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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims 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-agents 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. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

Personalized education systems recommend learning contents to students based on their capacity to accelerate their learning. This paper proposes a personalized exercise recommendation system for online self-directed learning. We first improve the performance of knowledge tracing models. Existing deep knowledge tracing models, such as Dynamic Key-Value Memory Network (DKVMN), ignore exercises' concept tags, which are usually available in tutoring systems. We modify DKVMN to design its memory structure based on the course's concept list, and explicitly consider the exercise-concept mapping relationship during students' knowledge tracing. We evaluated the model on the 5th grade students' math exercising dataset in TAL, one of the biggest education groups in China, and found that our model has higher performance than existing models. We also enhance the DKVMN model to support more input features and obtain higher performance. Second, we use the model to build a student simulator, and use it to train an exercise recommendation policy with deep reinforcement learning. Experimental results show that our policy achieves better performance than existing heuristic policy in terms of maximizing the students' knowledge level. To the best of our knowledge, this is the first time that deep reinforcement learning has been applied to personalized mathematic exercise recommendation. [For the full proceedings, see ED599096.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This article presents abstracts of studies on international management. The paper "Regional Strategies for Service Sector Multinationals," examined the intra-regional sales of all 49 multinational enterprises (MNE) in the retail sector. Data is not available for most other service sector MNEs, especially in insurance and banking. Only one of these 49 retail MNEs is global, defined as operating with at least 20 percent of its sales in each part of the triad. The paper "Market Equilibrium, Cartel or Lack of Strategy? Entry Level Compensation in Japanese Firms," examined the determinants of base pay for entry level college graduates in Japanese firms. In a sense, Japanese firms' compensation strategy for college hiring is to behave as a cartel and to minimize wage competition. The paper "A Comparative Analysis of Indian and Chinese Negotiating Behavior," highlighted the similarities and differences between Indian and the Chinese negotiating behavior. While a lot has been written about the Chinese approach to negotiations the literature on Indian negotiating behavior is relatively sparse. This paper attempts to fill this gap in the literature by providing a comparative contrast of the negotiating styles in these countries. The starting premise of the paper is that institutional environments affect the ease with which value is created, sustained or amplified over time.

This section focuses on several studies presented at a conference on international management. The article, "The Impact of Trade Liberalization Policies on National Patters of Corruption and Software Piracy," focuses on the impact of trade liberalization policies on national patterns of corruption and software piracy. "Repetition of Foreign Market Entry Forms: Managerial and Organizational Drivers," studies the repetition of forms of entry in a foreign market by taking into account not only organizational factors but also the managerial risk determinants of such repetitions. "Foreign Expansion Under Uncertainty: A Strategic Real Options Perspective," investigates the expansion of 30 of the largest global manufacturing companies in 6 industries in China over the last 20 years.

The article presents abstracts on business policy and strategy topics which include the complexities of top management team (TMT) composition, insights about dynamic capabilities observed from simulated evolving competition, and venture capital syndication in China.

This paper examines the Narcissus Queen Pageant among Chinese in Hawai’i to explore how Chineseness has been constructed for the community through the female body in over half of a century. Through interviews, field observations, video documentation of pageant activities, archival and web research of pageant souvenir books and local English and Chinese newspapers, and periodicals, it demonstrates that the Narcissus Festival and its Pageant were an invention out of the political, economic, and cultural interests of its practitioners in post-WWII local, national, and international contexts. They were also a result of contestation, negotiation, appropriation, and repression of alternative discourses. The paper also analyzes how, with such symbols Narcissus,ECheongsam,Eand Chinese customsEin the Pageant, Chineseness is defined as traditionEand pastEin opposition to modernityEand progress;EChinese cultureEis romanticized as homogeneously ancient, wise, loving, and harmonious. Above all, it demonstrates how, throughout the 54 years of the Narcissus Queen Pageant, the imaginedEChinese community is constructed on the site of the female body. It is through Chinese female bodies that the audiences find the meaning of Chineseness as defined by the patriarchal and orientalist epistemology. [ABSTRACT FROM AUTHOR]

This section focuses on several symposia abstracts presented at a conference on international management. "Transfer of HR Systems and Practices in MNCs" centers on the effects that diffusion of human resource practices has on the management of multinational corporations from a comparative perspective. "Careers Across Cultures: Toward an International Vision of Career Management" focuses on understanding alternatives to the Euro-American model of careers by examining career behavior and management in different national and cultural contexts. The symposium, "Strategy in Chinese Firms: Institutional Antecedents, Processes and Outcomes," is designed to further the understanding of Chinese management with particular emphasis on indigenous Chinese firms' strategies and their continuing internationalization.

Using socioanalytic theory (Hogan & Shelton, 1998b), we develop and test a model of the direct and indirect effects of the Big Five personality traits and EI abilities on multiple forms of performance (i.e., task and contextual performance). The proposed model was tested with two on-line instruments completed by 116 Hong Kong managers. One instrument was an abilities test of emotional intelligence (MSCEIT 2.0:Mayer, Salovey, & Caruso, 2002). The other was a survey of self-reported personality and workplace behavioral data. Multiple hierarchical (moderator) regression was used to analyze the data from 116 Hong Kong managers. Hypotheses were partially supported. Agreeableness had a positive influence on contextual performance and conscientiousness was positively associated with task performance. In respect to the four-branch model of EI, perceiving emotions was negatively associated with contextual performance, which was counter to what was hypothesized. Total EI moderated (enhanced) relationships between agreeableness and both task and contextual performance. [ABSTRACT FROM AUTHOR]

This article examines the environment-strategy configuration and its impact on firm performance among Chinese state-owned enterprises (SOEs) in the electronics industry starting in 2002, the year after China's entry into the World Trade Organization. Several environmental dimensions were identified and examined in the Chinese electronics industry. These dimensions include complexity, dynamism, and hostility. These environmental dimensions have been shown to have significant impact on variables subject to managerial control, and provide a framework for examining the environmental challenges influencing strategic choice in transitional economies. Since the Tan and Litschert study in 1990, many changes have occurred in China. Under the pressure of external political and economic forces and motivated by the desperate fight for legitimacy and survival, the Chinese policy makers have instituted various changes to reform legal institutions in order to improve the clarity of the system and provide more protection for private property. Firms have been given more discretionary decision-making prerogative and incentive. For employees and especially managers, welfare has become increasingly tied to performance. Although fundamental political reform has been absent, the environment most directly related to business activities has changed significantly.

We examine how CEO values of self-enhancement and self-transcendence influence short- and long-term firm performance. Using surveys of 262 CEOs of Chinese firms (2003 - 2007), our results show that self-enhancement relates to short-term performance while self-transcendence leads to long-term performance, as CEOs develop a culture of innovativeness and stakeholder considerations. [ABSTRACT FROM AUTHOR]

The purpose of this empirical study was to explore the moderating role of cultural distance on the relationship between knowledge transfer within MNCs and subsidiaries performance, using the IT industry in China as a study context. Data was collected through the implementation of a quantitative survey in China-based subsidiaries from 36 MNCs in the IT industry. The results, based on 1008 occurrences of knowledge transfer, across seven knowledge domains, to and from China-based subsidiaries, suggest that knowledge transfer is positively related to subsidiary performance. There is also an interactive effect on subsidiary performance between cultural distance, based on Hofstede (1993)'s cultural framework, and aggregate knowledge transfer within firms. [ABSTRACT FROM AUTHOR]