Search

This preliminary study developed the concept map tool "BR-Map" using learning logs on eBook viewer, and investigated the relationships between self-regulated learning (SRL) awareness, learning behaviors (usage of BR-Map, and one-minute paper and report submission), and learning performance. Psychometric data and learning logs were collected in the lecture course, and their relationships were analyzed using Spearman's correlation analysis. The results indicated that awareness of intrinsic value, use of cognitive learning strategies, and self-regulation had significant correlations with the usage of BR-Map. The awareness of cognitive learning strategies had significant correlation with standard deviation of one-minute paper submission hours. With regard to relationships between the BR-Map usage and learning behaviors, the relationships between the usage of BR-Map and one-minute paper submissions, which was a regularly weekly assigned task, were found. [This research was partially supported by Grant-in-aid for Scientific Research and the Qdai-jump Research (QR) Program of Kyushu University. For the complete proceedings, see ED600498.]

In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for prediction. From these data, the system constructs a state transition graph, where the prediction is based on the Markov property. We verify the performance of predictions by experiments in which the accuracy of prediction using the data of the course in progress and the one by 5-fold cross validation. [The research results have been achieved by "Research and Development on Fundamental and Utilization Technologies for Social Big Data" (178A03), the Commissioned Research of National Institute of Information and Communications Technology (NICT), Japan. For the complete proceedings, see ED579395.]

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.

Digital portfolios can provide a space where evidence of a learner's competency is stored and digital badges can be used in their portfolios as valid indicators of accomplishment, skill, knowledge, or interest. The authors issued "digital badges" to our students who successfully completed the modules of a Medical English Terminology course we developed on Moodle by using its badge function. The badges which students earned for the course were designed to function as a validated indicator of students' achievements to demonstrate to their teachers. We anticipated that the use of badges would not only help the learners confirm their achievements for the course but also help motivate them toward further autonomous study. Through a reflective questionnaire about the use of badges, about 77.5% of the students found the badge assessment system comprehensible and the great majority of students (87.2%) were satisfied with their study through this course. The questionnaire results also showed that 67.6% of the students found the use of badges helpful in confirming their course achievements and 63.7% of them found that earning badges helped motivate them toward further autonomous study. These findings indicate that while there is still room for improvement, the use of digital badges has the potential to provide students with opportunities to celebrate their achievements and enhance their learner autonomy for online self-study courses. [For the complete proceedings, see ED579282.]

Skill in reading comprehension requires reading sentences to understand an intention embedded between the lines. In the case of narrative, it is particularly necessary to read a narrative and find essential concepts such as emotions of the characters embedded between the lines for comprehending an intention of the narrative. In this work, we focus on reading between the lines and to require learners to compose a narrative map including a concept (called interlinear concept) between the lines, which is related to the narrative intention. We also demonstrate a tablet tool, which allows learners to compose a narrative map including interlinear concept from narrative. This tool presents pseudo-haptic feedback when learners operate the nodes and links representing the interlinear concept and narrative intention on the map. The results of a case study suggest that the pseudo-haptic feedback could enhance awareness of the interlinear concept and narrative intention. [For the complete proceedings, see ED579395.]