Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Responsible AI and Analytics for an Ethical and Inclusive Digitized Society

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Healthy snacks consumption and the Theory of Planned Behaviour. The role of anticipated regret

Two empirical studies explored the role of anticipated regret (AR) within the Theory of Planned Behavior (TPB) framework (Ajzen, 1991), applied to the case of healthy snacks consumption. AR captures affective reactions and it can be defined as an unpleasant emotion experienced when people realize or imagine that the present situation would be better if they had made a different decision. In this research AR refers to the expected negative feelings for not having consumed healthy snacks (i.e., inaction regret). The aims were: a) to test whether AR improves the TPB predictive power; b) to analyze whether it acts as moderator within the TPB model relationships. Two longitudinal studies were conducted. Target behaviors were: consumption of fruit and vegetables as snacks (Study 1); consumption of fruit as snacks (Study 2). At time 1, the questionnaire included measures of intention and its antecedents, according to the TPB. Both the affective and evaluative components of attitude were assessed. At time 2, self-reported consumption behaviors were surveyed. Two convenience samples of Italian adults were recruited. In hierarchical regressions, the TPB variables were added at the first step; AR was added at the second step, and the interactions at the last step. Results showed that AR significantly improved the TPB ability to predict both intentions and behaviours, also after controlling for intention. In both studies AR moderated the effect of affective attitude on intention: affective attitude was significant only for people low in AR

Understanding, assessing, and facilitating entrepreneurship competence in the digital age

Entrepreneurship and entrepreneurship education become mainstream inside and outside business schools after scholarships and educators from this field made efforts in the past two decades. Nutrition of entrepreneurship competence is an emergency task for the economy and society especially during economic shock and uncertainty. Digital entrepreneurship competence brings new possibilities for learners living in this digital world. This study facilitates digital entrepreneurship and digital entrepreneurship competence as 21st-century skills at the higher education level, experimenting in Chinese universities and colleges. In addition, this research will help stakeholders in Germany and other countries whose learners lack such knowledge and skills. I propose a methodology set consisting of three main ingredients. Initially, a systematic review was undertaken by the researcher in collaboration with two educators who specialized in entrepreneurship theories and practice to extract insights on the utilization of educational technologies in the context of entrepreneurship education. In response to the current trend of educational technology, a comprehensive examination was conducted to scrutinize the regulations and potential of AI within entrepreneurship learning and teaching. Secondly, the present study endeavored to assess the effectiveness of virtual team learning in online entrepreneurship education during the COVID-19 pandemic, taking into consideration the dimensions of teamwork, taskwork, and information and communication technology. In the final investigation, a digital entrepreneurship training program was administered through an online platform, with the aim of obtaining both quantitative and qualitative feedback regarding the program’s effectiveness and assessing the participants’ digital entrepreneurship competence. The following presents a summary of each study: Regarding the systematic review on the utilization of educational technologies in entrepreneurship education, Study 1 uncovered that social media, serious games, and digital platforms emerged as three prominent technological approaches. In light of extensive application of artificial intelligence in various educational domains, Study 2 delved into its utilization within the context of entrepreneurship education. The findings indicated the prevalence of machine learning, big data analysis, and adaptive learning systems in this field. Meanwhile, the investigation identified potential prospects for the integration of natural language processing and chatbots in entrepreneurship teaching and learning. I evaluated online entrepreneurship education courses, supported by virtual teams from existing freely available learning content and multimedia materials. Evaluation of the content and materials is whether they fit the needs of educators and learners with various demographic backgrounds. Specifically, we evaluated the influence of gender and other demographic backgrounds on virtual team learning and its impact on entrepreneurship competence. Furthermore, experiential learning in online settings was explored in the field of entrepreneurship, focusing on the evaluation of an online practical entrepreneurship training program using the digital entrepreneurship competence framework. The research showed that digital opportunity identification competence is apparently improved from a complete novice to a nascent entrepreneur who understands the theory and practice of digital entrepreneurship. However, the effectiveness of online practical learning is limited because of participants’ isolation. If possible, tutorials and project guides are conducted online whereas experiential learning is partly moved into face-to-face contexts. To analyze entrepreneurship competence in the digital age, this thesis construct and discuss theoretical frameworks, namely entrepreneurship education, educational technology, and digital entrepreneurship competence. The current studies seldom analyze entrepreneurship competence in online entrepreneurship education programs. Therefore, this research attempts to understand, assess, and facilitate entrepreneurship competence and digital entrepreneurship competence in the digital age. The thesis consists of two qualitative studies (Study 1 and 3) and two quantitative studies (Study 2 and 4). This research aims to offer valuable insights for developing countries engaging in entrepreneurship education with limited resources, enabling the younger generation to navigate the path of venture creation. It holds practical and theoretical implications, establishing a solid foundation for online entrepreneurship education and fostering digital entrepreneurship competence. It is hoped that this thesis will inspire scholars and policy-makers to actively contribute to this field and work collaboratively

Proceedings der 11. Internationalen Tagung Wirtschaftsinformatik (WI2013) - Band 1

The two volumes represent the proceedings of the 11th International Conference on Wirtschaftsinformatik WI2013 (Business Information Systems). They include 118 papers from ten research tracks, a general track and the Student Consortium. The selection of all submissions was subject to a double blind procedure with three reviews for each paper and an overall acceptance rate of 25 percent. The WI2013 was organized at the University of Leipzig between February 27th and March 1st, 2013 and followed the main themes Innovation, Integration and Individualization.:Track 1: Individualization and Consumerization Track 2: Integrated Systems in Manufacturing Industries Track 3: Integrated Systems in Service Industries Track 4: Innovations and Business Models Track 5: Information and Knowledge ManagementDie zweibändigen Tagungsbände zur 11. Internationalen Tagung Wirtschaftsinformatik (WI2013) enthalten 118 Forschungsbeiträge aus zehn thematischen Tracks der Wirtschaftsinformatik, einem General Track sowie einem Student Consortium. Die Selektion der Artikel erfolgte nach einem Double-Blind-Verfahren mit jeweils drei Gutachten und führte zu einer Annahmequote von 25%. Die WI2013 hat vom 27.02. - 01.03.2013 unter den Leitthemen Innovation, Integration und Individualisierung an der Universität Leipzig stattgefunden.:Track 1: Individualization and Consumerization Track 2: Integrated Systems in Manufacturing Industries Track 3: Integrated Systems in Service Industries Track 4: Innovations and Business Models Track 5: Information and Knowledge Managemen

The Big Five:Addressing Recurrent Multimodal Learning Data Challenges

The analysis of multimodal data in learning is a growing field of research, which has led to the development of different analytics solutions. However, there is no standardised approach to handle multimodal data. In this paper, we describe and outline a solution for five recurrent challenges in the analysis of multimodal data: the data collection, storing, annotation, processing and exploitation. For each of these challenges, we envision possible solutions. The prototypes for some of the proposed solutions will be discussed during the Multimodal Challenge of the fourth Learning Analytics & Knowledge Hackathon, a two-day hands-on workshop in which the authors will open up the prototypes for trials, validation and feedback

Multimodal Challenge: Analytics Beyond User-computer Interaction Data

This contribution describes one the challenges explored in the Fourth LAK Hackathon. This challenge aims at shifting the focus from learning situations which can be easily traced through user-computer interactions data and concentrate more on user-world interactions events, typical of co-located and practice-based learning experiences. This mission, pursued by the multimodal learning analytics (MMLA) community, seeks to bridge the gap between digital and physical learning spaces. The “multimodal” approach consists in combining learners’ motoric actions with physiological responses and data about the learning contexts. These data can be collected through multiple wearable sensors and Internet of Things (IoT) devices. This Hackathon table will confront with three main challenges arising from the analysis and valorisation of multimodal datasets: 1) the data collection and storing, 2) the data annotation, 3) the data processing and exploitation. Some research questions which will be considered in this Hackathon challenge are the following: how to process the raw sensor data streams and extract relevant features? which data mining and machine learning techniques can be applied? how can we compare two action recordings? How to combine sensor data with Experience API (xAPI)? what are meaningful visualisations for these data

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA

New Research and Trends in Higher Education

This book aims to discuss new research and trends on all dimensions of Higher Education, as there is a growing interest in the field of Higher Education, regarding new methodologies, contexts, and technologies. It includes investigations of diverse issues that affect the learning processes in Higher Education: innovations in learning, new pedagogical methods, and new learning contexts.In this sense, original research contributions of research papers, case studies and demonstrations that present original scientific results, methodological aspects, concepts and educational technologies, on the following topics:a) Technological Developments in Higher Education: mobile technology, virtual environments, augmented reality, automation and robotics, and other tools for universal learning, focusing on issues that are not addressed by existing research;b) Digital Higher Education: mobile learning, eLearning, Game-based Learning, social media in education, new learning models and technologies and wearable technologies for education;c) Case Studies in Higher Education: empirical studies in higher education regarding digital technologies, new methodologies, new evaluation techniques and tools, perceptions of learning processes efficiency and digital learning best practice