Appendix 1. The papers included in the scoping review: Exploring the Applications of QR Codes in STEM Subjects

This is a list of the papers included in the scoping review: Exploring the Applications of QR Codes in STEM Subjects

Knowledge or gaming? Cognitive modelling based on multiple-attempt response

© 2017 International World Wide Web Conference Committee (IW3C2), published under Creative Commons CC BY 4.0 License. Recent decades have witnessed the rapid growth of intelligent tutoring systems (ITS), in which personalized adaptive techniques are successfully employed to improve the learning of each individual student. However, the problem of using cognitive analysis to distill the knowledge and gaming factor from students learning history is still underexplored. To this end, we propose a Knowledge Plus Gaming Response Model (KPGRM) based on multiple-attempt responses. Specifically, we first measure the explicit gaming factor in each multiple-attempt response. Next, we utilize collaborative filtering methods to infer the implicit gaming factor of one-attempt responses. Then we model student learning cognitively by considering both gaming and knowledge factors simultaneously based on a signal detection model. Extensive experiments on two real-world datasets prove that KPGRM can model student learning more effectively as well as obtain a more reasonable analysis

Conceptual Framework for Designing Virtual Field Trip Games

This thesis aimed to provide designing models to explore an alternative solution for a field trip when it becomes impossible for several reasons such as the limitation of cost and time. Virtual field trip games are relatively new means to create virtual field trips in game environments through adding game aspects to learning aspects to enhance the learning experience. The simple combining of game and learning aspects will not guarantee the desired effect of virtual field trips. Theoretical and logical connections should be established to form interweave between both aspects. This thesis proposes a designing framework by establishing three links between game design aspects and learning aspects. The three links are constructed by modelling: the experiential learning theory (ELT), the gameplay, and the game world. ELT modelling quantifies the theory into the internal economy mechanic and balances the levels of game task difficulty with the player’s ability through game machinations, game modelling links the learning process to gameplay, and world modelling connects field environment to game environment. The internal economy mechanic and its components (resources, internal mechanic, feedback loop), formulating equations to define generic player’s interactions and identify indicators to capture evidence of achievements via a mathematical (evaluation) model. The game modelling includes skill models to design two important high-order skills (decision-making and teamwork) and connects them to the evaluation model. The game world is modelled through defining its variables and relationships’ rules to connect both environments (game and field) expanding the evaluation model. The framework is supported by essential learning theories (ELT, task-based learning, some aspects of social learning) and pedagogical aspects (assessment, feedback, field-based structure, high-order skills) and connected to the key game elements (interaction, multimodal presentation, control of choice…etc) of field-based learning along with suitable game mechanics. The two research studies that were conducted as part of this thesis found that the designing framework is useful, usable, and provides connections between learning and game aspects and the designed VFTG based on the framework improved learning performance along with providing motivation and presence. This suggests the effectiveness of the framework

Business simulation games : impact on SOLO taxonomy learning outcomes, learning performance and teamwork competency

Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students' learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the "Structure of the Observed Learning Outcome" (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed

Effect of Web-Based Activities on the Malaysian Students’ Vocabulary Acquisition Performance

Vocabulary acquisition is an important aspect of second language learning. It aids communication and comprehension. Teachers are thus expected to invent very effective means of teaching this vital component to the learners. The purpose of this study was therefore to investigate the possible effect of using web-based activities to teach vocabulary on the vocabulary acquisition performance of the students. Forty pupils were selected for the study and were exposed to web-activities. The study made use of pre and posttests to examine whether there were any changes in the performance of the students. It was found out the used of web-based activities really influenced their performance as all the respondents had scores higher than in the pretest situation. It could then be held that it is imperative that teachers of English harness all creative ways of ensuring that students are assisted to learn effectively and one of such ways is employing technology

Mobil Öğrenmenin Öğrencilerin Akademik Başarısı, Motivasyonu ve Tutumları Üzerine Etkisi: Bir Meta Analiz Çalışması

DergiPark: 581539tredYapılan bu araştırmada mobil öğrenme uygulamalarının öğrencilerin başarısı,motivasyonu ve tutumları üzerindeki etkisini ortaya koymak amaçlanmıştır. Buamaçla veri tabanlarında yapılan tarama sonucunda ulaşılan 66 deneyselaraştırma ile meta analiz çalışması yürütülmüştür. Analiz sürecinde öncelikleyapılacak meta analiz yöntemini belirlemek adına homojenlik testi yapılmış veçalışmaların heterojen olduğu sonucuna ulaşılmıştır. Bu nedenle analizlerderastgele erişim modeli kullanılmıştır. Araştırmada her bir değişken ve her biraraştırma için ayrı olarak Hedge’s g etki düzeyi hesaplanmış, ardından geneletki düzeyleri ve anlamlılık değerleri belirlenmiştir. Yapılan analizlerdenelde edilen verilere göre mobil öğrenmenin öğrencilerin başarısını geniş orandaartırdığı (Hedge’s g=0,882 p lt;0,01), motivasyon (Hedge’s g=0,541 p lt;0,01)ve tutumlarını (Hedge’s g=0,515 p lt;0,01) ise orta düzeyde artırdığı sonucunaulaşılmıştır. Böylece mobil öğrenmenin öğrenmeye katkı sağlayan, öğrencilerinmotivasyonunu artıran bir ortam olarak eğitimde kullanılmasının oldukça yararlıolduğu ortaya koyulmuştur.

Mobile Learning Among Students in a Private, Title I High School: A Phenomenological Study

The purpose of this phenomenological study was to understand the perceived impact of using mobile learning to improve the academic achievements of low-income, private high school students. My Christian faith and emphasis on students’ educational development were strong contributors to the study’s purpose. The theory guiding this study was the technology acceptance model. This framework helped explore the perceived impact that mobile learning had among low-income, private high school students. The central question was: What is the lived experience of low-income, private high school students using mobile technology in class? Subquestions were used to explore the academic, personal, and social benefits of using mobile technology in the classroom with low-income, private high school students who accepted technology as a benefit for learning. Moustakas’ (1994) phenomenological research data collection method was used as a guide for gathering data from the lived experiences of low-income, private high school students. Data sources included interviews, focus groups, and photovoice. The data analysis created the study’s triangulation and thematic saturation. Four themes emerged from the data collected, and included reduce stress, need for creativity, benefit of mobile technology, and disadvantages of using mobile technology. The student participants addressed their displeasure about specific academic environments that they felt contributed to their lack of academic motivation. The participants explained mobile learning would create a student-engaged learning environment. However, teacher readiness, distraction, and cheating were the perceived disadvantages

The Relationship Between Motivation, Academic Achievement, and Engagement in Mathematics Using Digital Game-Based Learning: An Explanatory Sequential Mixed Methods Study

Digital game-based learning (DGBL) has unique factors that can engage students in the learning process. It has been shown that incorporating DGBL into mathematics can help bridge the learning gap, differentiate instruction, and engage students (Yang et al., 2018; Hulse et al., 2019; Chen et al., 2012; Naik, 2017). This study examined how students’ prior engagements are related to their academic achievement as well as investigated students’ motivation while utilizing DGBL in mathematics. An explanatory sequential mixed methods design was utilized to collect the quantitative data followed by the qualitative data. There were eighteen middle school participants in grades six through eight who all attended the same school within the Northeastern United States. The self-determination theory (SDT) served as the theoretical framework for examining the results. Data was collected through a pretest, posttest, an open-ended survey, and a closed-ended survey. The results of this study indicated that DGBL can improve academic achievement in mathematics. However, it was determined that students’ prior engagement was not related to their academic achievement. Additional research should be conducted on the motivational aspect of relatedness and DGBL since it was shown that there was a strong correlation between relatedness and the engagement themes of learning with peers and experiences with faculty

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Innovation in Social Work Education: Exploring Pedagogical Technology Integration

The coronavirus [COVID-19] pandemic in the US exposed an urgent need for social work educators to be prepared to educate with technology. This banded dissertation uses Mishra and Koehler’s Technological Pedagogical and Content Knowledge (TPACK) integration framework to explore how social work educators integrate technology in curriculum delivery. The first manuscript is a conceptual paper that proposes a social work — specific technology integration framework using the TPACK model. In line with Section 4 of the Council on Social Work Education’s Standards for Technology in Social Work Practice (Standards), the Social Work — TPACK (SW-TPACK) model may inform new ways of thinking about how social work educators can ethically, effectively, and appropriately leverage technology to deliver discipline-specific subject matter. The second product, a systematic literature review, utilized the teaching and learning frameworks of Bloom’s Revised Taxonomy and TPACK model in analyzing 29 peer-reviewed publications between 2012 and 2020. The study was guided by the following research question: “How are specific types of technology, pedagogy, and content activities reflected in the context of social work education?” With the use of Bloom’s Revised Taxonomy, domains necessary to associate TPACK codes when condensing the existing findings conveyed in the reviewed publications were identified. The codes and categories were then summarized by the researcher in presenting the findings. The findings suggested that social work educators would provide meaningful teaching and learning experiences for their students if they have a better understanding of technology integration. Likewise, educators will improve student learning outcomes, if educators exercise familiarity with technology related pedagogy in the development of effective curriculum content. The third product is a peer-reviewed scholarly presentation, given at an international instructional technology conference. This (then) work-in-progress proposed a discipline-specific model for engaging in ethical technological pedagogy in social work distance education or online formats