in which 7.7 for period 2 was greater than 6.3 for period 1, the difference of 1.4 with 95% CI between 0.8 and 2.0, p < 0.0001. When the course material was taught twice, traditional lecture had a higher average score (7.3) than CEI (6.6) and the difference between two teaching methods was 0.7 with 95% CI between 0.1 and 1.3, p = 0.02). Sequence A’s increase (2.1) represented a preview effect of CEI and sequence B’s increase (0.8) represented a review effect of CEI. The study time needed for the first presentation was the same for the two teaching methods (55 min); the study time needed for the first presentation was always longer than that of the second presentation, regardless of which teaching method was being used. When comparing the subjective rating on two teaching methods between two sequences, sequence A students rated traditional lecture significantly better than sequence B students did in regards to satisfaction (p = 0.0003), clarity (p = 0.002), understanding (p = 0.02). About two-thirds of sequence A students preferred CEI followed by the lecture, and 43.8% of the sequence B students preferred the lecture followed by CEI. In conclusion, when CLT was taught once, CEI and traditional lecture were equivalent in terms of the test score (posttest1) and teaching time. When CLT was taught twice, traditional lecture had a higher average test score than CEI. Preview effect of CEI in CLT was suggested because of higher difference in test score in sequence A than sequence B, and better subjective rating of traditional lecture in sequence A than in sequence B.

    • biostatistics
    • enriched
    • 提示
    • 超链接
    • computer
    • 学习内容
    • theorem
    • pdf
    • 需要
    • material
    • instruction
    • limit
    • 内容
    创建者：
    duguo
    时间：
  • Computer-related posture and discomfort

    Computer-related posture and discomfort 普通类

    This study investigated the effect of a school-based ergonomic intervention on childrens’ posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual Display Unit (VDU) checklist. Self reported discomfort was also recorded at the beginning and end of the computer class. Following an ergonomic intervention that included education of the children and workstation changes, the outcome measures were repeated. There was a positive response to the intervention with significant changes between the pre-intervention and post-intervention scores for posture (p = 0.00) and workstation (p = 0.00). The change in discomfort scores from beginning to end of the computer class between the pre-intervention class and the post-intervention class was also significant (p = 0.00). The study highlights the need for continuing concern about the physical effects of children’s computer use and the implications of school-based interventions.

    • biostatistics
    • computer
    • 学习内容
    • theorem
    • pdf
    • 需要
    • material
    • 提示
    • limit
    • 超链接
    • 内容
    创建者：
    duguo
    时间：
  • Design and primary implementation

    Design and primary implementation 普通类

    Self-testing is a means to check learning effect. Besides time–space restriction, there are many deficiencies in traditional offline self-testing. With the development of information technology, learners can have self-testing on the Internet. Self-testing on Internet, namely, web-based self-testing, overcomes time–space limitation of traditional offline self-testing, but there are still several disadvantages such as monotony and lack of interaction. In the article, a web-based self-testing system with some features of Web 2.0 is designed and implemented, aiming at overcoming the weaknesses of current online self-testing system. Firstly, taking English self-testing as an example, the framework of the system and functions of its main modules is designed according to theories of social learning and constructivism as well as the idea of Web 2.0 and the characteristics of server-side programming. Secondly, in accordance with the design above, a new system is implemented for English learners primarily by using HTML, JavaScript, PHP, and MySQL comprehensively. The role and duty of webmaster are also described briefly. To test the system, some English learners were invited randomly to use it, and feedback information was collected from them after a period of time. It is shown by feedbacks that most learners are satisfied with the system, and the system is of distinct features and favorable practicality compared with other systems, but it still needs to be improved in the design of user interface and some other details. Results in the article demonstrate that the new system can overcome the shortcomings of current systems to some extent. Article Outline

    • 学习内容
    • pdf
    • 需要
    • 提示
    • design
    • implementation
    • 超链接
    • 上载
    • 内容
    • primary
    创建者：
    duguo
    时间：
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