Impact of Using Gagne’s Nine Events of Instruction on Student’s Academic Achievement and Satisfaction in an Online English Course for French Speakers

This dissertation explored the effect of Gagne\u27s nine events of instruction on student academic achievement and satisfaction during an online English class for French speakers. A group of 30 Facebook users from French-speaking countries in North and Sub-Saharan Africa participated in the research. They were divided randomly into two groups: one receiving traditional instruction through an asynchronous online lecture with PowerPoint presentation, and the other using instruction utilizing Gagne\u27s nine events of instruction integrated with an LMS designed for this purpose. This mixed methods study explored several hypotheses related to academic achievement and satisfaction in the two groups. While the quantitative data did not show significant differences between the two groups, a highly significant difference was noted in Event 7 (providing feedback) indicating that feedback was mentioned more frequently in the treatment group. Qualitative data showed that participants from both groups enjoyed the course, felt satisfied, and experienced improvements in their English abilities. Although the study had some limitations, such as the small sample size and specific focus of assessment tools, the findings offer important insights that can enhance the design of future courses and help educators better understand their students\u27 preferences in online English courses for French speakers in the African context. While no significant statistical differences were observed, it is still worth considering the potential value of Gagne\u27s nine events of instruction for specific learners. This research contributes to improving online language xi education for French speakers and empowers educators to make informed decisions regarding course design and teaching methods to enhance the effectiveness of online instruction

Multimodal teaching, learning and training in virtual reality: a review and case study

It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

DEVELOPING ELECTRONIC PORTFOLIO SOFTWARE FOR PROGRAM ASSESSMENT

This paper describes how user-centered design methodologies were employed to create a software prototype used for outcomes assessment of e-portfolios. Designed to be used by faculty, university administrators and accreditation users, the prototype standardizes, aggregates and displays e-portfolio data in novel ways. Results of evaluating the prototype indicate that e-portfolios can be an effective means of outcomes assessment at the program level

Immersive Virtual Reality as a Tool to Make in K-12 Environments

Immersive Virtual Reality (VR) is beginning to be implemented into K-12 contexts. As this technology makes its way into more learning environments there is a need to not only understand how to address curricular goals with this technology, but which frameworks for learning best inform the use of this tool. In addition, previous research has called for a need to begin to explore how immersive VR can be used as a tool for creation in K-12 classrooms (Maas & Hughes, 2020). This multiple-case study aimed to address these needs by examining the use of VR as a tool to create digital artifacts with high school science educators through a professional development experienc

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

14th Conference on DATA ANALYSIS METHODS for Software Systems

DAMSS-2023 is the 14th International Conference on Data Analysis Methods for Software Systems, held in Druskininkai, Lithuania. Every year at the same venue and time. The exception was in 2020, when the world was gripped by the Covid-19 pandemic and the movement of people was severely restricted. After a year’s break, the conference was back on track, and the next conference was successful in achieving its primary goal of lively scientific communication. The conference focuses on live interaction among participants. For better efficiency of communication among participants, most of the presentations are poster presentations. This format has proven to be highly effective. However, we have several oral sections, too. The history of the conference dates back to 2009 when 16 papers were presented. It began as a workshop and has evolved into a well-known conference. The idea of such a workshop originated at the Institute of Mathematics and Informatics, now the Institute of Data Science and Digital Technologies of Vilnius University. The Lithuanian Academy of Sciences and the Lithuanian Computer Society supported this idea, which gained enthusiastic acceptance from both the Lithuanian and international scientific communities. This year’s conference features 84 presentations, with 137 registered participants from 11 countries. The conference serves as a gathering point for researchers from six Lithuanian universities, making it the main annual meeting for Lithuanian computer scientists. The primary aim of the conference is to showcase research conducted at Lithuanian and foreign universities in the fields of data science and software engineering. The annual organization of the conference facilitates the rapid exchange of new ideas within the scientific community. Seven IT companies supported the conference this year, indicating the relevance of the conference topics to the business sector. In addition, the conference is supported by the Lithuanian Research Council and the National Science and Technology Council (Taiwan, R. O. C.). The conference covers a wide range of topics, including Applied Mathematics, Artificial Intelligence, Big Data, Bioinformatics, Blockchain Technologies, Business Rules, Software Engineering, Cybersecurity, Data Science, Deep Learning, High-Performance Computing, Data Visualization, Machine Learning, Medical Informatics, Modelling Educational Data, Ontological Engineering, Optimization, Quantum Computing, Signal Processing. This book provides an overview of all presentations from the DAMSS-2023 conference