Mobile Game Players’ Behavioral Intention to Use Facial Recognition Login System in Shanghai, China

Purpose: This research was designed to study the influences of perceived effectiveness of privacy policy, perceived privacy risk, perceived privacy self-efficacy, privacy concern, perceived usefulness, perceived ease of use, and the behavioral intention of mobile game players toward facial recognition login systems. Research design, data, and methodology: This research has applied a quantitative method to distribute questionnaires to mobile game players (n=701) in Shanghai, China. The sample techniques involve judgmental and convenience sampling. The index of item-objective congruence (IOC) and pilot test were employed before the data collection. Confirmatory factor analysis (CFA), and structural equation model (SEM) were implemented to analyze the data and test the overall model along with the proposed research hypotheses. Result: The analysis showed that perceived effectiveness of privacy policy, perceived privacy risk, perceived privacy self-efficacy, privacy concern, perceived usefulness, and perceived ease of use significantly impact behavioral intention. Privacy concern has the strongest impact on behavioral intention. Conclusion: Mobile game services need to provide a comprehensive and reliable privacy policy statement to reduce users’ privacy concerns. For the system, promoters need to emphasize how facial recognition login systems is safer and more convenient than the other sign-in system

THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves’ (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk’s (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session. Advisor: Guy Traini

THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS

English language learners (ELLs) represent an increasing population in U.S. public schools. Research reports from the past two decades suggest a persistent reading underachievement for ELLs. Academic vocabulary knowledge, due to its frequent use in academic texts, contributes significantly to ELL children’s English language development, reading comprehension, and general academic achievement. However, a gap of vocabulary knowledge exists between ELLs and their mainstream peers. One potential approach to address this issue is to help ELLs become mastery independent and proactive word learners. This study examined the effect of a researcher-led self-regulated vocabulary intervention on word knowledge, reading comprehension, and self-regulated learning in social studies for upper elementary ELLs. Self-regulatory word-learning strategies were guided by Michael Graves’ (2006) discussion of task-specific word learning strategies, and by Barry Zimmerman and Dale Schunk’s (2000) self-regulated learning theory from a social cognitive perspective. Specifically, the intervention instruction involved (1) task-specific cognitive strategies including morphological analysis and contextual analysis (i.e., how to use word parts and context clues to learn words), and (2) metacognitive strategies including goal-setting and monitoring (i.e., set goals and monitor their word learning and reading comprehension). A single-case experimental design was conducted with multiple-baseline design across subjects with 9 ELL children for 16 sessions, 3 sessions per week, and about 30 minutes per session. Advisor: Guy Traini

Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences in their attitudes. ELs reported lower self- efficacy for using morphological analysis, contextual analysis, and help-seeking than native speakers, but no difference in using dictionaries

Priorities for Vocabulary Intervention Design Using Texting — Data to Examine the Critical Role of Language Learners\u27 Behaviors and Perceptions

We examined the role of university English language learners\u27 (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants\u27 technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article

Elementary Education Capstone: Modeling Professional Practice

Background Info The Goals of the Capstone Project 1. Demonstrate competency in one aspect of teaching; 2. Demonstrate competency in one theme by using a diverse range of product clusters from the whole program; 3. Reflective product. TLTE’S Cognitive Map: Themes Items in Capstone Rubric Format of Capstone Project Method of Analysis Findings Results Program Learnin

Learning Vocabulary with Apps: From Theory to Practice

English vocabulary acquisition is a major challenge for English as a second or foreign language learners to become proficient in English. It is also a major challenge for English speakers who are at risk. With the increasing use of various mobile devices (e.g., iPad) for educational purposes, we have a new opportunity to support vocabulary learning. Mobile devices have considerable potential for enhancing vocabulary acquisition and English learning among English learners. This article focuses on how mobile devices can be used to facilitate vocabulary learning for English learners. While there is a paucity of research on mobile platforms that enhance learning, we believe that a theoretical approach coupled with studies in vocabulary acquisition can point to relevant practices for all teachers and students. Based on these theories, we discuss how various mobile apps can be used to enhance vocabulary acquisition with four research-based vocabulary learning strategies: dictionary use, phonological analysis (i.e., learning words by analyzing the sound parts), morphological analysis (i.e., learning word meanings by analyzing the componential word parts), and contextual analysis (i.e., learning word meanings by referring to learning context)