Workshop 13: Scaling up Collaborative Innovation for Ict in Education #w13-01: Collaborative Problem-solving Learning Supported by Semantic Diagram Tool: from the View of Technology Orchestrated into Learning Activity

concepts, and high level of interaction could benefit learners’ engagement and learning outcomes. Despite previous studies have investigated the influential factors of educational gaming experience, however, in the 3D virtual world, learners might need other ability, such as sense of directions (SOD), for them to be acquainted with the virtual environment and thus can learn better. This preliminary study developed a 3D educational game to support chemistry learning. In the game, learners were to explore the virtual world to collect components for they can assemble a charcoal battery to achieve the game goal. A case study of 20 participants was conducted to assess the effectiveness of the game. Results suggested that participants gained better knowledge after playing the game. Meanwhile, participants with better SOD can more clearly capture the game goals and feel in control in the game, suggesting they were immersing in the game. Moreover, they also evaluate the game as useful to support their learning. A test of gender difference found that male and female evaluated the game in different way. Implications for the results of this study are to be used as guidance for subsequent game development and design of instructional strategies. #W03-04: Pre-service teachers’ learning and frustrations during the development of serious educational games (SEGs) for learning biology Mei-En HSU, Meng-Tzu CHENG The purpose of this study is to explore pre-service teachers’ learning and frustrations during the development of serious educational games (SEGs) for learning biology. A twocredit, 18-week-long course, entitled Computers in Teaching and Learning Biology was offered in fall semester of 2012. A total of 12 pre-service teachers registered in this course –and in-depth interviews with every pre-service teacher were conducted after the conclusion of semester. According to their responses, we found that most of them expressed positive attitudes towards this course but still had some difficulties and challenges in taking this course. Pre-service teachers generally reflected that the instructional time of the course was too short causing that they still didn’t really know how to program and code using ActionScript3.0. Discussions regarding the obtained results and suggestions for future work are further provided. #W03-05: Criteria and Strategies for Applying Concept-Effect Relationship Model in Technological Personalized Learning Environment Patcharin PANJABUREE & Niwat SRISAWASDI Recent progress in computer and communication technology has encouraged the researchers to demonstrate the pivotal influences of technological personalized learning environments on student learning performance improvement. Many researchers have been investigating the development of such learning environment by basing upon the concept-effect relationship model; nevertheless, the criteria of establishing a technological personalized learning environment based on the concept-effect relationship model have not yet been clearly defined, not to mention the strategies of conducting effective conceptual learning problem diagnosis and effective learning activities. To resolve these problems, this paper presents the basic criteria and strategies of technological personalized learning based on the concept-effect relationship model, and identify the necessary check items as well for the development of such learning environment. Illustrative example of conducting technological personalized learning and the requirements of setting up learning environment are also presented at the end of this paper. #W03-06: The Development and Evaluation of the Science Reading and Essay Writing System Li-Jen WANG, Yu-An CHEN, Chen-Min LAI, & Ruo-Han CHEN, Ying-Tien WU Popular science reading and science essay writing are parts of the science inquiry activities which can facilitate learners to construct their science knowledge and develop science literacy in school. However, there are a great deal of difficulties and challenges for students to learn how to read popular science articles and write essays. Therefore, helping students read and write should be a crucial issue. Previous research has revealed the effectiveness of teacher community on teachers’ professional development. This study developed a “Science Reading and Essay Writing System” (SREWS) as a platform for students to read popular science articles and write essays. After the development of the SREWS, system evaluations were also conducted. A total of 60 senior high school students participated in the system evaluations. The results showed that they expressed satisfactory perceived usefulness and ease of use of the system. Also, they expressed high willingness to use the SREWS. They also appreciated the usefulness and usability of the scaffolding functions of the system. Some suggestions and implications for system design, and future work are also discussed. #W03-07: Effect of Simulation-based Inquiry with Dual-situated Learning Model on Change of Student’s Conception Niwat SRISAWASDI, Sunisa JUNPHON & Patcharin PANJABUREE Numerous researches in science education have reported that many students displayed learning difficulties in understanding and hold unscientific conceptions about sound wave although sound is an everyday phenomenon that we constantly observe. Moreover, their common alternative conceptions about wave phenomena of sound are often resistant to change into correct physics of thought. To investigate effect of the teaching method of simulation-based inquiry with dual-situated learning model (SimIn-DSLM) on student’s conceptual understanding of sound wave, 38 of Grade 11 secondary school students participated in learning physics with computer-simulated experiment. Both quantitative and qualitative data of conceptual understanding and conceptual change were collected, and analyzed aiming to understand their conceptual status at before, after, and a month after the use of SimIn-DSLM teaching method. The results showed that the method of SimIn-DSLM explicitly influenced their conceptions in physics of sound wave into correct physics. This finding suggests that the SimIn-DSLM method could be used to induce mechanism of change within students’ conceptual knowledge of sound wave phenomena and the change of their conceptions could place them into meaningful conceptual framework of basic scientific knowledge. #W03-08: Exploring the Effect of Worked Example Problem-based Learning on Learners’ Web-technology Design Performance Chun-Ping WU & Hao Jie YONG The process of creating media products, maximizing the merits of advanced interactive technology is very complex. Media producers are highly demand of their cognitive abilities to integrate multiple domains of knowledge, which may include graphic design, technology skills, and problem-solving skills. The problem-based learning strategy (PBL), starting learning with a real-world problem, has been frequently adopted to develop the competency of learners with a major in technology or media production. Despite the fact that PBL effects have been reasonably argued and empirically tested, its associated learning tasks may overload the learners. This paper, grounded on the cognitive load theory, aimed to investigate the effects of worked examples on learners’ web-technology design skills. The web-technology design problem was chosen as the main problem for participants to explore during the PBL activity. A series of problems and associated worked examples were developed. Furthermore, a web-based learning system was created to engage participants in observing the problems, watching the examples and practicing solving the given problems. A pre-and-post experimental design was adopted to test the effect of worked-examples. 80 university students, with a major in instructional technology programs, were invited to participate in the study and were randomly assigned to one of the intervention conditions. The finding supported the positive effect of the worked example on enhancing learners’ web-technology design performance. 09:0010:30 Doctoral Student Consortia: Group 3 #8F (C5): The Creative Process Components: Puzzle Gameplay Experience Wilawan INCHAMNAN This paper analyses the relationship between creative behavioral processes that occur in the games and the gameplay experience. The research approach applies a behavioral and verbal protocol to analyze the factors that influence the creative processes used by people as they play computer games from the puzzle genre. Creative processes are measured by examining task motivation and domain-relevant and creativity-relevant skills factors. This paper focuses on the reliability of the factors that are more strongly related to creativity. The findings show the creative components occurred to yield levels of creative performance within puzzle game play activities. Results show that increased engagement in creative processes during gameplay resulted in a better player experience. Task motivation and domain-relevant skill as a component of the creative problem solving processes were particularly influential, as was the use of creativity-relevant skills. #323F (C5): An Authoring Process for Educational Role Playing Games: From the Paper to the Web Vanessa MAIKE Table-top Role Playing Games (RPGs) can be a powerful educational tool, but many teachers either aren’t aware of that, or don’t know how the game works. This problem could be alleviated with an authoring tool that facilitates the process of creating educational table-top RPG adventures and, at the same time, provide an introduction and computer-based support to this game genre. Literature on available authoring tools oriented to the creation of games in educational contexts is still scarce. Therefore, this article presents our efforts towards the design of a web authoring tool that aims at helping both teachers and students in the creation of educational table-top RPG adventures and also in the posterior use of these adventures in the classroom. The goal behind this work is to promote this genre of games and computers in education. #DSC-C7-04: Exploring Pedagogical Synergy of Peer Assessment and Social Learning Platform for Fostering English Grammar Learning Wai Ying KWOK In view of the trends toward the pedagogical goals and the technological integration for English grammar learning in the twenty-first century, this study aims to explore the pedagogical synergy of peer assessment and social learning platform for supporting English as Second Language (ESL) learners at the elementary school level to develop English grammatical knowledge. A technology-mediated pedagogy has been designed to combine the element of guided inquiry with the use of topic-specific e-learning websites and the element of peer assessment with the use of social learning platform for supporting Joged Room elementary ESL learners to develop knowledge about English basic tenses through English writing tasks. An empirical research which combines qualitative and quantitative methods is planned to investigate the impact of two settings of the designed technology-mediated pedagogy in a real classroom environment. Two classes of Grade 4 ESL learners will be invited to learn the three target grammatical topics under the two settings during a threeweek trial teaching period, respectively. The empirical research will conduct attainment tests, content analysis of student artifacts, questionnaire surveys and semi-structured focus group discussions to investigate the impact of the designed technology-mediated pedagogy on the achievements, processes and perceptions of learners in the development of English grammatical knowledge through peer assessment of writing products. This study will contribute to pedagogical innovations in the use of social learning technology for effective development of high-level linguistic knowledge among ESL learners in elementary school education. 11:0012:30 Doctoral Student Consortia: Group 4 #DSC-C7-01: Teacher’s Attitudes towards Informational Technology (IT) Immersion in Singapore’s Childcare Classrooms Wen-Si YANG and Pei-Wen TZUO Technology immersions are widely adopted in Singapore’s childcare centers. In the last five years, as the flourishing of touch screens such as tablet computers, interactive whiteboards, smart phones, and smart TVs, up-to-date IT devices have become increasingly accessible by young children. In Singapore, the Ministry of Education (MOE) has highlighted the use of technology to support and enhance Early Childhood Education (ECE). Despite up-to-date IT devices’ effectiveness and popularity in ECE, to our knowledge, there has been a lack of researches on examining how childcare teachers think. To address this timely issue, this study adopted a quantitative correlational research design to assess childcare teachers’ attitudes on integrating IT in ECE. The data are to be collected by adopting and modifying from the Computer Attitude Scale (CAS), developed by Selwyn (1997). The sample of this study is Singapore childcare teachers who volunteer to fill the questionnaires. The data will be analyzed by conducting descriptive statistics and inference statistics in order to determine the influence of age, working experience, total training hours received, educators’ qualifications, up-to-date technologies used at home, and teaching median (English/Mandarin) on teachers’ attitudes. #DSC-C7-02: Predictors of Teacher Trainees’ Satisfaction in Using the Learning Management System in Teacher Training Institutes Mei Lick CHEOK and Su Luan WONG E-learning is increasingly becoming an important delivery approach in teacher training institutes. Like with other innovations, there are factors that will affect users’ behavioural intention to accept and adopt it. The purpose of this study is to test and validate a proposed model in predicting teacher trainees’ satisfaction of the learning management system at the teacher training institutes in Malaysia. In measuring the success of an elearning approach, it is best measured in terms of end-user satisfaction in using a system. Thus, their future behaviours can be predicted. It examines relationships among variables associated with factors that influence satisfaction. Data will be collected from 400 participants using a survey questionnaire. Practical interventions for teacher trainees will be suggested to assist individuals and organisations towards increasing technology usage. The research yields a theoretical framework that outlines the predictive potential of the key factors in explaining satisfaction which then leads to explaining technology acceptance and usage among the trainees. These factors can and should be considered when developing Continuous Professional Development trainings and intervention programmes. Joged Room 13:3017:00 Workshop 7: ICT Trends in Emerging Economies (afternoon session) #W07-02: Exploring Teachers’ Cultural Perception of ICT in Nigerian Schools through a Qualitative Approach Rama Room Arit Uyouko UYOUKO & Su Luan WONG The purpose of this study was to explore teacher’s cultural perception of ICT in Nigerian Schools. The study was guided by three research questions and used the qualitative method, with a case study as a strategy. Interviews were employed to collect data about teacher’s cultural perception of ICT in Nigerian schools. Findings from the interview revealed that teachers are incompetent and blame lack of ICT facilities and access for this inadequacy. All five participants demonstrated that their current ICT status did not match up with global standards. Findings also revealed reservations about software and materials on the internet as being inappropriate to norms and values of the country. Findings of this study are important for policy makers and stakeholders in the Nigerian education system. #W07-01: Increasing Students’ Mathematical Creative Thinking Abilities through Realistic Mathematics Education Using ICT and Deduction Miftahul SAKINAH & Sigid Edy PURWANTO Mathematics courses should be given to all students especially those in the elmentary school. It is vital to equip the students with the ability to think logically, analytically, systematically, critically, and creativelly as well as the ability to cooperate. Mathematics learning in the classroom is believed to be less able to increase mathematical creative thinking abilities among students, as shown in the International Student Assessment (PISA) results in 2009. Indonesia’s Mathematics education ranked 59 out of 65 countries. Other results released by the Trends in Mathematics and Science Study (TIMMS) in 2007 showed Indonesian students obtaining an average score of 397, far below Singapore and Malaysia where both countries had both obtained the average scores of 593 and 474 respectively. Due to the above reasons, the need to carry out the research was felt necessary. In realistic mathematics education, students are required to create their own modeling, and develop existing knowledge, thus find new knowledge that will be useful in the learning process. This approach requires students to interact, both with the teacher and other students in order to enable them to exchange ideas and knowledge. In the process of doing that, it is hoped that the mathematical creative thinking abilities will be formed. Learning in this context is supported by the use of ICT as a learning media that displays a real-world context for students. Deductive approach will be used as the comparison group in this study. Based on the results of the processing and analysis of data, it is shown that the mathematical creative thinking abilities of students taught using the ICT-assisted approach to realistic mathematics education is different from students who were taught using the deductive approach. Students taught using the ICT-assisted realistic mathematics education have higher averages. In other words, realistic mathematics education in ICTassisted is suggested to be better than the deductive approach in improving students' mathematical creative thinking abilities. #W07-06: Classroom Action Research: Using Interactive Learning Media to Improve Students’ Colligative Solution Learning Outcome Yusnidar YUSUF, Endy Syaiful ALIM, & Tyas Hermala ANINDITA This research aims to increase the ability of students to understand and improve their learning outcome when studying the subject of colligative solutions in chemistry. It also hopes to improve the ability of teachers to deliver the subject. This research was conducted at SMA Negeri IX Jakarta to the twelfth grade. It was a classroom action research carried out in five months comprising of two cycles. It involved two observers in the school. Based on the result, there is a significant increase of students’ test grades from cycle 1 to cycle 2, which is from 76.5 to 79.7. From the students’ learning effectiveness records, it is suggested that learning with interactive learning media can successfully improve students’ learning outcome, especially in the subject of colligative solution in Chemistry. Workshop 1: Technology Enhanced Language Learning #W01-01: From a Perspective on Foreign Language Learning Anxiety to Design an Affective Tutoring System Sita Room Ching-Ju CHAO, Hao-Chiang Koong LIN According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning contextwith a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986)mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provideadequate feedback. It is expected to enhance learners' motivation and interest via affective instructionaldesign and then improve their learning performance. #W01-02: Learner Attitude and Satisfaction in Chinese Vocabulary Learning under CALL Hong-Fa HO & Jing-Jenq WU In this information age, we try to understand the attitude of native English learners when they adopt technology in Chinese language learning. This paper uses qualitative analysis to investigate the attitude of Chinese language learners before and after the use of computer-assisted language learning (CALL) software in Chinese vocabulary learning. Participants were divided into three groups: one control group (1B, N1=6) and two experimental groups (1A, N2=5 and 2A, N3=13). Questionnaires were handed out to participants before and after the experiment CALL course. This paper discusses the relationship of learning motivation and learning efficiency, vocabulary growth of learners using CALL, and participant satisfaction of using CALL as a supplement to traditional classroom teaching. The main findings are: the average satisfaction for Experimental Group 1A was 4.58 whereas the average satisfaction for Experimental Group 2A was 3.22 (full score 5); The average satisfaction for the experimental groups together (1A + 2A) was 3.60 (full score 5); the top three satisfaction categories are: The 1,033 Chinese vocabularies are appropriate for my present Chinese learning (4.06) > I can recognize and understand more Chinese characters and words (3.89) > I am getting familiar with the four tones of Hanyu (3.89); the bottom three satisfaction categories are: I am satisfied with the effectiveness of the CALL software (3.28) < I am satisfied with the art design of the interface (3.33) < I can understand and memorize more Chinese vocabularies from the simple English/Chinese translations; I think this method is fast and effective (3.39). #W01-03: The Effect of Learning Community for Game-Based English Learning Chih-Hung LAI, Wu-Jiun PENG, Wei-Hsuan Chen, Rong-Mu LIN In recent years, English Vocabulary plays such an important role in the learning arena. However, most students felt boring when they were reciting English words which lead to lower learning motivation or higher dropout rate. Hence, many presently researches emphasized on Game-Based Learning approach, combining video games to learning that makes the learning process more interesting. Therefore, this research is aimed to discuss whether the Learning Community could enhance students’ learning achievement in GameBased Learning and to probe into different Gaming Methods, Self-Efficacy, as well as the Community Roles influenced learning achievement and learning activities among students. The participants in this research are both senior high and elementary students, divided into two groups for a two month experiment. The result indicated significant difference between the senior high and the elementary students’ learning methods for learning activities. In addition, the Self-Efficacy demonstrates conspicuous dissimilarity to learning achievement. Furthermore, diverse community roles reveal significant difference to learning activities as well. #W01-04: Effects of the Concept Mapping and Reflection Strategies on Motivations of EFL Learners Ching-Kun HSU This study evaluated the learning motivations of the foreign language oral interaction course integrating Computer-Mediated Communication and Native-Speaker peer-tutoring strategies based on the assessment results of ARCS motivation design. The study found that no matter the students used the reflection strategy or not after the class, they will have confidence in the oral peer-tutoring activities when the students do concept mapping activities every time before they conducted the oral peer-tutoring activity via CMC platform. However, if the students did not used the concept mapping strategy, the students could use the reflection strategy in the post-activity had higher confidence than the students who did not used the reflection strategy when they reviewed after the class. Conversely, the study found thatno matter the students used concept mapping strategy or not before the class, they will have confidence in the oral peer-tutoring activities when the students do reflection activities every time they end the oral peer-tutoring. However, if the students did not used reflection strategy, the students using concept mapping strategy in pre-study had higher confidence than the students who did not used concept mapping strategy when they prepared before the class. #W01-05: Designing a Mobile Chinese Learning System with Speech Recognition for Foreign Students Wei-Tung TANG & Shwu-Ching YOUNG This study aims to design and implement a micro-learning Chinese vocabulary pronunciation practice system on mobile device for international students from a university in northern Taiwan. Learning a foreign language is difficult, yet using a foreign language to initiate social interaction with native speakers is even harder. In this study, we propose a location-based contextual Chinese learning system which aims to aid the foreign learners to learn daily life vocabulary by repeating practicing vocabulary pronunciationwith speech recognition functionality. An immediate feedback will be shown to the learners, allowing them to check their correctness level of vocabulary pronunciation. To ensure the learning takes place in real context, the language learning will be enhanced with location-based service which is provided by Facebook. Location information will be available for the learners to access local tourist attraction information by selecting from nearby point-of-interests via Facebook’s check-in module. An experiment will be conducted to measure students’ language learning performance as well as their language learning motivation. We expect to recruit international students whose Chinese proficiency is at entry level. Participants will be selected from a northern Taiwan university. #W01-06: Apples and Oranges? Second Life vs. OpenSim for Language Learning Mark G. ELWELL, Jean-Christophe TERRILLON, and Steven A. COOK Shared virtual environments are used in technology enhanced language learning for their immersion, interactivity, and as a medium for both local and remote communication and contact with authentic speakers and situations. Previous work has shown them to achieve similar language learning outcomes to classroom situational role playing while using less time and other resources. Here we review the comparative suitability of two similar shared virtual environment platforms, Second Life and OpenSim, for language learning, using our SVECTAT (Shared Virtual Environment Complementing Task Achievement Training) model as a reference, and our extensive experience with the two platforms as a source. Features examined include collaborativity, cost, control, ease of use, scalability, and suitability for diverse learners. We find that while Second Life remains more suitable in certain specialized cases, OpenSim possesses clear advantages with regard to most