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Journal of Educational Technology & Society Volume 12 Number 2 2009 Full length articles Table of contents Effect of Computer-Based Video Games on Children: An Experimental Study Tsung-Yen Chuang and Wei-Fan Chen Using Blogs to Enhance Critical Reflection and Community of Practice Shih-Hsien Yang Automated Inattention and Fatigue Detection System in Distance Education for Elementary School Students Kuo-An Hwang and Chia-Hao Yang The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement Pei-Hsuan Hsieh and Francis Dwyer MEAT: An Authoring Tool for Generating Adaptable Learning Resources Yen-Hung Kuo and Yueh-Min Huang Qualitative assessment across language barriers: An action research study Johannes C. Cronjé An Exploration of Pre-Service Teachers’ Perceptions of Learning to Teach while Using Asynchronous Discussion Board Lasisi Ajayi A Capstone Experience for Preservice Teachers: Building a Web-Based Portfolio Leah M. Herner-Patnode and Hea-Jin Lee Evaluating an Intelligent Tutoring System for Design Patterns: the DEPTHS Experience Zoran Jeremic, Jelena Jovanovic and Dragan Gasevic Digital Students in a Book-Oriented School: Students’ Perceptions of School and the Usability of Digital Technology in Schools Yifat Ben-David Kolikant A Markov-based Recommendation Model for Exploring the Transfer of Learning on the Web Yueh-Min Huang, Tien-Chi Huang, Kun-Te Wang and Wu-Yuin Hwang An Educational Mobile Blogging System for Supporting Collaborative Learning Yueh-Min Huang, Yu-Lin Jeng and Tien-Chi Huang Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment Liping Shen, Minjuan Wang and Ruimin Shen Wireless Handhelds to Support Clinical Nursing Practicum Cheng-Chih Wu and Chin-Yuan Lai A Coursework Support System for Offering Challenges and Assistance by Analyzing Students’ Web Portfolios Liang-Yi Li and Gwo-Dong Chen Intra-action, Interaction and Outeraction in blended learning environments Wu-Yuin Hwang, Jung-Lung Hsu, Alexei Tretiakov, Huey-Wen Chou and Ching-Yuan Lee CogSkillnet: An Ontology-Based Representation of Cognitive Skills Petek Askar and Arif Altun ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are ISSN not 1436-4522. made or distributed © International for profit Forum or commercial of Educational advantage Technology and that copies & Society bear the (IFETS). full citation The authors on the first and page. the forum Copyrights jointly for retain components the copyright of this work of the owned articles. by others Permission than to IFETS make must digital be or honoured. hard copies Abstracting of part or with all of credit this work is permitted. for personal To copy or classroom otherwise, use to is republish, granted without to post fee on provided servers, or that to copies redistribute are not to made lists, requires or distributed prior specific for profit permission or commercial and/or advantage a fee. Request and that permissions copies bear from the the full editors citation at on kinshuk@ieee.org. the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. 1-10 11-21 22-35 36-50 51-68 69-85 86-100 101-110 111-130 131-143 144-162 163-175 176-189 190-204 205-221 222-239 240-253 iii
Engaging students in multimedia-mediated Constructivist learning – Students’ perceptions Mai Neo and Tse-Kian Neo Comparing Learning Performance of Students Using Algorithm Visualizations Collaboratively on Different Engagement Levels Mikko-Jussi Laakso, Niko Myller and Ari Korhonen Developmental Progression of Referential Resolution in Comprehending Online Texts Yu-Fen Yang and Ya-Chen Hung Attitudes and Satisfaction with a Hybrid Model of Counseling Supervision Steven R. Conn, Richard L. Roberts and Barbara M. Powell Modeling Academic Education Processes by Dynamic Storyboarding Yoshitaka Sakurai, Shinichi Dohi, Setsuo Tsuruta and Rainer Knauf Book review(s) Technology-mediated Learning Environments for Young English Learners (L. Leanne Parker) Reviewer: Griff Richards Tips for Teaching with CALL: Practical Approaches to Computer-assisted Language Learning (Carol Chapelle and Joan Jamieson) Reviewer: Ferit Kilickaya ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others ISSN than 1436-4522. IFETS must © International be honoured. Forum Abstracting of Educational with credit Technology is permitted. & To Society copy otherwise, (IFETS). The to republish, authors and to post the on forum servers, jointly or to retain redistribute the copyright to lists, of requires the articles. prior specific Permission permission to make and/or digital a fee. or hard Request copies permissions of part or all from of this the editors work for at personal kinshuk@ieee.org. or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. 254-266 267-282 283-297 298-306 307-333 334-336 337-338 iv
Page 1 and 2: April 2009 Volume 12 Number 2
Page 3: Abstracting and Indexing Educationa
Page 7 and 8: this study discusses computer-based
Page 9 and 10: Sampling for preliminary study One
Page 11 and 12: Part 2 Pearson correlation .349** 1
Page 13 and 14: Figure 1. Box and whisker plot of t
Page 15 and 16: characteristics and learning styles
Page 17 and 18: However, critical reflection and in
Page 19 and 20: novels, so they collected any relat
Page 21 and 22: 1. Theories of teaching: Comments m
Page 23 and 24: grammatical errors and basic writin
Page 25 and 26: Ho, B., & Richards, J. C. (1993). R
Page 27 and 28: Hwang, K.-A., & Yang, C.-H. (2009).
Page 29 and 30: e deduced from the Affective Domain
Page 31 and 32: Detection procedure Figure 1 shows
Page 33 and 34: avoided. Image processing is perfor
Page 35 and 36: falling asleep) as defined in this
Page 37 and 38: classmates or left their seats duri
Page 39 and 40: help teachers to recognize the lear
Page 41 and 42: Hsieh, P.-H., & Dwyer, F. (2009). T
Page 43 and 44: significant comprehension effects o
Page 45 and 46: Treatment 3 (keyword group): Studen
Page 47 and 48: Criteria of achievement measures Th
Page 49 and 50: esults. A correlational analysis de
Page 51 and 52: A 2 x 1 ANOVA analyzed the effect o
Page 53 and 54: References Aragon, S. R. (2004). In
Page 55 and 56:
Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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Tan, O. S., Parsons, R. D., Hinson,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• Link removal - advanced student
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Expert Module Expert Module’s mai
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Based on the questionnaire results
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students were told that their perfo
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thirds of the interviewed students
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Throughout the semester, students i
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human teacher or question developer
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To test the learning effectiveness
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APPENDIX A Computer Science and Sof
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Thus, the use of computers changes
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Specifically, two objectives were p
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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activities. Specifically, the histo
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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or roles in a context, such as “I
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Correlation coefficient was also co
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(a) Text 1 (b) Text 2 (c) Text 3 (d
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Table 3 shows that the average read
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Figure 10. Trace results of the les
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monitor their reading process and h
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Conn, S. R., Roberts, R. L., & Powe
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The technology-mediated groups, wit
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hybrid model of supervision was pos
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Our research indicates that the hyb
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Janoff, D. S., & Schoenholtz-Read,
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goal of using storyboards. But, thi
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In general, learning activities nee
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Furthermore, free subjects, such as
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Storyboarding Roots and related wor
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Referees, on the other hand, may wa
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Symbols Interpretation Defines a un
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Figure 4. Top-level storyboard for
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may take subjects such as practical
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network security information envir
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The concrete procedure and interact
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(e.g., for graduation) using such i
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Thus, academic education modeling b
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Feyer, T., Kao, O., Schewe, K.-D.,
Page 339 and 340:
Richards, G. (2009). Book review: T
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expands the child’s proximal envi
Page 343:
Chapter 6 exemplifies the activitie
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