dataset_20221122.docx

This data for the review study</p

IMPROVING COGNITIVE LEVEL OF STUDENTS IN EFL SMARTWATCH SUPPORTED LEARNING ACTIVITIES

Mobile technology is a useful tool to assist English as a Foreign Language (EFL) learning because it can help students produce language input and output (Shadiev, Hwang &amp; Huang, 2017). Mobility of this technology enables so-called “seamless learning” in which learning experiences are smoothly connected inside and outside the classroom (Looi, Seow, Zhang, So, Chen, &amp; Wong, 2010). One type of mobile technology are wearable devices, e.g. smart-watches (Shadiev &amp; Yang, 2020). Smart-watches incorporate computing functions and various sensors (Bower &amp; Sturman, 2015). For example, sensors of smart-watches can continuously measure, record, and display different physiological information of a learner (Sawaya, 2015). Smart-watches also feature such functions as texting, recording, communicating, positioning, and monitoring (Shadiev et al., 2018). In a language learning environment, learners may use a virtual keyboard or built-in microphone to create textual or verbal content and send it to other learners for peer review and comparison. Smartwatch sensors can easily measure a learner’s location when they learn in the real world to provide contextually related learning content. Smartwatches can also monitor learners’ physiological states and notify the instructor to intervene if a learner is anxious or feels discouraged

Review of Research on Technology-Supported Cross-Cultural Learning

Not many review studies have explored the theoretical foundation of cross-cultural learning or the curricula in the research they were reviewing. Furthermore, some review studies only superficially discussed the methodology and findings of the reviewed articles. To address these issues, we reviewed twenty-three studies on technology-supported cross-cultural learning published between 2014 and 2020. We aimed to summarize and analyze previous research in the following areas: (1) theoretical foundation, (2) curricula, (3) technologies, and (4) methodology and findings. Our results showed that the reviewed studies built their research framework based on diverse theoretical foundations; however, the most frequently used models were Byram&rsquo;s model and the cultural convergence theory. Curricula had the following main focuses: (a) cross-cultural learning, (b) linguistic skills, and (c) pre-service teacher training. The most frequently used technologies were Skype, e-mail, and blogs. We found that most reviewed studies involved the collection of both qualitative and quantitative data. Finally, most of the reviewed studies reported on the role of technologies in facilitating cross-cultural learning, FL/SL learning, and pre-service teacher training. Based on our findings, several implications along with suggestions were prepared. Our findings demonstrated that results from most studies were positive regarding technological support of cross-cultural learning. Therefore, it is suggested that educators and researchers take these results into consideration when designing future studies on cross-cultural learning. Because many scholars did not report some important information, such as what theoretical foundation they built studies on or participants&rsquo; demographics, we suggest that such information needs to be included in their research articles as it can be helpful in informing future studies. We also suggest that participants in future studies use variety of technological tools for supporting communication and content creation during cross-cultural learning

The Impact of Mobile-Assisted Social Language Learning Activities on Speaking Skills and Self-Efficacy Development

In traditional English as a foreign language (EFL)-speaking classes, students have insufficient time and opportunities to practice [1]. In addition, they lack cultural and communicative contexts [2] to improve their speaking skills. Furthermore, a large number of students, especially in Asian countries, have low self-efficacy with regard to their English speaking competence and try to avoid any activities that require speaking in public [3]. In this study, we designed social language learning (SLL) activities to bridge the abovementioned gaps and developed a mobile-assisted social language learning system to support students' participation in SLL activities. We explored how our SLL activities affect language learners' speaking performance and self-efficacy and investigated their social language learning networks and perceived acceptance of the mobile-assisted SLL system. Fifty-eight graduate students were recruited for the study and randomly divided into two groups: a control group in which students completed assigned tasks using the traditional method and an experimental group in which students completed assigned tasks using the mobile SLL system. Our results showed that while the speaking skills of students in the two groups improved after the study, the learning gains of the experimental students in EFL fluency, lexis, pronunciation, and content were significantly better than those of the control students. The experimental students significantly outperformed their counterparts on the dimension of culturality, authenticity, and abundance of created verbal content. The self-efficacy of the experimental students was much better than that of the control students. The results also showed that the interaction degree of the experimental students improved, and they positively perceived applications of the mobile-assisted SLL system to EFL learning. Based on the results, several suggestions and precautions were proposed for educators and researchers in the field to consid...補正完畢US

Review Study dataset

This is our dataset.</p

Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes

There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (U-CTRL) to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand) to higher levels (i.e., Apply and above) through an innovative approach, called User-Oriented Context-to-Text Recognition for Learning (U-CTRL). With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers

Applications of Reciprocal Teaching in Flipped Classroom to Facilitate High Level of Cognition for Sustainable Learning Practices

In traditional engineering education, students usually have little training on project implementation. Therefore, students have few chances to cultivate and develop their high-level cognitive abilities for the sake of achieving sustainable learning practices. We carried out two consecutive studies to overcome this issue. In both studies, we incorporated a flipped classroom approach into the project-based engineering education curriculum. Twelve junior graduate students majoring in electrical engineering participated in Study 1, and ten junior graduate students participated in Study 2. They all took the Signal Processing of Power Quality Disturbances class and practiced their skills in a computer lab, using LabView software. After we found from the results of Study 1 that the learning activities placed a heavier load on students and their advanced cognitive skills were not developed well, the reciprocal teaching method was introduced to students in Study 2. We assumed that the reciprocal teaching method could improve these outcomes, as well as achieve sustainable learning practices. The results demonstrated that students’ load in Study 2 was reduced, and their high-level cognitive skills improved compared to those in Study 1. Based on these results, we conclude that the reciprocal teaching method can be incorporated into the flipped classroom during project-based engineering education, as it helps prevent students from becoming overloaded, facilitates cognitive abilities from basic to high, and ensures sustainable learning practices

Developing and Validating an Instrument for Measuring Teachers’ Informatization Teaching Ability in Primary and Secondary Schools in China for the Sustainable Development of Education Informatization

Teachers’ informatization teaching ability (TITA) is the core ability of teachers to engage in educational activities in the informatization environment. It is an essential indicator of the quality of education and affects teachers’ professional development in the technological age. To get a precise teachers’ informatization teaching ability scale and to measure TITA more accurately, the quality of existing scales needs to be improved. This study analyzed and generalized definitions, models and frameworks for TITA, proposed a four-dimension model (teachers’ informatization teaching metacognitive ability, informatization teaching design ability, informatization teaching implementation ability and informatization teaching evaluation ability), and developed the TITA scale. Three experts were involved in the content validity of the TITA scale process. A total of 403 valid questionnaires answered by Chinese primary and secondary school teachers were used to test the reliability and convergent validity of the scale. The results showed that the TITA scale has high reliability and good validity, and it can be used to evaluate TITA in future studies. The TITA scale also provided a theoretical framework to help teachers consider how to transfer knowledge and skills to students by various technologies more effectively