Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs. Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic student

Formative feedback to improve learning on a teacher education degree using a personal learning environment

This paper reports on an action research project involving a structured, formative assessment feedback process, within a personal learning environment (PLE), to address concerns about effectiveness of previous course delivery. The project ran during session 2006-07 involving the use of a series of tutor mediated self and peer assessed core tasks associated with five distinct learning milestones. These were associated with identifiable blocks of lectures delivered by different staff involved in the programme. The series of Core Tasks placed progressively increasing demands on students so helping them develop more sophisticated learning skills as the year progresses. The PLE is used as the medium for self/peer assessment processes and for tutor feedback and mediation

A digital library of language learning exercises

Recent years have seen widespread adoption of the Internet for language teaching and learning. Interactive systems on the World-Wide Web provide useful alternatives to face-to-face tuition, and both teachers and learners can benefit from the exercises available. However, although there is a wealth of suitable material, it is hard to find because it is scattered around the web. Moreover, teachers are restricted by the material that is available, and cannot provide their own. To tackle these problems we have constructed a digital library of language learning exercises that presents students with different kinds of exercise, and also lets teachers contribute new material. We first reviewed existing language learning systems on the web in order to develop a taxonomy of exercise types used for language activity. A prototype, ELLE, based on this taxonomy, provides various kinds of interactive exercises using material that teachers submit. The system has been evaluated by practicing language teachers

Academic professional development for effective e-learning: a possible framework for Brazil

Distance education at a tertiary level in Brazil represents a very new educational approach compared with countries such as Australia and the United Kingdom. However, higher educational institutions in these and other countries share similar concerns surrounding this issue. One concern relates to preparing academics for delivery of quality online education. This paper will explore a PhD investigation concerning academic professional development for online learning in Brazil, as well as discuss the current available literature regarding this topic

Visuo-spatial attention and reading abilities : an action game prototype for dyslexic children

The ability to play action videogames \u2013 not directly related to phonological or orthographic training \u2013 seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs. Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using \u2018Prove MT2\u2019 as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM \u2013 SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic student

Enhancing Students' Metacognition via AI-Driven Educational Support Systems

As the penetration of digital technology deepens and the demands for educational modernization grow, attention is increasingly being drawn towards the application of artificial intelligence (AI) in the field of education. Especially in educational practice, the optimization of students’ learning experiences and the enhancement of their metacognitive abilities through AI technology have captivated the interest of numerous educators and scholars. Metacognition, which represents a core skill in student self-regulation and self-management, has a significant impact on student learning outcomes and quality. However, current educational support systems primarily rely upon traditional methods of data collection and analysis, which have limitations in terms of real-time responsiveness, granularity, and comprehensiveness. The present research aims to investigate the integration of AI technology with a specific focus on the learning process through educational support systems and the development of a cooperative teaching interaction model. This will ultimately enhance the development of students’ metacognitive abilities more effectively

The Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

The roots of misconceptions in mathematics among first-year students at Hashemite University can be traced back to a flaw in the foundation of their previous mathematics knowledge acquired over the course of their academic years. This flaw presents a significant challenge for them during their studies. This study aimed to determine the effectiveness of multimedia and virtual environments in reducing misconceptions in mathematics among first-year students at Hashemite University, based on the conflict strategy. The study sample consisted of a random cluster sample of 109 male and female students from Hashemite University. The researcher observed the students and recorded their test scores. The researcher conducted face-to-face interviews to collect data for the study and performed statistical analysis using the t-test. The results showed that the percentage of misconceptions in mathematics among firstyear students at the Hashemite University for types 1, 2, 3, 4, and 5, respectively, amounted to 23%, 8%, 13.8%, 14.7%, and 0%. And 13.8%. The study examined the effectiveness of multimedia and virtual environments in reducing misconceptions in mathematics among first-year students at Hashemite University, based on the conflict strategy

Knowledge Mapping of Blended Learning Classroom Environment Studies (1996-2023): A Bibliometric Analysis

The classroom environment has undergone a fundamental shift since the era of information and communication technologies, with blended learning (BL) gaining increasing attention in recent years. In light of the limited number of studies that have reviewed the integration of BL and classroom environments in scientific publications, the present study analyzed a total of 283 publications from the WOS database. This analysis provides a comprehensive bibliometric analysis, which reveals the following key findings: Firstly, research in this area has shown progressive development, indicating its maturation over time. Secondly, Garrison emerged as the author with the highest number of citations in 67 records, while Kim stood out as the most prominent author citing Garrison. Thirdly, the top three countries and journals that have made the most significant contributions to these studies are the United States, China, and Spain, along with the journals Computers & Education, Internet and Higher Education, and the British Journal of Educational Technology. Fourthly, the most cited articles are Boelens et al. (2017), O’Flaherty et al. (2015), Abeysekera et al. (2015), Bernard et al. (2014), Thai et al. (2017), and Rasheed et al. (2020). Finally, it was not until 2008 that more keywords such as “computer-mediated communication” (related to the technological environment), “cooperative or collaborative learning” (related to the social environment), “engagement,” and “selfefficacy” (related to the cognitive environment) began to receive more scholarly attention. The research on engagement is considered to be an emerging trend

Factors Affecting Youtube Acceptance For Student Learning Needs

This study was conducted to demonstrate the factors that influence Vietnamese students’ acceptance of YouTube for educational purposes. Qualitative and quantitative research methods are combined to test the research hypotheses. Research data was collected using quota sampling, with a sample size of 306 students studying at universities in Vietnam. Structural equation modeling (SEM) helps demonstrate that five factors positively affect the intention to use YouTube for student learning needs. These factors include performance expectancy, effort expectancy, hedonic motivation, social influence, and flexibility. Furthermore, research has demonstrated the positive impact of intentional use on the behavioral usage of YouTube for the educational requirements of Vietnamese students. The study provides a valuable reference for educational administrators and researchers

A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?

With the end of school closures due to COVID-19, students had to return to school, where they were exposed to various learning pedagogies while adhering to health restrictions. In this era known as the “new normal,” several organizations, such as UNESCO, have urged the investigation of effective learning strategies and methods to ensure positive learning outcomes. This study aims to investigate students’ preferred learning mode in the new normal. A sequential mixed-methods approach was conducted with 3139 university students. The results revealed that students were divided about their preferred learning mode in the new normal. More than half of them believed that blended and online learning were the future of education, while the rest believed that face-to-face learning was more appropriate