Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabular

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socioculturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12

Towards the Development of a Computer-based Game for Phonemic Awareness

In this paper, we discuss some of the results of a participatory design workshop used to elicit design guidelines for an education game for phonemic awareness intended for use by disadvantaged students. Using a grounded theory approach, we analyze facilitators’ observations from the workshop and related findings to well-established game design guidelines. We were able to align facilitators’ observations with these guidelines in order to prescribe ways to support student participation, mitigate student disengagement, support various team roles and dynamics, and accommodate a variety of game play strategies

School Choice of Computing Students: A Comparative Perspective from Two Universities

La presente tesis está desarrollada en el área de Topología General, particularmente, tiene el fin de proporcionar condiciones necesarias y suficientes para que un espacio topológico sea metrizable, lo que se le llama criterios de metrizabilidad de espacios topológicos. Se presentaron las pruebas de los teoremas clásicos de metrización; como lo son los criterios de: Nagata-Smirnov (Teorema 2.8), Bing (Teorema 2.10 y Teorema 2.9), Moore (Teorema 2.11), y Alexandroff-Urysohn (Teorema 2.12 y Teorema 2.13). Se estudiaron las siguientes clases de espacios métricos generalizados: los espacioscondiagonalGδ,espaciosw∆, p-espacios,ylosespaciosestratificados. En estas clases se logro dar los criterios de metrización que corresponden a los Teoremas 3.1, 3.4, 3.7, 3.8, y 3.24. Finalmente, hemos dado un esquema sobre la solución de la conjetura planteada por F. Jones ¿todo espacio normal de Moore es metrizable? cuyo problema se mantuvo abierto cerca de cincuenta años. Resta decir que se han escrito detalladamente todas las demostraciones presentadas, siendo este un medio más accesible a los criterios de metrización de espacios topológicos.

Cluster and Sentiment Analyses of YouTube Textual Feedback of Programming Language Learners to Enhance Learning in Programming

This study intends to determine the clusters and sentiments of feedback of YouTube users in learning to program in Python and C++. Toward this goal, a total of 2,583 feedback on introductory video tutorials about Python and C++ were collected. It is found that the words “thanks” and “thank” were the most frequently occurring word in both YouTube videos – indicating appreciation and helpfulness of the video tutorials. The results of k-means cluster analyses further disclosed that groups of feedback are similar across the two languages, i.e., confirmation, helpfulness, gratitude, and recommendation. YouTube users expressed positive sentiments towards the tutorial videos. Implications to teaching programming and YouTube video content development are presented. Limitations of the study are also offered