Search

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]

For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]

Understanding key concepts in molecular biology requires reasoning about molecular processes that are not directly observable and, as such, presents a challenge to students and teachers. We ask whether novel interactive physical models and activities can help students understand key processes in viral replication. Our 3D tangible models are embedded with magnets that accurately represent chemical attractions and, in a study of 492 students, structured model use led to improved understanding of viral replication and self-assembly from pre- to posttest.

For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.]

The 2015 Central States Conference on the Teaching of Foreign Languages (CSCTFL) was held in Minneapolis, Minnesota together with the Minnesota Council on the Teaching of Languages and Cultures, who served as local host. This year's theme underscores the transformative nature of learning a foreign language. As language teachers we have a great responsibility to provide our students with opportunities to learn and explore languages and cultures in ways that foster intercultural communicative competence. The 2015 conference highlighted strategies, practices, and approaches that world language educators can use to help students develop the attitudes, skills, and knowledge necessary to interact with others in our global community. The CSCTFL 2015 conference featured 35 workshops and more than 200 sessions. Nine of the 16 Central States were represented by "Best of" sessions. 21 sessions from the 2014 conference were presented again at the 2015 conference as "All-Stars." The session and workshop topics represented at the 2015 conference included technology in the classroom, intercultural competence, assessment, advocacy, best practices, and the use of literature, art, and music in language classes. The authors whose articles are included in the 2015 CSCTFL "Report" addressed the 2015 conference theme, "Learn Languages Explore Cultures Transform Lives" by focusing on those elements that transform foreign language teaching and learning. The articles provide the reader with innovative ideas and approaches for world language instruction that will assist teachers in transforming their classrooms to meet the needs of the 21st century learners.

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]

Technology to support collaborative learning has come a long way. Interactive tabletops support collaboration when correctly integrated in activity design. While these devices can now, in principle, be purchased by the general public, wide adoption in schools is hindered by their high cost and lack of mobility. In this paper, we analyze the potential technologies that could replace such devices. After developing a dozen prototypes to further test the potential of the most promising technologies, we found one robust, affordable and accurate solution: SPART (on-Surface Positioning for Augmented RealiTy) allows augmenting any flat surface (images etc.) with tablets or smartphones, addressing both affordability and mobility. This paper focuses on the technological innovations that were designed for SPART. [For the full proceedings, see ED659933.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

The 2010 Central States Conference on the Teaching of Foreign Languages (CSCTFL) focused on exploring various ways to lead students to become part of an internationally competent workforce. Foreign language educators shared their experiences in investigating various modes of assessment, the use of technology, and techniques to motivate students to become proficient users of the target language. Presenters from all 17 states that make up the Central States Conference on the Teaching of Foreign Languages offered a diverse program, including "Best of…" sessions selected by their respective states. Presenters of "All-Star" 2009 sessions, chosen by the CSCTFL Board, were invited to share their expertise again with 2010 conference attendees. There were workshops and sessions for language professionals at all levels and in various languages, including insight into immersion education in Minnesota. This year's volume offers a group of articles representing some of the best practices and innovations in language teaching and learning stemming from the 2010 conference. Authors offer insights into developing global competence through subthemes of technological applications to language learning, pre-service teacher preparation, and approaches to teaching language and culture.

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

Introduction: This study aimed to develop a cost-effective suturing and knot typing simulator that aligns with the expectations of experts, addressing the need for affordable yet high-quality medical training tools. The focus was on assessing the efficacy of a silicone skin suture task trainer, created through a 3D printed mold, for use in mobile learning, specifically in rural and remote contexts. Methods: Rural and remote trainees participating in a skills acquisition workshop, engaged in a 90-minute suturing simulation station. They received minimal feedback from physician educators to simulate independent practice. After the practice, they completed a survey assessing the acceptability and feasibility of the simulator for the intended training purpose, as well as providing feedback for future improvements. Results: Results from quantitative data revealed the simulator's potential to develop competence (4.2 out of 5) and confidence (4.1 out of 5). Participants expressed a readiness to practice suturing independently using the simulator (4.3 out of 5). Notably, the realism of the simulator was identified as an area for improvement in terms of anatomical correctness (3.6 out of 5) and accuracy (3.4 out of 5), while durability scored high (4 out of 5). Participants found the simulator easy to use (4.4 out of 5) and well-suited for developing cognitive (4.4 out of 5) and psychomotor skills (4.2 out of 5) related to suturing and knot typing. Several improvements were noted, especially in the areas of anatomical representativeness, material selection, and interactions between the simulator and clinical tools. Conclusions: This paper outlines the acceptability and feasibility of the simulator, designed to complement an online learning management system for hands-on clinical skill learning within the mobile learning paradigm. Despite high self-efficacy and educational value scores, concerns about realism suggest a need for a hybrid design approach that balances costs and anatomical fidelity in simulator development. [For the full proceedings, see ED659933.]

This paper explores the concept of self-efficacy and its impact on individual performance on a mobile learning application. Self-efficacy refers to one's belief in their ability to achieve their goals and is a key factor in everyday life. To investigate the relationship between self-efficacy and performance, we conducted an experiment with 104 participants, which consisted of two parts. First, we evaluated their self-efficacy levels using a survey designed to assess their perceived self-efficacy levels before and after their tests. Second, we asked participants to pilot a drone in a virtual environment and complete a series of races as quickly as possible. Our findings demonstrate that self-efficacy does indeed affect the individual performance, as we observed a clear correlation between self-efficacy levels and task completion times. [For the full proceedings, see ED659933.]

Prisms VR, a secondary math learning application, allows for users to see, manipulate, and engage with mathematical concepts in an embodied way in Virtual Reality (VR) environment. We examine cases in which mathematics teachers and middle school students worked through Prisms and reflected upon their experiences. Findings indicate that VR environments can help teachers find alternative ways of presenting algebraic concepts in a hands-on, interactive, and embodied manner; and these findings were confirmed based on the student experience. VR allows teachers to make connections through scaffolding and personalized experiences, while also aiding students in the exploration and meaning-making. [This paper was published in: "Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024," edited by R. Lindgren et al., International Society of the Learning Sciences, 2024, pp. 1610-13.]

The local environment can be explored to sustain effective sustainability learning. With this aim, new learning methodologies can be fostered, namely mobile and game-based learning, as is the case of the EduPARK app. This app supports innovative learning strategies through treasure hunt games, integrating multimedia and augmented reality resources, in natural spaces. This paper presents a pilot case study of a pedagogical approach based on the exploration of a game in the EduPARK app, in the outdoors. The game was developed to be explored in the largest annual event of the University of Aveiro (UA)--XPERiMENTA 2022--where students of several ages and the wider community are invited to participate in diverse activities on the campuses. The main goal of the activity "XPERiMENTA with EduPARK in the UA Campus" was to raise basic education students' awareness towards nature conservation. Eighteen students (14 and 15 years-old) explored an interdisciplinary educational game that encouraged them to follow a path through the UA Campuses to promote learning related to recycling, renewable energies, food waste, and ocean plastic pollution. Simultaneously, curricular contents of Science, Mathematics, Education for Citizenship, and cultural aspects of the city of Aveiro were articulated. At the end of the activity, an individual and anonymous questionnaire to evaluate the activity was applied. Students revealed a positive attitude towards the EduPARK app, as their answers revealed they felt motivated to learn during the game. Additionally, students reached a good performance in the game, although difficulties in one specific question were identified. This paper presents preliminary results that will inform the development of a new related project, the EduCITY, that aims to promote education for sustainability through a smart learning city environment. [For the full proceedings, see ED639391.]

This paper introduces web viewers for educational VR contents. Recently, many types of VR goggles have been released as commercial products and many entertainment applications for them have been created. However, educational VR contents have been created so far are not so many because the creation of VR contents is time consuming task. We need to create many educational VR contents to enhance educational efficiency using VR technology. On the other hand, many types of scanning devices have been researched and developed, e.g., Lidar cameras, 360VR cameras and so on. Using these scanning devices, we can obtain 3D data like Point Cloud Data (PCD), 3D model data, 360VR images/videos. To use these 3D data as educational VR contents, we need viewer applications for them. In this paper, the authors propose such viewer applications as web services. The proposed web viewers also have functionality to upload 3D data from users' web-browser to the web-server on that the web viewers are stored. Therefore, it becomes possible for users like teachers to provide other users like students with educational VR contents as web contents. In addition, as the proposed web viewers support VR goggles, they provide students with immersive environments. [For the full proceedings, see ED639391.]

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

New technologies often influence the ways in which one shares linguistic experiences. One such technology, Augmented Reality (AR), may initiate concepts used in language learning through digital storytelling. This paper describes an exploratory research project based on Choose Your Own Adventure (CYOA) AR digital storytelling which investigated how Collaborative Learning (CL) and AR can be used to enhance language learning. Different AR activities were evaluated, culminating in an AR digital storytelling project. Analyses of qualitative data collected after each activity provided insights into important considerations when utilizing AR in the classroom. The findings suggest that learners found considerable value in AR, but also highlighted challenges in its application. CL was key to the success of this project. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Virtual Reality (VR) offers language learners a valuable environment for practicing language skills and other aspects essential for language development, interaction, and negotiation of meaning. For example, speaking practice in VR using avatars can reduce speaking anxiety and increase users' sense of agency. Social spaces in VR present possibilities for verbal and nonverbal communication. This conceptual paper discusses the advantages and drawbacks of both types of communication in high-immersion VR and the implications for language learners. Language learners rely on multiple modes of communication, including nonverbal behavior such as gestures. However, VR often lacks behavioral anthropomorphism, i.e. when an avatar cannot speak, move, or act in a human-like way, which may negatively impact communication, especially at beginner level. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]