Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Where are we going with primary foreign languages?

This article considers Modern Languages in the Primary School (MLPS), which have reached a crucial stage in both England and Scotland. It looks at developments in the two countries and considers these against both a historical and European background. The authors, drawing on their practical experience, put forward some of the key points to be addressed as well as making the case for certain approaches, based on their experience and the available literature. The article begins with a brief update of the situation in Scotland and England, before considering the aims and objectives of both. It also looks at the debate about whether an early start is beneficial and considers methodology. Particular aspects to be considered include knowing about Language and the balance between the four skill areas of Listening, Speaking, Reading and Writing. The authors conclude the article by drawing out some issues on which there might be a consensus but at the same time identify the need for a national debate on what we are trying to achieve when significant funding is being invested

Motivation in English-Medium Instruction in a Japanese University : Exploring Better Pedagogical Practices from the Perspective of Self-Determination Theory

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Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which student- and class-level characteristics are related to sixth-grade students' listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multilevel design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed significantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students' listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made

THE ENGLISH TEACHING PROCESS IN THE 4th GRADE OF SDN TEGALMADE 01 SUKOHARJO

THE ENGLISH TEACHING PROCESS IN THE 4th GRADE OF SDN TEGALMADE 01 SUKOHARJ

Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘

Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language.

The research reported in this paper explores the effect of direct and indirect cross-cultural contact on Hungarian school children's attitudes and motivated behaviour by means of structural equation modelling. Our data are based on a national representative survey of 1,777 13/14-year-old learners of English and German in Hungary; 237 of the students learning English with the highest level of inter-cultural contact were selected for analysis. Our model indicates that for our participants, motivated behaviour is determined not only by language-related attitudes but also by the views the students hold about the perceived importance of contact with foreigners. The results of our study also reveal that the perceived importance of contact was not related to students’ direct contact experiences with target language speakers but was influenced by the students’ milieu and indirect contact. Among the contact variables, it was only contact through media products that had an important position in our model, whereas direct contact with L2 speakers played an insignificant role in affecting motivated behaviour and attitudes

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC