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Using digital learning content to realize learning in games is a rapidly-developing direction of interest for teachers and researchers. This study has developed a digital role-playing gaming system to review Social Studies course content to a fifth Grade class at an elementary school. It allows students to experience the historical storyline of Tamsui, located in the north of Taiwan, by playing the role of Dr. Mackay. An experiment was conducted to evaluate the potential effects of the proposed system when applied to the reviewing activity of Humanities courses. The results of the post-test scores showed that the proposed system is not superior to the traditional teaching method which uses PowerPoint-based slides with the teacher's oral instruction, but it still enhances their overall learning performance after the reviewing activity. Moreover, the results of the questionnaire survey showed that the students who reviewed by using the proposed system showed a higher learning motivation than those reviewing with the traditional teaching method. It is therefore concluded that our role-playing digital gaming system can be used to assist the teachers' teaching activities, because it allows the students to complete their reviewing activity by themselves, and it effectively enhances their learning performances and motivation. [ABSTRACT FROM AUTHOR]

Objective: identify and prioritize the factors affecting the change of major of students in master degree. Methods: The research is a post-event type with a mixed approach. In the qualitative part of the research, the statistical population consisted of all professors, educational administrators as well as students who have changed majors at the master's degree. semi-structured interviews were conducted with 12 professors, educational administrators and students who changed their major, at and theoretical data saturation was obtained. In the quantitative part of the research, the statistical population was all students who were educated in the undergraduate department in the non-humanities department, but in the master's degree program in 2018-19, they changed their major to one of the Humanities major of Tarbiat Modares University and have been admitted. At this stage, 80 of such students were selected as a sample and they completed a designed questionnaire which includes 39 closed questions based on a Likert five-choice range. Results: 54 primary concepts and 7 categories of factors were identified, including scientific, personal, occupational, economic, educational, social and organizational. the Economic and scientific factors ranked as the most important factors, respectively. Conclusion: students who change their major, seek to achieve their individual and common goals which were not achieved in the major of their previous degree. [ABSTRACT FROM AUTHOR]

Abstract This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.

This study investigates learner's reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner's reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner's clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services. [ABSTRACT FROM AUTHOR]