Search

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.

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of "Diversifying Higher Education Systems in the International and Comparative Perspectives," which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.

This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori Yoshida-Miyauchi); (6) Revisiting Discourse as an Instructional Resource: Practices that Create Spaces for Learning and Student Contributions (Lynn Liao Hodge, Qing Zhao, Jana Visnovska, and Paul Cobb); (7) An Illustration of Students' Engagement with Mathematical Software Using Remote Observation (Anesa Hosein, James Aczel, Doug Clow, and John T. E. Richardson); (8) Geometric Calculations are More than Just the Application of Procedural Knowledge (Hui-Yu Hsu); (9) Constructing Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms (Rongjin Huang and Jinfa Cai); (10) Teachers as Researchers: Putting Mathematics at the Core (Danielle Huillet); (11) Can You Convince Me: Learning to Use Mathematical Argumentation (Roberta Hunter); (12) On the Mathematical Knowledge under Construction in the Classroom: A Comparative Study (M. Kaldrimidou, H. Sakonidis, and M. Tzekaki); (13) Students' Beliefs and Attitudes about Studying and Learning Mathematics (Eleftherios Kapetanas and Theodosios Zachariades); (14) "How Can We Describe the Relation between the Factored Form and the Expanded Form of These Trinomials? We Don't even Know If Our Paper-and-Pencil Factorizations are Right": The Case for Computer Algebra Systems (CAS) with Weaker Algebra Students (Carolyn Kieran and Caroline Damboise); (15) What Is a Beautiful Problem? An Undergraduate Students' Perspective (Boris Koichu, Efim Katz, and Abraham Berman); (16) Can Lessons Be Replicated? (Angelika Kullberg); (17) Problem Posing as a Means for Developing Mathematical Knowledge of Prospective Teachers (Ilana Lavy and Atara Shriki); (18) Activity-Based Class: Dilemma and Compromise (KyungHwa Lee); (19) Induction, Analogy, and Imagery in Geometric Reasoning (KyungHwa Lee; MinJung Kim; GwiSoo Na, DaeHee Han, and SangHun Song); (20) The Analysis of Activity That Gifted Students Construct Definition of Regular Polyhedra (KyungHwa Lee, EunSung Ko, and SangHun Song); (21) Multiple Solution Tasks as a Magnifying Glass for Observation of Mathematical Creativity (Roza Leikin and Miri Lev); (22) Interactive Whiteboards as Mediating Tools for Teaching Mathematics: Rhetoric or Reality? (Steve Lerman and Robyn Zevenbergen); (23) From Construction to Proof: Explanations in Dynamic Geometry Environment (Allen Leung and Chi Ming Or); (24) Prospective Middle School Teachers' Knowledge in Mathematics and Pedagogy for Teaching--The Case of Fraction Division (Yeping Li and Dennie Smith); (25) Improving Students' Algebraic Thinking: The Case of Talia (Kien Lim); (26) The Effect of a Mentoring Development Program on Mentors' Conceptualizing Mathematics Teaching and Mentoring (Pi-Jen Lin); (27) Uses of Examples in Geometric Conjecturing (Miao-Ling Lin and Chao-Jung Wu); (28) Algebrification of Arithmetic: Developing Algebraic Structure Sense in the Context of Arithmetic (Drora Livneh and Liora Linchevski); (29) The Potential of Patterning Activities to Generalization (Hsiu-Lan Ma); (30) Infinite Magnitude vs. Infinite Representation: The Story of [Pi] (Ami Mamolo); (31) The Ability of Sixth Grade Students in Korea and Israel to Cope with Number Sense Tasks (Zvia Markovits and JeongSuk Pang); (32) Creating Your Own Symbols: Beginning Algebraic Thinking with Indigenous Students (Chris Matthews, Tom J. Cooper, and Annette R. Baturo); (33) Exploring Students' Mathematics-Related Self Image as Learners (Silvana Martins Melo and Marcia Maria Fusaro Pinto); (34) Difficulties on Understanding the Indefinite Integral (N. Metaxas); (35) Detecting the Emergence and Development of Mathematical Discourse: A Novel Approach (Christina Misailidou); and (36) The Nature and Role of Proof When Installing Theorems: The Perspective of Geometry Teachers (Takeshi Miyakawa and Patricio Herbst). (Individual papers contain references.) [For other volumes in the series, see ED499417, ED499418, and ED499419.]

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)

The transition between arithmetic and algebraic thinking is challenging for students. One notable difficulty for students is understanding algebraic symbols--pronumerals. Researchers are exploring pedagogical approaches in seeking to address this issue. The current paper is contributing to this body of literature by illustrating how an online card matching game-based learning activity supports students' understanding of pronumerals.

In an Intelligent Tutoring System (ITS), problem (or question) difficulty is one of the most critical parameters, directly impacting problem design, test paper organization, result analysis, and even the fairness guarantee. However, it is very difficult to evaluate the problem difficulty by organized pre-tests or by expertise, because these solutions are labor-intensive, time-consuming, leakage-prone, or subjective in some way. Thus, it is of importance to automatically evaluate problem difficulty via information technology. To this end, we propose a novel difficulty prediction framework, named SQL-DP, for Structured Query Language (SQL) programming problems, mastering which plays a vital role in learning the database technology. In SQL-DP, semantic features of problem stems and structure features of problem answers in the form of SQL codes are both computed at first, using the NLP and the neural network techniques. Then, these features are used as the input to train a difficulty prediction model with the statistic error rates in tests as the training labels, where the whole modeling does not introduce any experts, some as knowledge labeling. Finally, with the trained model, we can automatically predict the difficulty of each SQL programming problem. Moreover, SQL programming problem answering log data of hundreds of undergraduates from Guangxi University of China are collected, and the experiments conducted on the collected log data demonstrate the propped SQL-DP framework outperforms the state-of-the-art solutions apparently. In particular, SQL-DP decreases the RMSE of difficulty prediction by at most 7.23%, compared with the best-related framework. [For the full proceedings, see ED623995.]

Online synchronous classes and seminars are increasing in universities along with the outbreak of COVID-19. Since the online classes are not in-person condition, it is difficult for a teacher to monitor the learners. In the field of distance education, the need to support learner's concentration has been identified. More effective methods adapted to online classes in universities should be discussed. In this paper, we focus on the teacher's and learners' attention to the material in online real-time classes. We then propose a system that provides feedback on the differences in learners' gaze in order to improve the followability of learners. The proposed system assumes an online environment using Microsoft Teams PowerPointLive and acquires the "gazing point" at every slide-material and "page change history" of the teacher and learners. The results of using the proposed system suggest that it can improve the learner's followability to the teacher.

Drawing on theories from transcultural theory, I examined Chinese immigrant mothers' transcultural perspectives on mothering and learning. Recent adult educational studies contain limited research on the effects of cultural influence on mothering and learning by immigrant mothers from their perspective. Based on 30 semi-structured interviews among Chinese immigrant mothers in Canada, this study revealed there are not only interactions between the fluid cultural values and the understanding of mothering and learning by immigrant mothers, but also race, gender, and class relations behind Chinese immigrant mothers' mothering and learning practice. This paper contributes to a better understanding of cultural influence on Chinese immigrant mothers' learning and mothering practice. The findings help foster adult educational programs for immigrant mothers in multicultural societies. [For full proceedings, see ED628982.]

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms adopt an indirect instructional approach. Awareness of such differences in classroom instruction informs educators of the educational backgrounds of students coming from different educational environments and cultures, enabling educators to better serve different student populations. Additionally, it is worth noting that educational culture worldwide is converging as indicated by world culture theory. This paper presents different classroom instruction in China and the U.S., and inspires educators to learn from the differences, reflect on their own instruction, and eventually innovate and improve their instruction. [For the full proceedings, see ED628982.]

Syntactic complexity is considered to be an important device for assessing the quality of writing in a second language (L2), as it indicates the diversity and complexity of production units or grammatical structures. This paper studies the development of Chinese college students' syntactic complexity in essay writing by using an Automatic Writing Evaluation (AWE) tool, the Pigai system (www. pigai.org, which has been most widely used in China in the last ten years). The data analysis showed that the students' syntactic competences in their final drafts outperformed that in their first drafts in three aspects: length of production unit, amount of subordination, and amount of coordination. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students' behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners' intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students' intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students' perceived usefulness of the VR system. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

[For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]This study investigated whether a translation tool (Microsoft Translator -- MT) and its built-in speech features (Text-To-Speech synthesis -- TTS -- and speech recognition) can promote learners' acquisition in pronunciation of English regular past tense "-ed" in a self-directed manner. Following a pretest/posttest design, we compared 29 participants' performances of past "-ed" allomorphy (/t/, /d/, and /id/) by assessing their pronunciation in terms of phonological awareness, phonemic discrimination, and oral production. The findings highlight the affordances of MT regarding its pedagogical use for helping English as a Foreign Language (EFL) learners improve their pronunciation.

Guided by the theory of Language Socialization (LS), this study investigates the mediating effects of teacher-student power relations in an academic English course. To do so, several sets of data were collected: responses to a questionnaire survey, a series of semi-structured interviews, and the online interactions which took place on two teaching platforms (WeChat and QQ). Our results show that together with other factors, the power relations highlighted in this study influenced the participants' academic performances. Besides, three types of teacher-student power relations were brought to the fore. Eventually, the power relations identified affected the construction of role identity in our study. The findings provide supporting evidence for the complicated power relations which exist between language learners and their community of practice. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This descriptive study presents the first research cycle with four synchronous telecollaborative language learning sessions on Zoom between Irish and Chinese teenagers. Intercultural Sensitivity Scale (ISS) post-questionnaire results show that the mean of interaction enjoyment scale is the highest compared to the other four categories, which implies that telecollaboration provides an enjoyable and authentic environment for Irish adolescent learners to experience communication with native speakers. However, low averages of ISS categories indicate some factors are at play such as short telecollaboration duration and potential technological issues. The gap between the previous needs analysis and current findings demonstrates that participants probably underestimated the challenge of engaging with Chinese native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Global competition results in an overall demand for higher skills. In the competitive world, China has no choice but to adjust themselves to become more efficient, productive, and flexible. Higher education in China has played a key role in achieving socialist economy and modernization. Since the open-door policy in the 1980s, there has been a shift from elite to mass education, practice of corporate managerialism in education governance, privatization of education, and spread of transnational education in the tertiary sector. The author first attempts to explore the strategies that have been adopted in higher education reform in China. Then there are reviews of the roles of Project 211, Project 985, and the Double First-Class Initiative in higher education reform in China. Higher education reform has allowed mainland China to identify a small group of universities to be measured alongside the best universities in North America and Europe. However, there are also some backwash effects created from these trends of restructuring of higher education in China. [For the complete Volume 21 proceedings, see ED629259.]

In this era of globalization, mobile learning is increasingly becoming a new paradigm to promote teachers' core literacy. In this study, teachers in rural secondary schools in South China were selected as respondents, and the correlation between mobile learning and teachers' subject core literacy was proved by using SPSS22.0 software. The study concluded that mobile learning for Chinese rural secondary school teachers is deficient at the level of social interactivity, the learners (teachers) themselves and mobile learning devices. Therefore, enhancing the social interaction level of mobile learning, stimulating the demand for m-learning among rural secondary school teachers and Increasing Equipment Support are crucial to improving teachers' subject core literacy in rural secondary schools. [For the full proceedings, see ED639391.]

This study aimed to build a model to detect the factors to enhance student engagement and learning development in mobile learning during the COVID-19 Pandemic. Data from a total of 400 junior-high-school students were collected in China in the fall semester of 2020, and a large proportion of students preferred accessing their study with cellphones (67.0%) than with computers (11.8%), laptops (11.3%) or pads (10.0%). Exploratory factor analysis and structural equation modeling (SEM) were used for data analysis. The fitness of the items for each scale of the student engagement and learning development indicated a sufficient fit (X[superscript 2][subscript (19)] = 41.252, GIF = 0.974, AGFI = 0.951, CFI = 0.986, RMSEA = 0.054, NNFI = 0.979, IFI = 0.986). The results of SEM analysis show that emotional engagement is the most important factor (r[superscript 2] = 0.859) in the model, and student engagement has a significant positive impact on learning development in mobile learning. The findings of this study provide a good reference for enhancing student engagement or fostering students' learning development in mobile learning. [For the full proceedings, see ED639391.]

TVET is an education and training process with a strong emphasis on industry practises that strives to generate competent workers in particular fields. Cooperation with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [For the full proceedings, see ED654100.]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on May 18-21, 2023 in Cappadocia, Turkey. 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 education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

This study aims to examine the research published in the Web of Science database on Curriculum Alignment using the bibliometric analysis method. A bibliometric analysis of the studies included in the research was conducted on August 10, 2023. The "Web of Science Core Collection" was searched by entering the keyword "Curriculum Alignment." One hundred-five studies were included in the evaluation. VOSviewer package program was used for bibliometric analysis of article data. According to the general data of bibliometric analysis, 105 studies were published in 42 different sources, and the average number of citations per document was 11.21. When the distribution of articles according to publication years is examined, most articles were published in 2021. It was understood that there were more publications on Curriculum Alignment in the journals Chemical Education and Assessment in Education: Principles, Policy & Practice. It has been determined that studies on curriculum alignment are concentrated in the United States; The United States was followed by Australia, England, South Africa, Canada, and the People's Republic of China, respectively. It has been determined that topics such as learning outcomes, curriculum mapping, problem-based learning, analytical competencies, in-service teachers, enacted curriculum, curriculum change, collaboration, and assessment design are current issues discussed together with curriculum alignment. A limited number of studies have been conducted on Curriculum Alignment in Turkey. It may be recommended to conduct new studies on the subject. [For the full proceedings, see ED652261.]