Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

A comparative analysis of virtual and traditional laboratory chemistry learning

Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners’ conceptual and procedural understandings of micro chemical phenomena, thus boosting achievement in chemistry content tests. In the South African education landscape where there is inequitable distribution of resources for laboratory-based science learning, this study exploited how available virtual learning resources could also be used for learning chemistry concepts, and further compared student achievement in chemistry content test post intervention with both traditional and virtual laboratory learning resources. In this quasi- experimental study, we provided a group of third-year pre-service science teachers (n=50) with four chemistry concepts to learn using a hands-on traditional (control group) and a virtual laboratory (experimental group) intervention. The same pre and post chemistry content test was administered to control and experimental groups of pre-service teachers (herein also referred to as students), before and after learning interventions, with the aim of assessing students’ achievements post- learning in the two different laboratory environments. Tests scores were analysed and the results of a paired-sample t-test showed a statistically significant difference between pre- and post-test results for all groups of students. Using independent sample t-tests, we further compared post-test scores for the control and experimental groups which revealed the mean post-test score of the experimental group (M = 79.36, SD = 8.306), being significantly higher than that of the control group (M = 68.72, SD = 9.076) at t (48) = 4.32, p < .01. The findings from these tests indicated that, students obtained significantly higher achievement scores post- laboratory learning interventions and that virtual laboratory interventions yielded significantly higher achievement scores than traditional laboratory interventions. Based on these findings, the researchers concluded that, laboratory learning has a positive impact on achievement in chemistry and that virtual laboratories provide a worthy complement for traditional laboratories when learning abstract and difficult chemistry concepts. Implications of these findings and some recommendations for practice and research are also discussed herein

Integration of Technology in the Chemistry Classroom and Laboratory

The role of technology in the chemistry classroom and laboratory continues to evolve, with mainstream applications such as pre-lecture/laboratory resources being supplemented by technological innovations such as immersive reality. Although the range is vast, care must be taken to select appropriate and pedagogically aligned technologies to enable learning. In this chapter a model for the appropriate selection and application of technology enabled learning in chemistry is developed and explored in the context of two case-studies. This model, LEAPTech, is based on ten years of personal experience, informed by evidence and underpinned by the scholarly literature. This model will serve as a starting point for new educators and a useful checkpoint for more experienced educators. Although the chapter is written from a chemistry education stance; the technologies, case studies and model examined are applicable to all practical STEM subjects. The LEAPTech model is central to the two case-studies detailed and provides context and capacity for readers to adopt a tried and tested framework and set of technologies from two chemistry education settings: The use of augmented reality learning supports in the lab. Collaborative online peer instruction in lectures. Technology is ubiquitous; however, support is needed for educators around how to select appropriate technologies for their students. The LEAPTech Framework provides a sensible tool to map learning activity to an aligned and supportive technology, and to measure the impact of technology integration in a chemistry/science classroom or laboratory. An easy adoption of the LEAPTech Framework is enabled by the noted recommendations

South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment

Abstract: This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that, students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories

Collaborative educational environments incorporating mixed reality technologies: a systematic mapping study

In this paper, we report findings from a systematic mapping study, conducted to review the existing literature on collaborative educational environments incorporating mixed reality technologies. There is increasing interest in mixed reality technologies in education, especially with the introduction of new Over Head Mounted Displays (OHMDs), such as HoloLens, Oculus Rift and HTC Vive. with the consideration of areas such as education, dynamic technology and complex environments, a research area is identified. We carried out an extensive review of the literature from 2007 to 2017 and conducted an analysis of the works on mixed reality technologies and its subcategories applied to collaborative education environments. Results highlighted the lack of research across the mixed reality spectrum, especially in the augmented virtuality subcategory, as well as technical limitations such as response time in the development of mixed reality technologies for collaborative environments. Furthermore, the difficulty of teaching professionals to replicate mixed reality experiments in real environments, due to the technical skills required, was identified. The main contribution of this article is the discussion of the current works with visualization of the present state of the area, which is aimed to encourage educators to develop mixed reality artefacts and conduct further research to support collaborative educational environments

Augmented reality in STEM education: a systematic review

This study aimed to systematically investigate the studies in which augmented reality (AR) was used to support Science, Technology, Engineering and Mathematic (STEM) education. In this framework, the general status of AR in STEM education was presented and its advantages and challenges were identified. The study investigated 42 articles published in journals indexed in SSCI database and deemed suitable for the purposes of this research. The obtained data were analyzed by two researchers using content analysis method. It was found that the studies in this field have become more significant and intensive in recent years and that these studies were generally carried out at schools (class, laboratory etc.) using marker-based AR applications. It was concluded that mostly K-12 students were used as samples and quantitative methods were selected. The advantages of AR-STEM studies were summarized and examined in detail in 4 sub-categories such as “contribution to learner, educational outcomes, interaction and other advantages”. On the other hand, some challenges were identified such as teacher resistance and technical problems

The Effect of using Augmented Reality Technology on the Cognitive Holding Power and the Attitude Towards it Among Middle School Students in Al-Qurayyat Governorate, Saudi Arabia

The current study was to use augmented reality technology (ART) in the science course (SC) at the middle school level in Al-Qurayyat Governorate, Saudi Arabia, and to assess how it affected the students attitudes toward AR (ATAR) and cognitive holding power (CHP). The ART is utilized to enhance learning results, particularly when generating challenging, novel, and abstract scientific theories. The CHP measure, and the ATAR measure were developed for this research. 58 school students took part in this study. They have been split into two categories: the experimental group was in group one, and the control group was in group two. In each group, there were 29 students. Whereas the second group learned the SC through the conventional approach, the first group did it using ART. The outcomes demonstrated the first group (Experimental group) superiority. The study suggested that in order to improve students understanding of scientific topics, it is essential to increase knowledge of the value of ART

Using Augmented and Virtual Reality for teaching scientific disciplines

This paper aims at synthesizing the literature on the use of AR and VR for teaching scientific disciplines to identify strengths and weaknesses for student’s learning. Articles published in peer reviewed journals has been searched on Google Scholar from 2018. The results highlighted a great variety of studies’ methodology, field of applications, technology, target groups and outcomes. The growing interest in this topic is due to the emerging benefits for learning achievements, attitudes and motivations. Further studies are necessary to understand the type of technologies to be used in different contexts and to focus on learners’ characteristics, and its impact on learning outcomes. It is necessary to improve students’ and teachers’ digital competence, supporting them in designing educational intervention for the acquisition of scientific skills

EL LABORATORIO DE CIENCIAS DE LA FUTURA ESCUELA. TECNOLOGÍAS Y CONTENIDOS EMERGENTES

Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação.This paper investigates the current trends in the transformation of STEM laboratories in the age of digitization due to the integration of digital technologies and the recognition of the importance of developing metacognitive skills. The paper examines the role of metacognition and its impact on the learning process, as well as the use of digital technologies such as remote labs, virtual labs, augmented reality, virtual reality, and mobile devices in STEM education. Results from this research suggest that the use of these digital technologies can be beneficial for science learning in both higher and secondary education. Additionally, these technologies can be used to promote student engagement, collaboration, and access to scientific knowledge. Furthermore, metacognition is an important skill for both teachers and students, and can be developed through the use of the knowledge pyramid, emotional intelligence pyramid, metacognitive pyramid, and giftedness pyramid models.Este artículo investiga las tendencias actuales en la transformación de los laboratorios STEM en la era de la digitalización debido a la integración de tecnologías digitales y al reconocimiento de la importancia del desarrollo de habilidades metacognitivas. El documento examina el papel de la metacognición y su impacto en el proceso de aprendizaje, así como el uso de tecnologías digitales como laboratorios remotos, laboratorios virtuales, realidad aumentada, realidad virtual y dispositivos móviles en la educación STEM. Los resultados de esta investigación sugieren que el uso de estas tecnologías digitales puede ser beneficioso para el aprendizaje de las ciencias tanto en la educación superior como en la secundaria. Además, estas tecnologías pueden utilizarse para promover la participación, colaboración y acceso al conocimiento científico por parte de los estudiantes. Además, la metacognición es una habilidad importante tanto para profesores como para estudiantes y puede desarrollarse mediante el uso de los modelos de pirámide del conocimiento, pirámide de inteligencia emocional, pirámide metacognitiva y pirámide de talento.Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação