January 2012 Volume 15 Number 1 - Educational Technology ...

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Journal of Educational Technology & Society Volume 15 Number 1 2012 Special issue articles Table of contents Guest Editorial – Technology Supported Cognition and Exploratory Learning Dirk Ifenthaler, Pedro Isaias, Kinshuk, Demetrios G. Sampson and J. Michael Spector Epistemological Beliefs and Ill-structured Problem-solving in Solo and Paired Contexts Charoula Angeli and Nicos Valanides A Study on Exploiting Commercial Digital Games into School Context Hercules Panoutsopoulos and Demetrios G. Sampson Aberrance Detection Powers of the BW and Person-Fit Indices Tsai-Wei Huang Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios Dirk Ifenthaler Presence and Middle School Students' Participation in a Virtual Game Environment to Assess Science Inquiry Catherine C. Schifter, Diane Jass Ketelhut and Brian C. Nelson Full length articles Any Effects of Different Levels of Online User Identity Revelation? Fu-Yun Yu Relationship between Students’ Emotional Intelligence, Social Bond, and Interactions in Online Learning Heeyoung Han and Scott D. Johnson A Folksonomy-based Guidance Mechanism for Context-aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities Wen-Chung Shih, Shian-Shyong Tseng, Che-Ching Yang, Chih-Yu Lin and Tyne Liang How Concept-mapping Perception Navigates Student Knowledge Transfer Performance Kuo-Hung Tseng, Chi-Cheng Chang, Shi-Jer Lou, Yue Tan and Chien-Jung Chiu Elementary School Students' Perceptions of the New Science and Technology Curriculum by Gender Mehmet Nuri Gömleksiz Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning Chang Zhu Design of a Motivational Scaffold for the Malaysian e-Learning Environment Nor Aziah Alias Understanding of the Relationship Between Interest and Expectancy for Success in Engineering Design Activity in Grades 9-12 Oenardi Lawanto, Harry B. Santoso and Yang Liu An Investigation into Parent-Child Collaboration in Learning Computer Programming Janet Mei-Chuen Lin and Shu-Fen Liu Examination of Co-construction of Knowledge in Videotaped Simulated Instruction Sitkiye Kuter, Zehra Altinay Gazi and Fahriye Altinay Aksal Prospective EFL Teachers' Perceptions of ICT Integration: A Study of Distance Higher Education in Turkey Murat Hismanoglu The Impact of Recurrent On-line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change Chien-Hsien Chen and Hsiao-Ching She ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 1-1 2-14 15-27 28-37 38-52 53-63 64-77 78-89 90-101 102-115 116-126 127-136 137-151 152-161 162-173 174-184 185-196 197-210 iii
Analyzing the Learning Process of an Online Role-Playing Discussion Activity Huei-Tse Hou A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training Po-Han Wu, Gwo-Jen Hwang, Liang-Hao Su and Yueh-Min Huang Exploring Non-traditional Learning Methods in Virtual and Real-world Environments Rebeka Lukman and Majda Krajnc Learning Achievement in Solving Word-Based Mathematical Questions through a Computer-Assisted Learning System Tzu-Hua Huang, Yuan-Chen Liu and Hsiu-Chen Chang Patterns of Interaction and Participation in a Large Online Course: Strategies for Fostering Sustainable Discussion Jiyeon Lee A Fuzzy Logic-based Personalized Learning System for Supporting Adaptive English Learning Tung-Cheng Hsieh, Tzone-I Wang, Chien-Yuan Su and Ming-Che Lee Shared Mental Models on the Performance of e-Learning Content Development Teams Il-Hyun Jo Intelligent Discovery for Learning Objects Using Semantic Web Technologies I-Ching Hsu A Model for Predicting Learning Flow and Achievement in Corporate e-Learning Young Ju Joo, Kyu Yon Lim and Su Mi Kim Providing Adaptivity in Moodle LMS Courses Marijana Despotović-Zrakić, Aleksandar Marković, Zorica Bogdanović, Dušan Barać and Srdjan Krčo Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment Longkai Wu and Chee-Kit Looi Utilizing a Collaborative Cross Number Puzzle Game to Develop the Computing Ability of Addition and Subtraction Yen-Hua Chen, Chee-Kit Looi, Chiu-Pin Lin, Yin-Juan Shao and Tak-Wai Chan Effects of Speech-to-Text Recognition Application on Learning Performance in Synchronous Cyber Classrooms Wu-Yuin Hwang, Rustam Shadiev, Tony C. T. Kuo and Nian-Shing Chen Teachers' Belief and Use of Interactive Whiteboards for Teaching and Learning Yalın Kılıç Türel and Tristan E. Johnson ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 211-222 223-236 237-247 248-259 260-272 273-288 289-297 298-312 313-325 326-338 339-353 354-366 367-380 381-394 iv
Page 1 and 2: January 2012 Volume 15 Number 1
Page 3: Supporting Organizations Centre for
Page 7 and 8: Angeli, C., & Valanides, N. (2012).
Page 9 and 10: ased on an integration and evaluati
Page 11 and 12: ased on the assumption that no sing
Page 13 and 14: Diagram type D thinking (shown in F
Page 15 and 16: collaborative task in terms of inte
Page 17 and 18: Table 4. Descriptive statistics for
Page 19 and 20: Hong, N. S., Jonassen, D. H., & McG
Page 21 and 22: commercial off-the-shelf digital ga
Page 23 and 24: The post-questionnaire was used aft
Page 25 and 26: Phase Table 1. Phases and activitie
Page 27 and 28: Research results Describing student
Page 29 and 30: Assessment results for each one of
Page 31 and 32: References Annetta, L.A., Minogue,
Page 33 and 34: Huang, T.-W. (2012). Aberrance Dete
Page 35 and 36: Detection power Typically, the rela
Page 37 and 38: Results Detection rates As seen in
Page 39 and 40: 2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
Page 41 and 42: their easily understandable devices
Page 43 and 44: Ifenthaler, D. (2012). Determining
Page 45 and 46: activities is assumed to be reflect
Page 47 and 48: that the problem representations (i
Page 49 and 50: deductive reasoning inventory (33 m
Page 51 and 52: HIMATT structural measures The part
Page 53 and 54: outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
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Figure 3. An illustrative example o
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elementary schools. Thus they are b
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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Questionnaire on student satisfacti
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
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teacher/instructor continues to dom
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The instructor plays a significant
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Data collection and data sources Fi
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y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
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Kuter, S., Altinay Gazi, Z., & Alti
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not only the means for trainees’
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Data Collection Techniques and Anal
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organizations was highlighted by on
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provides the means for professional
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Kohonen, V. (2001). Towards experie
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As Rogers (1995) postulates in his
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Instrument and data collection Afte
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“Raising our computer skills in C
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teachers deploy ICT tools in langua
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Ma, W., Anderson, R., & Streith, K.
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APPENDIX A. Questionnaire for Dista
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consistency with other ideas, and a
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conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
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Table 3 shows that the mean frequen
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previous Web-based instructional le
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Millar, R., & Osborne, J.F. (1998).
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Several studies explore the roles t
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understand the content structures o
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teacher was not allowed to provide
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two coding schemes, as illustrated
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also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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Class Table 1. The survey questions
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“…the distance and the lack of
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collaboration within EVS, thus prev
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Huang, T.-H., Liu, Y.-C., & Chang,
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y personalised context examples in
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Students’ Problem-Solving Guidanc
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Research Method Figure 8. The scree
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Table 4. Abstract of Pairwise Compa
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questions designed for the system h
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Lee, J. (2012). Patterns of Interac
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This study focused on online fora i
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Results and Discussion Due date-cen
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In addition, all groups developed 8
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future. Therefore, they had an oppo
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surprising that most interaction wa
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Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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prompts as scaffolding strategy to
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Reflection Types This study attempt
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All the three groups completed the
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Results Learning Outcomes Pre- and
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.
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