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clippings from printed materials, we instead leverage mobile technology to motivate the students to become active meaning maker on the encounters in their daily life, and even creating contexts out of the informal spaces. This is an important learning-anywhere-and-anytime-ish habit of mind not just for the “Move, Idioms!” study, but for all general seamless learners. In this case, the student artifacts are directly arisen from their very own life experiences; they would therefore assume greater ownership in their self-generated artifacts. Our design decision can be further justified by the need of language learning, as traditional second language classroom practices have been criticized by the scholars (e.g., Jiang, 2000; Tedick & Walker, 2009) for the excessive amount of “secondhand” experiences (e.g., contexts in the textbook passages, or teacher-supplied printed/downloaded materials) being employed in the instructions. Learners ought to apply, and reflect upon, their target language in the authentic environment to enhance learning internalization. Research design In view of the complex interplay between the students’ learning experiences as well as the technology and pedagogy involved, we adopted the Design-based research (DBR) methodology (Brown, 1992) to conduct our study. This method stresses upon the systematic study on the interdependence of design elements, and the importance of examining emerging issues through iterative refining processes. It allows us to collect and analyze rich and relevant data to bear on the many simultaneously interacting factors that shape the learning we envisage. This will then help to improve the design and shape the development of the pedagogy (Design-Based Research Collective, 2003; Wong, Boticki, Sun, & Looi, 2011). To date, we have implemented two DBR cycles of “Move, Idioms!” The first cycle was a pilot study which took place during July-September 2009 that involved a Primary 5 (11-year-old) class. Through post-intervention student interviews, we obtained data on how students and parents co-created artifacts. The second cycle (this paper’s focus) took place in January-November 2010. Another class of 34 Primary 5 students, with mixed abilities in Chinese Language, participated in the study. Each of them was assigned a Samsung Omnia II smartphone running MS Windows Mobile 6.5. The phone comes with built-in camera, Wi-Fi access, Internet browser and English/Chinese text input. The researchers and a group of Chinese teachers co-designed eight “Activity 1” and two “Activity 4” lessons which were then enacted by the teacher of the experimental class. The lessons were paced the way that there were 2- to 4-week intervals in between them. Meanwhile, students carried out “Activity 2” and “Activity 3” continuously at their own time. We developed and installed a simple application on their smartphones so that they can perform the following tasks on one interface: (1) taking photos; (2) assembling photos; (3) constructing sentences or paragraphs; (4) posting the artifacts onto the wiki pages of their choice; (5) pick and mix existing photos saved in the smartphone photo album to create new artifacts. Recognizing such a seamless learning design as an opportunity to better involve parents in advancing their children’s learning during “Activity 2,” we decided to further investigate and enhance this aspect. We organized a “meet-the-parents” session prior to the second cycle. In the session, we briefed the parents of the participating students about the benefits and challenges of mobile seamless learning in general, and suggested to them some strategies to regulate or participate in the students’ after-school use of smartphones. A mother-daughter dyad from the first cycle was invited to share with other parents their fond experiences of working together in co-creating artifacts, mostly in a spontaneous and opportunistic manner. Some parents who attended the session found the sharing inspiring and indicated their willingness to give it a try. Informed by the DBR methodology and due to the cross-context nature of seamless learning, we employed a variety of data collection and analytical methods. Among them, we conducted pre- and post-tests to assess students’ learning gains in idiom-context associations, and administered two post-questionnaires. Questionnaire 1 is for the students to self-report facts and perceptions of their learning experiences across various contexts, including those pertaining to learning in the informal settings. Furthermore, to collect data on the students’ artifact creation processes in informal settings, we periodically compiled the artifacts that individual students shared online to become Questionnaire 2, and asked the students to self-report their processes in creating each artifact. Due to the space constraint, we will not describe the complete design and findings of the questionnaires, but will only focus on those related to our analysis on students’ Activity 2 tasks in this paper. 201
Student responses were coded based on our classification of “three types of cognitive processes in artifact creation” as our findings in the first cycle (see: Wong, Chin, Tan, & Liu, 2010), namely, • Type-1: with an idiom in mind → object finding/manipulation or scenario enactment → photo taking; • Type-2: Object/human/scenario encountering → associating with an idiom (immediate association) → photo taking; • Type-3: Object encountering/manipulation or scenario encountering/enactment → photo taking → associating with an idiom (delayed association). Our further analysis of the three types of processes, as reported in our prior publication (Wong et al., 2010), suggests that each type of these processes would correspond to a vocabulary learning strategy. We consider Type-1 the easiest, perhaps an assignment-minded process which could serve as an entry-level activity for newcomers to such activities. Type-2 is the highest level process as such immediate retrieval of the relevant idioms required the students’ internalization of their learned idioms. Type-3 could serve as a bridging strategy between the first two. Descriptive statistics were analyzed to help us understand the trends, which will be reported in the subsequent section. In our analysis, we distinguished the real-life context and the artifact context. The real-life context is the authentic physical context that that facilitates student’s artifact creation. The artifact context is the context that is portrayed by a student artifact and reflects the student’s literal, extended or even creative meaning making of the real-life context where this artifact creation is based on—this is congruent with the notion of LGC. Therefore, the two contexts may or may not be consistent. For example, a student returns home and finds her teddy bear being tossed to the sofa by her younger sister, which is the real-life (authentic) context. She takes a photo of it and composes a sentence, “Exhausted, the bear falls asleep on the sofa.” The sentence reflects an artifact context, which defers from the reallife context since a toy cannot fall asleep—the act of “falling asleep” is merely in her imagination, i.e., “creative meaning making.” Furthermore, by referring to students’ responses to the questionnaire, we identified several students who went through complex artifact creation processes and generated quality artifacts. We conducted additional one-to-one interviews with them in order to find out the processes of creating individual artifacts and the sources of inspiration. We then interviewed their parents for data triangulation. Due to space constraint, we will only present cases of artifact creation processes of two students, Colin and Jane (pseudonyms), and associating the processes with the above-stated three-type classification. They essentially represent two different types of “habits” in Activity 2, which we will explicate in the following section. Findings Descriptive statistics of students’ artifact creations Throughout the second cycle, the students generated 853 sets of artifacts in total. We performed various descriptive statistical analyses on the students’ artifact creations to investigate relevant patterns. Table 1 presents the crosstabulation of the settings where artifacts were created versus the cognitive processes of artifact creation engendered by the entire class of participating students. Table 1. Cross tab of settings where artifacts were created vs. cognitive process of artifact creation Settings where artifacts were created Type-1 Type-2 Type-3 Not sure Total During 8 “Activity 1” lessons (small-group co-creation) 52 8 22 3 85 Within the school, not during Activity 1 23 20 20 5 68 At individual students’ home 193 44 134 5 376 Other locations 37 164 110 13 324 Total 305 236 286 26 853 Note. whole class; n = 853. Table 1 was generated on the basis of Questionnaire 2. There were 26 artifacts where the students could not recall the processes behind when they filled up the questionnaire, and were therefore categorized under “not sure”. We distinguished the physical settings where the artifacts were created into four categories—during Activity 1 (teacher- 202
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
Page 155 and 156: Soloway, E., Norris, C., Blumenfeld
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Page 159 and 160: instance, not knowing how to naviga
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Page 163 and 164: Significance was not found for main
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Page 167 and 168: Mayer, R. E. (2001). Multimedia lea
Page 169 and 170: McMillen (1996) considered virtual
Page 171 and 172: Learning of area concepts in elemen
Page 173 and 174: shrink. changed. Hints and Show but
Page 175 and 176: Based on teacher observations and c
Page 177 and 178: Appendix 1. Sample items of BACT *I
Page 179 and 180: Wong, L.-H., Hsu, C.-K., Sun, J., &
Page 181 and 182: Johnson and Johnson (1994) identifi
Page 183 and 184: Design of game-based learning activ
Page 185 and 186: Findings The students exhibited hig
Page 187 and 188: We take two instances of character
Page 189 and 190: In designing Chinese-PP, we instead
Page 191 and 192: Boticki, I., Looi, C.-K., & Wong, L
Page 193 and 194: Hwang, G.-J., Sung, H.-Y., Hung, C.
Page 195 and 196: 2000). For example, Filippidis and
Page 197 and 198: amount of information about the lea
Page 199 and 200: The factors that affected the stude
Page 201 and 202: Burguillo, J. C. (2010). Using game
Page 203 and 204: Wong, L.-H. (2013). Analysis of Stu
Page 205: Recognizing both the importance and
Page 209 and 210: English with the translations of th
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Page 215 and 216: The significance of the reported st
Page 217 and 218: Chen, Y.-L., Pan, P.-R., Sung, Y.-T
Page 219 and 220: them develop new concepts to facili
Page 221 and 222: Figure 1. Visualization of how mino
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Page 225 and 226: Procedures All subjects in both gro
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Page 233 and 234: Lin, J.-W., Lai, Y.-C., & Chuang, Y
Page 235 and 236: The related works Feedback should b
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Page 239 and 240: Once the frequent itemsets have bee
Page 241 and 242: The first phase generates a diagnos
Page 243 and 244: To assure pretest validity and reli
Page 245 and 246: Questionnaire and interviews To und
Page 247 and 248: Maughan, S., Peet, D., & Willmott,
Page 249 and 250: According to Angeli and Valanides (
Page 251 and 252: description, objectives, and entry
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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