ICCE 2014 Program Book

Copyright 2014 Asia-Pacific Society for Computers in Education All rights reserved. No part of this book may be reproduced, stored in a retrieval system, transmitted, in any forms or any means, without the prior permission of the Asia-Pacific Society for Computers in Education. ISBN 978-4-9908014-0-3 Publisher ICCE 2014 Organizing Committee, Japan

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TABLE OF CONTENTS

1

Messages

2

2

Organization

7

3

AboutConference/Nara,Japan

12

4

DistinguishedResearcherandEarlyCareerResearchAwards

17

5

ProgramataGlance

19

6

ConferenceProgram

22

7

Keynoteandinvitedspeakers

32

8

Panels

41

9

Pre‐ConferenceTutorial

43

10

Pre‐ConferenceWorkshops

44

11

InteractiveEvents

70

12

DoctoralStudentConsortia

72

13

Posters

75

14

Maps

83

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1 MESSAGES

Message from the Conference Chair

We would like to extend our warmest welcome to all participants of the 22nd International Conference on Computers in Education (ICCE) 2014. This year, the conference is held in Nara, a beautiful city at the center of Japan and an important hub of Japanese traditional culture. Building on the continuous success of the conference series in recent two decades, the program aims to foster vibrant exchanges and dynamic collaborations among the academic and research communities of technology enhanced learning around the world.

We are pleased to have outstanding scholars as conference speakers to share their insights across varying areas in the field of computers in education. As for the three keynote speeches, Marlene Scardamalia will discuss the designs for principle‐based innovation in education; Yvonne Rogers will talk about how new technology can change learning for the better; and Kurt Squire will highlight the research and development on integrating digital games into science learning for fostering authentic participation among learners. For the three theme‐based invited speeches, Yasuhisa Tamura will introduce the trends and standardization of digital textbooks; Yu‐Ju Lan will discuss the unique features of virtual worlds in supporting learners in second language acquisition; and Huang‐Yao Hong will talk about the ways of cultivating teaching professionals with the design thinking in teaching with technology. In addition, Noriko H. Arai will give a distinguished invited speech on sharing the experience of universities in Japan of using an AI system for supporting university entrance examinations; and Miguel Nussbaum will give a special invited speech on discussing the use of technology for scaffolding learners to develop critical thinking skills in the classroom learning process. We look forward to these informative and illuminating speeches for inspiring us to sharpen the synergy among technology, pedagogy and education.

The organization of such the large‐scale conference of ICCE 2014 requires the concerted efforts and unfailing supports from our conference organization team members and conference paper reviewers, with their names enlisted in the proceedings. We would like to express our sincere gratitude to all the kind individuals who have rendered their help in every possible way to make this conference a reality. We would also like to thank all the paper authors and registered participants for their exciting academic contributions to the fruitful intellectual exchange in this conference.

We hope all participants will have further opportunities to create new friendships and professional collaborations, and to leave fond memories for their stays in Nara. With the breathtaking scenery and historic culture in Nara city, as well as the intellectual sharing and social bonding in conference program, it will definitely be a unique ICCE experience for everyone.

Thank you! “Arigatou!”

Siu Cheung KONG

Conference Chair

(Hong Kong)

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Message from Local Organizing Committee Chairs

It is a great pleasure to welcome you to the 22nd International Conference on Computers in Education (ICCE2014). ICCE2014 is held in Nara, Japan. Nara has over 1300 years of history. The first capital of Japan was built in Nara, “Heijokyo”. Nara is the starting place of Japanese cultures and spirits. There are many historical sites including UNESCO’s World Heritage in the city of Nara. We are very honored to hold ICCE2014 in the wonderful place. ICCE2014 takes place in the Nara Prefectural New Public Hall. The hall is located in Nara National Park, which is surrounded by the famous historical shrine (Kasuga Taisha) and temple (Todaiji) registered as World Heritage sites. We hope that all participants enjoy not only the conference but also the beautiful city of Nara. The conference series of ICCE is organized by APSCE. In ICCE2014, we worked particularly with the executive committee of APSCE. We greatly benefited from their valuable advice. ICCE2014 is also hosted by Japanese Society of Information and Systems in Education (JSiSE), Japan Society for Educational Technology (JSET), and Japanese Association for Education of Information Studies (JAEIS). We deeply thank the sincere support from these societies. In addition, we would like to warmly acknowledge the financial support of sponsors: KANSAI‐OSAKA 21st Century Association; KDDI Foundation; Support Center for Advanced Telecommunications Technology Research, Foundation; The Telecommunications Advancement Foundation; Tateisi Science and Technology Foundation; Nara Visitors Bureau. We would also like to thank cooperate sponsors for their financial support: UCHIDA YOKO Co., LTD. and Epson Sales Japan Corp. (at the Platinum level); DATA PACIFIC (JAPAN) LTD., PHOTRON LIMITED, Asahi Net, Inc., and Fujitsu Limited (at the gold level); Pro‐Seeds Co., Ltd (at the silver level). Without the support from these sponsors, this conference would not have been a success. We are deeply thankful to the many student volunteers and staff volunteers from a lot of universities in Japan. Finally, we cordially welcome all of you to Nara, Japan. We believe your participation and contribution to ICCE2014 will make it much more productive and successful. We also hope that you enjoy the conference and Japan to gain wonderful experience. November 2014

Akihiro Kashihara

The Local Organizing Committee Chair

(Japan)

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Message from the Program Coordination Chairs

The International Conference on Computers in Education (ICCE) is a series of annual conferences encompassing a broad range of issues related to using information technology for education, organized and sponsored by the Asia‐Pacific Society for Computers in Education (APSCE). This year, ICCE 2014 is taking place in Nara, Japan from 30 November to 4 December 2014. Following the tradition of previous conferences in this series, ICCE 2014 is structured as a meta‐conference that allows researchers from all over the world to connect with each other, to disseminate and share research, and to develop and deploy ideas that span the field of Computers in Education. There are seven interrelated sub‐conferences focusing on specialized themes, each of which is organized by a program committee appointed by the respective special interest group (SIG – see http://www.apsce.net/sigs_list.php?id=1026), constitute the five‐day Conference schedule. They are: C1: ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System (AIED/ITS) and

Adaptive Learning C2: ICCE Conference on Computer‐supported Collaborative Learning (CSCL) and Learning Sciences C3: ICCE Conference on Advanced Learning Technologies, Open Contents, and Standards C4: ICCE Conference on Classroom, Ubiquitous, and Mobile Technologies Enhanced Learning (CUMTEL) C5: ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) C6: ICCE Conference on Technology Enhanced Language Learning (TELL) C7: ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT in

Education (PTP) The Program Committee is comprised of a strong team that includes the Conference Chair, the Program Coordination Chair and co‐Chair, seven executive Sub‐Conference Chairs and 365 experts in the field of Computers in Education from 41 different countries or economies. Former ICCE local organizing and program coordination chairs have played the role of consultants in overseeing the conference organization process. The conference received a total of 266 papers (155 full, 52 short, and 59 posters) from 30 different countries or economies. Table 1 provides the submissions by country of the first author of individual paper. All papers were subjected to a rigorous review process by 2‐4 reviewers from the respective sub conference program committees. After a discussion period within the individual sub‐conference program committees led by the respective Executive Co‐Chairs and Co‐Chairs, recommendations were made to the Program Coordination Committee Chair and Co‐Chair. They made sure that the review process for all sub‐conferences maintained the highest standards. This resulted in 39 full, 90 short, and 79 poster acceptances across all of the sub‐ conferences. The overall acceptance rate for full papers is 25%, and overall acceptance rate is 78%. The complete statistics of paper acceptances is shown in Table 2. Table 1: Distribution of Paper Submissions for ICCE 2014

country

Australia 2 Malaysia 14

Austria 1 The Netherlands 1

Brazil 1 New Zealand 3

Canada 3 The Philippines 2

China 14 Singapore 13

Czech Republic 1 Spain 4

Finland 2 Sri Lanka 1

Germany 8 Swaziland 1

Hong Kong 6 Sweden 6

India 3 Taiwan 61

Indonesia 9 Thailand 7

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Ishida 1 Tunisia 1

Israel 1 United Kingdom 3

Japan 98 United States 3

Kenya 1 Vietnam 1

Korea 2

The acceptance rate for the full papers in the individual sub‐conferences closely mirrored the overall acceptance rate. This is a testimony to the continued maintenance of the quality of presentations in our conference. The number of submissions and the acceptance rate for each sub conference is summarized in Table 3. Table 2: Results of the overall reviewing process for ICCE 2014

Full papers Short papers Posters

Submissions 155 52 59

Results: Full page acceptance rate= 25% Overall acceptance rate= 78%

Full papers 39(25%)

Short papers 56 34(65%)

Posters 37 6 36(61%)

Reject 23 12 23

Table 3: Breakdown of submission and acceptance by sub‐conference

Sub Conference C1 C2 C3 C4 C5 C6 C7

accepted (submitted)

Full 6(24) 6(27) 5(18) 7(29) 4(14) 4(16) 7(27)

Short 3(8) 6(6) 10(13) 7(16) 6(10) 10(14) 10(23)

Poster 6(14) 6(18) 7(11) 12(14) 6(9) 11(14) 4(6)

Last, the main conference schedule includes the all‐important keynote speakers: (1) Professor Marlene SCARDAMALIA from OISE/University of Toronto, Canada (“Designs for Principle‐Based Innovation in Education,” representing sub‐conference C2), (2) Professor Yvonne ROGERS from University College London, UK (“Can new technology change learning for the better? ,” representing sub‐conference C4), and (3) Professor Kurt SQUIRE from University of Wisconsin‐Madison, USA (“Fostering authentic participation in science through games ,” representing sub‐conference C5); the distinguished invited speaker: Professor Noriko H. ARAI from National Institute of Informatics, Japan (“The impact of A.I. on education ‐ Can a robot get into the University of Tokyo?”); the theme‐based invited speakers: (1) Professor Yu‐Ju LAN from National Taiwan Normal University, Taiwan (“Language learning in virtual worlds: embodied, immersive, and interactive,” representing sub‐conference C6,) (2) Professor Yasuhisa TAMURA from Sophia University, Japan (“Digital Textbooks: Trends and Standardization,” representing sub‐conference C3), and (3) Professor Huang‐Yao HONG from National Chengchi University, Taiwan (“Cultivating design thinking in teaching with technology,” representing sub‐conference C7); and the special invited speaker: Professor Miguel NUSSBAUM from Pontificia Universidad Católica de Chile (“Using Technology as Scaffolding for Teaching Critical Thinking in the Classroom”).

In addition, there will be two panel sessions: (1) “Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …” (moderator: Professor Lung‐Hsiang WONG from Nanyang Technological University, Singapore), (2) “Innovative programs and national policy of ICT in education in the Asia‐Pacific region: looking back and moving forward” (moderator: Professor Fu‐Yun YU from National Cheng Kung University, Taiwan).

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The first two days of the conference are devoted to pre‐conference events. In this year, 16 workshops, two interactive events, and one tutorial will be featured. Also in the pre‐conference is the Doctoral Student Consortia, which will include 12 pre‐doctoral student presentations followed by mentoring activities conducted by top‐notch researchers. The Workshop papers are published in separate proceedings with its own ISBN number.

We would like to thank everyone who has been involved directly or indirectly in making these proceedings come to fruition, and we hope for a resounding success. We would like to thank all paper authors for your exciting research contributions and choosing ICCE 2014 as the outlet to present your works. Moreover, we would like to thank the IPC and especially the Executive Chairs who undertook the responsibility of selecting and reviewing papers. We also would like to thank our keynote and invited speakers for accepting our invitations. Last but not least, the biggest thank goes to the Local Organization Committee for their hard work under the tremendous schedule pressure.

We hope that you will find all the activities in ICCE 2014 to be insightful, interesting, and inspiring. Please enjoy the academic activities of ICCE 2014 and the vibrant and colorful culture experiences in Nara.

Program Coordination Chairs:

Chen‐Chung LIU (Chair) National Central University Taiwan

Hiroaki OGATA (Co‐Chair) Kyushu University Japan

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2 ORGANIZATION ORGANIZED BY:

Asia Pacific Society for Computers in Education HOSTED BY: Japanese Society for Information and Systems in Education Japan Society for Educational Technology Japanese Association for Education of Information Studies CONFERENCE CHAIR: Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong INTERNATIONAL PROGRAM COMMITTEE (IPC)

IPC Coordination Chair:

Chen‐Chung LIU, National Central University, Taiwan

Co‐Chair: Hiroaki OGATA, Kyushu University, Japan

Workshop/Tutorial/Interactive Event Coordination Chair:

Ying‐Tien WU, National Central University, Taiwan

Co‐Chairs: Thepchai SUPNITHI, National Electronics and Computer Technology Center, Thailand Tomoko KOJIRI, Kansai University, Japan

Poster Coordination Chair:

Ahmad Fauzi Mohd Ayub, Universiti Putra Malaysia, Malaysia Co‐Chair: Tatsunori MATSUI, Waseda University

Doctoral Student Consortia Co‐Chairs: Ben CHANG, National Central University, Taiwan

Weiqin CHEN, University of Bergen, Norway Xiaoqing GU, East China Normal University, China

Merit Scholarship Committee Co‐Chairs: Su Luan WONG, Universiti Putra Malaysia, Malaysia

Yanjie SONG, The Hong Kong Institute of Education, Hong Kong Amali Weerasinghe, The University of Adelaide, Australia

Paper Award Committee Members: Gautam BISWAS, Vanderbilt University, USA

Ming‐Puu CHEN, National Taiwan Normal University, Taiwan Tsukasa HIRASHIMA, Hiroshima University, Japan Siu Cheung KONG, Hong Kong Institute of Education, Hong Kong Chee‐Kit LOOI, Nanyang Technological University, Singapore Tanja MITROVIC, University of Canterbury, New Zealand Yanjie SONG, The Hong Kong Institute of Education, Hong Kong Chin‐Chung TSAI, National Taiwan University of Science and Technology, Taiwan

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Meng‐Jung TSAI, National Taiwan University of Science and Technology, Taiwan Su Luan WONG, Universiti Putra Malaysia, Malaysia Jie‐Chi YANG, National Central University, Taiwan

Theme‐based Conferences Program Co‐Chairs: C1: ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System (AIED/ITS) and

Adaptive Learning (AL) Yusuke HAYASHI, Hiroshima University, Japan (Executive Chair) Amali WEERASINGHE, The University of Adelaide, Australia Julita VASSILEVA, University of Saskatchewan, Canada Barbara WASSON, University of Bergen, Norway

C2: ICCE Conference on Computer‐supported Collaborative Learning (CSCL) and Learning Sciences (LS) Jun OSHIMA, Shizuoka University, Japan (Executive Chair) Wenli CHEN, Nanyang Technological University, Singapore Ulrike CRESS, Knowledge Media Research Center, Germany Clark CHINN, Rutgers University, USA

C3: ICCE Conference on Advanced Learning Technologies, Open Educational Content, and Standards

(ALS) Yukihiro MATSUBARA, Hiroshima City University, Japan (Executive Chair) Jon MASON, Charles Darwin University, Australia Robby ROBSON, CEO and Chief Scientist, Eduworks Corporation, USA

C4: ICCE Conference on Classroom, Ubiquitous and Mobile Technologies Enhanced Learning (CUMTEL) Morris S. Y. JONG, The Chinese University of Hong Kong, Hong Kong (Executive Chair) Chengjiu YIN, Kyushu University, Japan KINSHUK, Athabasca University, Canada Marc JANSEN, University of Applied Sciences Ruhr West, Germany

C5: ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) Maiga CHANG, Athabasca University, Canada (Executive Chair) Hsin‐Yih SHYU, Tamkang University, Taiwan Li ZHANG, University of Northumbria, UK Rita KUO, Knowledge Square, Ltd., USA

C6: ICCE Conference on Technology Enhanced Language Learning (TELL) Masanori YAMADA, Kyushu University, Japan (Executive Chair) Yu‐Ju LAN, National Taiwan Normal University, Taiwan Regine HAMPEL, The Open University, UK Lara LOMICKA‐ANDERSON, University of South Carolina, USA

C7: ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT

in Education (PTP) Ching‐Sing CHAI, Nanyang Technological University, Singapore (Executive Chair) Ying‐Tien WU, National Central University, Taiwan Jianwei ZHANG, State University of New York at Albany, USA Yongwu MIAO, University Duisburg‐Essen, Germany Jack HSU, National Pingtung University of Science and Technology, Taiwan

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Consultants: Wenli CHEN, Nanyang Technological University, Singapore Muhammad LUKMAN, University of Muhammadiyah, Indonesia Lung‐Hsiang WONG, Nanyang Technological University, Singapore

Special Interest Groups (SIG) Chairs: Thepchai SUPNITHI, National Electronics and Computer Technology Center, Thailand (AIED/ITS/AL) Jun OSHIMA, Shizuoka University, Japan (Co‐Chair, CSCL/LS)

Wenli CHEN, Nanyang Technological University, Singapore (Co‐Chair, CSCL/LS) Yukihiro MATSUBARA, Hiroshima City University, Japan (ALT/OC/S) Hyo‐Jeong SO, Pohang University of Science & Technology (POSTECH), Korea (CUMTEL) Masanori SUGIMOTO, Hokkaido University, Japan (GTEL&S) Jie‐Chi YANG, National Central University, Taiwan (TELL) Fu‐Yun YU, National Cheng Kung University, Taiwan (PTP) Ahmad Fauzi Mohd Ayub, Universiti Putra Malaysia, Malaysia (DICTAP)

LOCAL ORGANIZING COMMITTEE (LOC) Chair Akihiro KASHIHARA, The University of Electro‐Communications

Financial Co‐Chair: Shinobu HASEGAWA, Japan Advanced Institute of Science and Technology

Local Arrangement Co‐Chair:

Masato SOGA, Wakayama University

Printing Co‐Chair: Hiroaki OGATA, Kyushu University

Publicity Co‐Chair: Tatsuya HORITA, Tohoku University

Registration, Accommodation, Transportation Co‐Chair:

Ryo TAKAOKA, Yamaguchi University

Web Site Management Co‐Chair:

Hiroyuki MITSUHARA, University of Tokushima

Social Event Co‐Chair:

Masao MUROTA, Tokyo Institute of Technology

Sponsorship Co‐Chair:

Yasuhisa KATO, NTT Service Evolution Laboratories

Technical Support Co‐Chair:

Kenji MATSUURA, University of Tokushima

Members:

Kanji AKAHORI, Hakuoh University Chengjiu YIN, Kyushu University Yoshimi FUKUHARA, Meiji University Yasushi FUWA, Shinshu University Yoshiko GODA, Kumamoto University

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Naka GOTODA, Japan Institute of Sports Sciences Toshihiro HAYASHI, Kagawa University Yusuke HAYASHI, Hiroshima University Tsukasa HIRASHIMA, Hiroshima University Tomoya HORIGUCHI, Kobe University Mitsuru IKEDA, Japan Advanced Institute of Science and Technology Tomoo INOUE, Tsukuba University Yukihiro ITOH, Shizuoka University Kazuhide KANENISHI, University of Tokushima Toshinobu KASAI, Okayama University Tomoko KOJIRI, Kansai University Hidekuni KOMATSU, e‐Learning Consortium Japan Tatsuhiro KONISHI, Shizuoka University Fumiko KONNO, Tohoku University Hidenobu KUNICHIKA, Kyushu Institute of Technology Fusako KUSUNOKI, Tama Art University Yukie MAJIMA, Osaka Prefecture University Hiroyuki MASUKAWA, Shizuoka University Yukihiro MATSUBARA, Hiroshima City University Noriyuki MATSUDA, Wakayama University Tatsunori MATSUI, Waseda University Takashi MITSUISHI, Tohoku University Kazuhisa MIWA, Nagoya University Yasuo MIYOSHI, Kochi University Masayuki MURAKAMI, Kyoto University of Foreign Studies Keizo NAGAOKA, Waseda University Kiyoshi NAKABAYASHI, Chiba Institute of Technology Jun NAKAHARA, University of Tokyo Ritsuko NISHIBATA, Kio University Masayuki NUMAO, Osaka University Youji OCHI, Kinki University Noboru OHKUBO, Uchida Yoko Ryo OKAMOTO, Kochi University Jun OHSHIMA, Shizuoka University Wakio OYANAGI, Nara University of Education Hitoshi SASAKI, Takushoku University Kazuhisa SETA, Osaka Prefecture University Masanori SUGIMOTO, Hokkaido University Katsuaki SUZUKI, Kumamoto University Akira TAKEUCHI, Kyushu Institute of Technology Hiroyuki TARUMI, Kagawa University Maomi UENO, University of Electro‐Communications Hiroyoshi WATANABE, Teikyo University Kenzi WATANABE, Hiroshima University Masanori YAMADA, Kyushu University Atsushi YOSHIKAWA, The Japan Institute for Educational Measurement, Inc.

Advisors: Riichiro MIZOGUCHI, Japan Advanced Institute of Science and Technology Yoneo YANO, Tokushima Bunri University Takanori MAESAKO, Osaka University Junichi YAMANISHI, Toyama University

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Kazuo NAGANO, University of the Sacred Heart, Tokyo Toshio OKAMOTO, The Kyoto College of Graduate Studies for Informatics

Liaisons: JSiSE: Kiyoshi NAKABAYASHI, Chiba Institute of Technology JSET: Masao MUROTA, Tokyo Institute of Technology JAEIS: Mizue KAYAMA, Shinshu University

Funded by: The Telecommunications Advancement Foundation Tateisi Science and Technology Foundation

KANSAI・OSAKA 21st Century Association KDDI Foundation SCAT (Support Center for Advanced Telecommunications Technology Research, Foundation) Nara Visitors Bureau

Sponsored by

Platinum Sponsor: UCHIDA YOKO CO., LTD. Epson Sales Japan Corp.

Gold Sponsor: DATA PACIFIC (JAPAN) LTD. PHOTRON LIMITED Asahi Net, Inc. Fujitsu Limited

Silver Sponsor: Pro‐Seeds Co., Ltd.

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3 ABOUT CONFERENCE/

NARA, JAPAN

Nara is situated in the center of Japan and has rich natural environments. It is a city with a population of 1.4

million and is within easy access of the other big cities such as Kyoto, Osaka, and Kobe.

Nara is the birthplace of Japanese history. It was called Yamato in ancient times and was the region where

the oldest Japanese literature began. In 710, the ancient capital of Yamato was moved to Nara. After that,

Nara became a cultural hub of Japan as the endpoint of the Silk Road and received many things and ideas

from Europe and Asia. After importing Buddhism and other cultural assets from China and the Korean

peninsula, Japan developed a unique culture. So, Nara is the starting place of Japanese cultures and spirits.

CONFERENCE VENUE

The conference is held in Nara Prefectural New Public Hall. The hall is located in the center of Nara National

Park, which is famous for many historical shrines and temples registered as a World Heritage site. The hall

has an impressive Noh theatre (500 seats), a reception hall, 4 conference rooms, some meeting rooms, and a

spacious Japanese garden. The venue is about 2.5 km (about 20 minutes by route bus) away from the JR

Nara station. We also hold a conference banquet at the Hotel Nikko Nara, which is located next to the JR

Nara station.

Nara Prefectural New Public Hall

101, Kasugano, Nara, Nara, 630‐8212, JAPAN

Phone: +81‐742‐27‐2630 Fax: +81‐742‐27‐2634

Website: http://www.shinkokaido.jp/en/

Main Conference Room (Opening/Closing Sessions, and Keynotes):

Noh Theatre (1st floor)

Parallel Sessions and Workshop/Tutorial/DSC Rooms:

1. Conference Room 1 and 2 (1st floor)

2. Conference Room 3 and 4 (2nd floor)

3. Meeting Room 1 and 2 (1st floor)

4. Meeting Room 3 (2nd floor)

Poster/WIPP Session and Lunch/Welcome Reception:

Reception Hall (2nd floor)

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Supporting Rooms:

1. Registration Desks: Entrance Hall (1st floor)

2. Secretariat Room: Meeting Room 4 (2nd floor)

3. Coffee Break: Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor)

4. Cloakroom at Entrance Hall

Banquet and EC Meeting:

Hotel Nikko Nara

PRESENTATION INSTRUCTION

Paper presentation

1. Full paper presentation

20 minutes will be allocated for presentation and 5 minutes for discussion. Please keep the

presentation within the time limit set.

2. Short paper presentation

10 minutes will be allocated for presentation and 5 minutes for discussion. Please keep the

presentation within the time limit set.

3. Please check in with your Session Chair before the session in which your presentation begins.

4. Standard computer with Windows7 and MS‐Office will be set and connected to a projector in each

session room. You can copy your presentation file (MS‐PowerPoint or PDF) to this computer. You can

also bring your own computer for presentation.

5. Please set up and test your presentation in the designated room prior to your session.

Poster presentation

1. The contents of the presentation should be clear and concise. The figures, tables and letters on the

posters should be large and clear enough that they are readable from a distance. Letters in font size

less than 1 cm should be avoided.

2. Your poster should be within 1200 mm (Width) x 1800 mm (Height). Orientation of poster is Portrait.

3. Please include the title of the paper, the names and affiliations of the authors in the poster.

4. Please use the tape available at the presentation site to mount the posters onto the boards.

5. Basically, electrical power point plugs will not be available for the poster presentation.

6. Wi‐Fi Internet connection can be provided. Details of the shared guest account will be provided

during the whole days of ICCE.

CONFERENCE INSTRUCTION

Conference Secretariat

If you need information and assistance, please visit the conference secretariat at Meeting Room 4 at the 2nd

floor. (Please refer to the signboard at the hall.)

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Registration

All participants need to register to collect name tags, conference bags, proceedings‐USB, program book, and other conference goods. Venue: Entrance Hall (1st floor) Date: November 30th to December 3rd at 08:30‐16:00; December 4th at 08:30‐13:30 Meals Food of buffet lunches is served with descriptions of ingredients. Participants who have indicated dietary preferences of ‘Halal’ or ‘Vegetarian’ on their conference registrations are entitled to special lunch boxes. Morning coffee break at Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor) Lunch at Reception Hall Afternoon coffee break at Noh Theatre Lobby (1st floor) and Reception Hall (2nd floor) Welcome reception (evening of December 1st, 2014) at Reception Hall APSCE EC Meeting (evening of December 2nd, 2014) at Hotel Nikko Nara Banquet (evening of December 3rd, 2014) at Hotel Nikko Nara Internet Access

Wifi access is available in every conference room mainly for presenters.

Car Park

Although there is parking space in the venue, the participants are requested to use public transportation.

SOCIAL EVENTS

Welcome reception (evening of December 1st, 2014) at Reception Hall Banquet (evening of December 3rd, 2014) at Hotel Nikko Nara

LOCAL INFORMATION

Emergency contact

The following are emergency contact numbers:

1. Ambulance and Fire : 119

2. Police : 110

3. Hospital

Terasaki Clinic : +81‐742‐22‐5091 Medical Departments: Cardiology, Internal medicine, Surgery

Consultation Hours: Mon., Tue., Fri.: 9:00‐12:00, 16:30‐19:30

Wed., Sat.: 9:00‐12:00

4. Tourist Centre

Nara Visitors Bureau :+81‐742‐26‐7700 JTB Western Japan Corp, Corporate Sales Central Office,

Western Japan Regional Headquarters ICCE 2014 Desk

:+81‐6‐6252‐2830, 9:30‐17:30 (weekdays only)

: [email protected]

5. Kansai International Airport : http://www.kansai‐airport.or.jp/en/index.asp

6. Taxi

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Nara Kintetsu Taxi : +81‐742‐22‐5501

Hattori Taxi : +81‐742‐50‐5521

Yamato Kotsu : +81‐742‐22‐7171

7. Rental Service

NISSAN Rent a Car : https://nissan‐rentacar.com/english/shop/nara/

International Calls

To make an international call from Japan, dial the access code 001 and 010 (with KDDI), 0033 and 010 (with

NTT) followed by the country code, area code and party’s number. Make sure you input these codes instead

of the “+” sign at the beginning of the number if you wish to use these services.

Please use the following international call when you don’t have a cell‐phone.

1) You can make international calls via public telephones by using coins, your NTT telephone card, or an IC

card;

+ How to call from Japan with NTT

0033 ‐ 010 ‐ Country Code ‐ Telephone Number (area code and party’s number)

+ How to call from Japan with KDDI

001 ‐ 010 ‐ Country Code ‐ Telephone Number

[Using from public phone]

1. Take the receiver.

2. Insert a telephone card or coin.

3. Press the telephone number.

4. Talk.

2) You can use your credit card to call overseas from Japan;

+ How to call from Japan with KDDI

0055 ‐ [Tone] ‐ Card Number # ‐ PIN # ‐ Country Code ‐ Telephone Number #

Time Zone

Japan has only one time zone. Japan Standard Time (JST) is 9 hours ahead of GMT (GMT+9).

Language

Japanese is the national language. Almost people in Japan use Japanese in everyday activity. A lot of

Japanese also learn English. English could be accordingly the medium of communication. Almost official signs

in the city are written in Japanese along with English.

Electricity

The voltage in Japan is 100 volt. The plug used is a 2 FLAT PIN PLUG.

Medical Services

Please contact the secretariat/registration desk if you need medical assistance. They will advise you about

where and how to find appropriate medical care.

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Currency and Money Exchange

Japanese money is ‘Yen’ (JPY). One USD is equivalent to 109 JPY (October 4th, 2014).

Shopping & Restaurant

There are many shops around JR Nara Station and Kintetsu Nara Stataion. Moreover, you will find several

souvenir shops, restaurants and bars along Sanjyodori St., Higashimuki Shopping Mall, Sakura‐dori Shopping

Mall, Mochiidono Shopping Mall, Yume‐Kaze Plaza and so on. Please check the following URL and Nara

Sightseeing Map.

▪ Happy Jappy Nara Shopping: http://www.happyjappy.com/nara/nara‐shopping.html

▪ Nara’s representative food and goods: http://www.yume‐kaze.com/shop/en/

▪ Naramachi (japan‐guide.com): http://www.japan‐guide.com/e/e4108.html

Transportation

From Kansai International Airport (KIX) to Nara

It takes about 85 minutes by Limousine Bus, or about 70 minutes by train from KIX to Nara (JR Nara Station,

Kintetsu Nara Station).

From Narita International Airport (NRT) to Nara

Narita International Airport is located 57.5 km east of Tokyo Station. It takes about 4hours 30 minutes by

train (JR Narita Limited Express, JR Shinkansen (Nozomi) and JR Rapid Express) from NRT to Nara (JR Nara

Station).

From Nara to Venues (Nara Prefectural New Public Hall)

It takes about 20 minutes from Kintetsu Nara Station to the conference venue on foot. It takes about 10

minutes from JR Nara Station to “Ken Shinkoukaido” bus stop by bus (No.70 or No.97 Bus Line) and 3

minutes on foot.

17

4 Distinguished Researcher and

Early Career Research Awards

Distinguished Researcher Award and Early Career Research Award

Asia‐Pacific Society for Computers in Education (APSCE)

http://www.apsce.net/

APSCE conducts Distinguished Researcher Award (DRA) and Early Career Research Award (ECRA) every year.

DRA recognizes an active APSCE Member who has showed distinguished academic accomplishments and

contributions in the field of Computers in Education. The awardee of DRA must be under 50 at the time of

nomination. Early Career Research Award recognizes an active APSCE Member in the early stages of his or

her career no later than 10 years after receipt of the doctoral degree who has produced international quality

research outputs, and be able to demonstrate ambitious and aspirations consistent with the potential to

achieve world‐leading status. The Awards also recognize contributions to APSCE (e.g. related activities to

ICCE or SIGs) or APSCE appointments (e.g. Executive Committee member of APSCE). These awards had been

presented every two years since 2009. Starting from 2014, they are awarded every year. The awardees are

required to contribute a paper to RPTEL, the official journal of APSCE, within two years of receiving the

award.

For the year 2014, APSCE received one nomination for DRA and one nomination for ECRA. Through the

examination of the qualification by the award subcommittee, the two nominees were accepted as a

candidate for each award. As there was only one candidate nominated for each award, the first voting step

for selecting the finalist was skipped. In the next selection step, the finalist will need "2/3" votes of

agreement from all the EC members. This is very tough and competitive condition to be a winner.

We are now pleased to announce the award winner of this year’s APSCE DRA: Professor Hiroaki Ogata.

There is no award winner for ECRA.

In the following page, you will find a record of his scholarship and his services to APSCE. The DRA award

winner will receive a Certificate, award money, and will have his/her name publicized on APSCE web site and

on the ICCE proceedings. He will also receive nomination for the Keynote/Theme‐Based Speaker for the next

ICCE.

APSCE Award Subcommittee:

Tsukasa HIRASHIMA (Chair),

Chee‐Kit LOOI,

Riichiro MIZOGUCHI

18

2014 APSCE Distinguished Researcher Award Winner

Dr. Hiroaki Ogata, Kyushu University, Japan.

Dr. Ogata is one of the top researchers from the Asia‐Pacific region in

the areas of mobile and ubiquitous learning environments (MULE) and

computer supported collaborative learning (CSCL). He has very high

visibility and reputation world‐wide for his contributions to these fields.

In his professional research field, he proposed several new concepts of

contextualized and ubiquitous language learning in the authentic world

which have initiated a new research and development direction in the

field of ubiquitous learning. His outstanding research results have been

recognized by the mobile learning community as he was invited to be

the keynote speaker in several top‐tier conferences of mobile learning

such as IEEE WMUTE 2008 in China, Mobile Learning 2009 in Spain, ICET

2009 in Turkey, ICCE 2011 in Malaysia.

The publication record of Dr. Ogata is outstanding with high quality research publications sustained over a

longer period of time, notwithstanding that he is still rather young. His publications include over 60 refereed

journal articles, more than 200 international conference papers. He received several Best Paper Awards

(JSiSE 1998, WebNet 1999, IPSJ 2004, ICALT 2006, CollabTech 2008, ICCE 2008, mLearn 2009 and ICCE 2010)

and APSCE Young Researcher Leader Award in 2007 underline the excellence of his work.

Dr. Ogata has been involved in a large number of externally funded research projects such as Grant‐in‐Aid

for Scientific Research from the Ministry of Education (MEXT) and Japan Society for the promotion Science

(JSPS), and also PRESTO (Sakigake) from Japan Science and Technology Agency (JST). He has been a member

of numerous international conference committees and international journal editorial boards and has been

invited as guest editor special issues several times. Dr. Ogata organized IEEE WMTE 2005 in Tokushima and

has also provided substantial services to the international research community through organizing a series of

international workshops on MULE and by providing professional discussion forums for young researchers

and PhD students.

Dr. Ogata is currently an executive committee (EC) member of APSCE, and was an EC member of IamLearn

(International Association for Mobile Learning) and SOLAR (Society for Learning Analytics and Research). Also

Dr. Ogata is an associate editor of IEEE Transactions on Learning Technologies, RPTEL (Research and Practice

in Technology Enhanced Learning Journal) and IJMLO (International Journal of Mobile and Learning

Organization), and an editorial board member of IJCSCL (International Journal of Computer Supported

Collaborative Learning), and SLE (International Journal of Smart Learning Environments).

19

5 PROGRAM AT A GLANCE

DSC = Doctoral Student Consortia WIPP = Work‐in‐Progress Posters C.B. = Special Interest Group’s (SIG) Community Building Session AIED = ICCE Conference on Artificial Intelligence in Education/Intelligent Tutoring System and Adaptive Learning

CSCL = ICCE Conference on Computer‐supported Collaborative Learning and Learning Sciences ALT = ICCE Conference on Advanced Learning Technologies, Open Contents, and Standards CUMTEL = ICCE Conference on Classroom, Ubiquitous, and Mobile Technologies Enhanced Learning GTEL = ICCE Conference on Digital Game and Digital Toy Enhanced Learning and Society TELL = ICCE Conference on Technology Enhanced Language Learning PTP = ICCE Conference on Practice‐driven Research, Teacher Professional Development and Policy of ICT in Education

November 30 (Sunday)

December 1 (Monday)

December 2 (Tuesday)

December 3 (Wednesday)

December 4 (Thursday)

09:00‐10:30 Workshops

09:00‐10:30 Workshops / Tutorial / DSC

09:00‐10:10 Opening Ceremony

9:00‐10:00 Keynote 2

9:00‐10:00 Keynote 3

10:30‐10:50 Tea break

10:10‐10:30 Tea break

10:00‐10:20 Tea break

10:50‐12:30 Workshops

11:00‐12:30 Workshops / Tutorial / DSC

10:30‐11:30 Keynote 1

10:20‐11:00 Invited Speech

(TELL)

10:20‐11:50 Panel 2/ Parallel Sessions / C.B.

10:20‐11:20 Parallel Sessions / Interactive

events

11:15‐12:40 Parallel Sessions / C.B.

11:20‐12:00 Invited Speech (PTP)

11:20~12:20 Parallel

Sessions

11:30‐12:30 Parallel Sessions /

IPC meeting

12:20‐13:20 Lunch

12:30‐13:30 Lunch

13:30‐15:00 Workshops / Interactive events

13:30‐15:00 Workshops / Interactive events / DSC

13:30‐14:30 Distinguished Invited Speech

13:30‐14:10 Invited Speech (ALT) /C.B.

13:30‐14:10 Special invited speech/C.B.

13:20‐14:15 Parallel Sessions

14:30‐15:50 Parallel Sessions /

Panel 1



15:00‐15:20 Tea break

15:50‐16:10 Tea break

15:55‐16:15 Tea break

15:30‐15:45 Tea break

15:20‐17:00 Workshops / Interactive events

15:20‐17:00 Workshops / Interactive events /DSC

16:10‐18:00 Posters / WIPP

16:15‐17:40 Parallel Sessions / C.B.

15:45‐16:45 Closing Ceremony

18:00‐20:00 Welcome reception (Reception

hall)

18:30‐22:00 APSCE EC meeting

(Hotel Nikko Nara)

19:00‐21:30 Banquet (Hotel Nikko Nara)

20

November 30 (Sunday)

Time Conference Room 1

Conference Room 2

Conference Room 3

Conference Room 4

Meeting Room 1

Meeting Room 3

0900‐1230

Workshop 08 Workshop 03 Workshop 09 Workshop 17 Workshop 14 Workshop 13

1330‐1700

Workshop 08 Workshop 01 Workshop 06 Workshop 11 Interactive event 01

Workshop 10

December 1 (Monday)

Time Conference Room 1

Conference Room 2

Conference Room 3

Conference Room 4

Meeting Room 1

Meeting Room 3

Meeting room 2

Reception Hall

0900‐1230

Workshop 02

Workshop 12

Workshop 04

Workshop 05

Tutorial DSC‐1 DSC‐2

1330‐1700

Workshop 02

Workshop 07

Interactive event 02

Workshop 15

DSC‐3 DSC‐4

18:00‐20:00

Welcome reception

December 2 (Tuesday)

Time Noh Theatre Conference Room 1

Conference Room 2

Conference Room 3

Conference Room 4

Meeting Room 1

Reception Hall

0900‐1010

Opening Ceremony

1030‐1130

Keynote 1

1130‐1230

Session PTP‐1

Session CSCL‐1

Session CUMTEL‐1

Session GTEL‐1

IPC meeting

1330‐1430

Distinguished Invited Speaker

1430‐1550

Panel 1 Session ALT‐1

Session AIED‐1

Session TELL‐1

1610‐1800

Poster/WIPP

21

December 3 (Wednesday)


Conference Room 2

Conference Room 3

Conference Room 4

Meeting Room 1

Meeting Room 3

0900‐1000

Keynote 2

1020‐1115

1020‐1100 Invited speaker (TELL)

10:20‐11:50 Panel 2

Session ALT‐2 Session AIED‐2 Community Building Section – GTEL

1115‐1240

Session TELL‐2 Session ALT‐3 Session AIED‐3 Session GTEL‐2 Community Building Section – CSCL

1330‐1425

1330‐1410 Invited speaker (ALT)

1330‐1410 Special Invited speaker

Session PTP‐2 Community Building Section – CUMTEL

1425‐1555

Session TELL‐3 Session ALT‐4 Session CUMTEL‐2

Session PTP‐3

1615‐1740

Session TELL‐4 Session CSCL‐2 Session CUMTEL‐3

Session PTP‐4

1900‐2130

Banquet in Hotel Nikko Nara

December 4 (Thursday)


Conference Room 2

Conference Room 3

Conference Room 4(60)

Meeting Room 1

0900‐1000

Keynote 3

1020‐1120

Session PTP‐5 Session CSCL‐3 Session AIED‐4 Session GTEL‐3

Interactive event 01

1120‐1220

Invited speaker (PTP)

Session CUMTEL‐4

1320‐1415

Session PTP‐6 Session ALT‐5 Session CUMTEL‐5

Session CSCL‐4

1415‐1530

Session PTP‐7 Session CUMTEL‐6

Session GTEL‐4

1545‐1645

Closing ceremony

22

6 CONFERENCE PROGRAM

C1: AIED; C2: CSCL; C3: ALT; C4: CUMTEL; C5: GTEL; C6: TELL; C7: PTP

BOPN : Best Overall Paper Award Nominee;

BSPN : Best Student Paper Award Nominee;

BTDPN : Best Technical Design Paper Award Nominee

F : Full Paper (20 mins presentation + 5 mins Q&A)

S : Short Paper (10 mins + 5 mins)

30 November 2014 (Sunday) Morning tea break: 10:30‐10:50 / Afternoon tea break: 15:00‐15:20

09:00‐12:30

Workshop 08: Computer‐Supported Personalized and Collaborative Learning Conference Room 1

Workshop 03: Computer‐Supported Visualization, Modeling, and Simulations for Learning Conference Room 2

Workshop 09: The Applications of Information and Communication Technologies in Adult and Continuing Education

Conference Room 3

Workshop 17: International Workshop on Innovative Design of Learning Space Conference Room 4

Workshop 14: The 1st Workshop on application of advanced technologies in environmental education

Meeting Room 1

Workshop 13: Technology Enhanced Learning of Thinking Skills (TELoTS) Meeting Room 3

12:30‐13:30

Lunch

13:30‐17:00

Workshop 08: Computer‐Supported Personalized and Collaborative Learning Conference Room 1

Workshop 01: Natural Language Processing Techniques for Educational Applications (NLP‐TEA), with a Shared Task on Grammatical Error Diagnosis for Learning Chinese as a Foreign Language (CFL)

Conference Room 2

Workshop 06: Emerging Pedagogies for Computer‐based Learning Conference Room 3

Workshop 11: International Workshop on "Technology Enhanced Language Learning" Conference Room 4

Interactive event 01: Let’s try SCROLL (ubiquitous learning log system) for seamless learning analytics

Meeting Room 1

Workshop 10: Learning Motivation vs. Learning Outcome: The Trend and Development of Digital Game and Smart Toy Enhanced Learning

Meeting Room 3

23

1st December 2014 (Monday) Morning tea break: 10:30‐10:50 / Afternoon tea break: 15:00‐15:20

09:00‐12:30

Workshop 02: Third International Workshop on ICT Trends in Emerging Economies Conference Room 1

Workshop 12: 5th International Workshop on "Technology‐‐‐Transformed Learning: Going Beyond the One‐to‐One Model?"

Conference Room 2

Workshop 04: The 3rd Workshop on application of innovative educational technologies in STEM education

Conference Room 3

Workshop 05: 1st ICCE workshop on Learning Analytics (LA): leveraging educational data for adaptive learning and teaching

Conference Room 4

Tutorial: Free & Simple Virtual Worlds for Teachers & Students Meeting Room 1

12:30‐13:30

Lunch

13:30‐17:00

Workshop 02: Third International Workshop on ICT Trends in Emerging Economies Conference Room 1

Workshop 07: The 7th Workshop on Modeling, Management and Generation of Problems/Questions in Technology‐Enhanced Learning

Conference Room 2

Interactive event 02: Active Learning Practicum for Trust Building in Team‐Based Learning with Empathy

Conference Room 3

Workshop 15: The 4th workshop on skill analysis, learning or teaching of skills, learning environments or training environments for skills

Conference Room 4

24

2nd December 2014 (Tuesday) 09:00‐10:10

Opening Ceremony

10:10‐10:30

Tea Break

10:30‐11:30

Keynote 1: “Designs for Principle‐Based Innovation in Education”Speaker: Marlene SCARDAMALIA, Institute for Knowledge Innovation & Technology, OISE/University of Toronto, Canada Chair: Chee Kit LOOI, Nanyang Technological University, Singapore

Noh Theatre

11:30‐12:30

International Program Committee (IPC) Meeting Meeting Room 1(20‐

25)

PTP‐1 / Chair: Joyce Hwee Ling KOH #110F: Characterizing TPACK Transformations in the Design of School‐Based Pedagogical Change

Joyce Hwee Ling Koh and Ching Sing Chai #74S: Assessing Computer Attitudes: Does It Matter for Teacher Education in Developing Countries?

Su Luan Wong #280S: Do They Keep Technology in Mind? An Implementation of TPACK‐oriented Science Teacher

Program for Science Degree‐graduated Students Niwat Srisawasdi and Patcharin Panjaburee


CSCL‐1 / Chair: Jun Oshima #131F: Improving 10‐12 Year Olds’ Epistemic and Conceptual Understanding in a Computer‐supported

Knowledge‐building Environment Feng Lin and Carol K.K. Chan

#38S: Fostering Change of Views of the Nature of Scientific Theories in a CSCL Environment Pei Jung Li and Haung Yao Hong

#293S: MuPeT: A Framework for Enabling Multi‐Perspective Problem Elaboration Sven Manske, Jesu's Omar A'lvarez MA'rquez, Adam Giemza and Ulrich Hoppe


CUMTEL‐1 / Chair: Marc Jansen BOPN #281F: Designing and Developing Interactive Video Experiences for Supporting M‐Learning

Dan Kohen‐Vacs, Marc Jansen, Marcelo Milrad and Miky Ronen #282S: Enabling a Positive First Year Experience in Higher Education through Social Media and Mobile

Technologies Shaun Nykvist, Michelle Mukherjee and Kelli McGraw

#277S: Mobile 2.0 learning: Empowering mobile learning with socialized context sharing Ming‐Chi Liu, Yen‐Ning Su, Nian‐Shing Chen and Yueh‐Min Huang


GTEL‐1 / Chair: Beaumie KIM, University of Calgary, Canada

BOPN #240F: Why Are Schools Reluctant to Bring Higher‐order Thinking Games to Classrooms? Mingfong Jan

#187S: Enhancing Motivation in Disaster Prevention Learning with Perceptual and Semantic Gaming Koji Tanaka, Tatsuto Hirai, Mitsuru Ikeda and Masahiro Hori

#133S: Gamification in Academia Practice ‐‐ What Motivate Users Most Ming‐Shiou Kuo, Tsung‐Yen Chuang, Ting‐Chieh Chuang, Po‐Yu Chen and Hsin‐Chih Lin


12:30‐13:30

Lunch

13:30‐14:30

DISTINGUISHED INVITED SPEAKER: “The impact of A.I. on education ‐ Can a robot get into the University of Tokyo?” Speaker: Noriko H. ARAI, National Institute of Informatics, Japan Chair: Akihiro KASHIHARA,The University of Electro‐Communications

Noh Theatre

14:30‐15:50

Panel 1: “Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …” Moderator:

Lung‐Hsiang WONG, Nanyang Technological University, Singapore Panelists:

Gwo‐Jen HWANG, National Taiwan University of Science and Technology, Taiwan Chee‐Kit LOOI, Nanyang Technological University, Singapore Marcelo MILRAD, Linneaus University, Sweden Hiroaki OGATA, Kyushu University, Japan Hyo‐Jeong SO, Pohang University of Science and Technology, South Korea Marcus SPECHT, The Open University of the Netherlands, the Netherlands


25

Discussant: Tak‐wai CHAN, National Central University, Taiwan

TELL‐1 / Chair: Gloria Shu Mei Chwo #137F: Comparison of Kit‐Build and Scratch‐Build Concept Mapping Methods on EFL Reading

Comprehension Mohammad Alkhateeb, Yusuke Hayashi, Taha Rajab and Tsukasa Hirashima

#138S: Cross campus peer feedback on writing using a web 2.0 resource: initial findings Gloria Shu Mei Chwo and Sylvia Wen Lin Chu

#69S: Exploring the Value of Multimedia Messaging Service for Learning English Reading: Using LINE as an Example Pei‐Hsun Emma Liu, Ruey‐S Shieh and Wen‐Chi Vivian Wu

#226S: Using an Online Social Network Site as a Learning Community to Enhance EFL Learners' Cultural Awareness Ming‐Yi Chen Hsieh, Wen‐Chi Vivian Wu, Pei‐Hsun Emma Liu and Chun‐Lan Chen


ALT ‐1 / Chair: Takanobu UMETSU, #178F: Learning by Posing Problems Using Illustrations Instead of Words

Takanobu Umetsu, Hikaru Eto, Tsukasa Hirashima and Akira Takeuchi #215S: AR based Skill Learning Support System with Velocity Adjustment of Virtual Instructor

Movement Takuya Mishima, Masaru Okamoto and Yukihiro Matsubara

#132S: Learning Cinema Authoring System in the Classroom Yuan‐Fu Luo, Wei‐Chih Lin, Tai‐Yin Lin, De‐Yuan Huang, Chi‐Wen Huang and Gwo‐Dong Chen

#222S: Probabilistic Question Selection Approach for AR‐based Inorganic Chemistry Learning Support System Masaru Okamoto, Ryoya Sumida and Yukihiro Matsubara


AIED‐1 / Chair: Eva Millan #61F: From Tutoring to Cognitive Rehabilitation: Exploiting CBM to Support Memory Training

Antonija Mitrovic, Moffat Mathews, Stellan Ohlsson, Jay Holland, Audrey McKinlay, Scott Ogden, Anthony Bracegirdle and Sam Dopping‐Hepenstal

#251F: The Effect of Visualizing Lesson Structures in a Teacher Education Program Toshinobu Kasai, Kazuo Nagano and Riichiro Mizoguchi

#62S: Gaze Analysis and Subjective Assessment of Learners Observing the Writing Process Yasuhisa Okazaki, Senju Noguchi and Atsushi Yoshikawa

#144S: Understanding Differences of Eye Movements Patterns while Reading Musical Scores between Instructors and Learners to Design Learner‐Centered Teaching Strategies Katsuko Nakahira T and Muneo Kitajima


15:50‐16:10

Tea Break All rooms

16:10‐18:00

Poster/Work‐in‐Progress Poster (WIPP) Exhibition

18:30‐22:00

2014 APSCE Executive Committee Meeting(Closed Meeting) at Hotel Nikko Nara

26

3rd December 2014 (Wednesday) 09:00‐10:00

Keynote 2: “Can new technology change learning for the better?”Speaker: Yvonne ROGERS, Interaction Centre, University College London, UK Chair: Morris S. Y. JONG, The Chinese University of Hong Kong, Hong Kong

Noh Theatre

10:00‐10:20

Tea break All rooms

10:20‐11:15

10:20‐11:00 Theme‐based Invited Speaker 1: “Language learning in virtual worlds: embodied, immersive, and interactive” (TELL) Speaker: Yu‐Ju LAN, Department of Applied Chinese Language and Culture, National Taiwan Normal University, Taiwan Chair: Masanori YAMADA, Kyushu University, Japan

Noh Theatre

10:20‐11:50 Panel 2: “Innovative Programs and National Policy of ICT in Education in the Asia‐Pacific Region: Looking Back and Moving Forward” Chair:

Fu‐Yun YU, National Cheng Kung University, Taiwan Panelists:

Tak‐Wai CHAN, National Central University, Taiwan Tsukasa HIRASHMA, Hiroshima University, Japan Ronghuai HUANG, Beijing Normal University, China Sridhar IYER, Indian Institute of Technology Bombay, India Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong Chee Kit LOOI, Nanyang Technological University, Singapore Hiroaki OGATA, Kyushu University, Japan Gunawan SURYOPUTRO, University of Muhammadiytah Prof. Dr. HAMKA, Indonesia Lung Hsiang WONG, Nanyang Technological University, Singapore Su Luan WONG, Universiti Putra Malaysia, Malaysia


ALT‐2 / Chair: Mizue KAYAMA BTDPN #292F: Algorithmic Thinking Learning Support System in Block Programming Paradigm

Mizue Kayama, Hisayoshi Kunimune, Masaaki Niimura, Masami Hashimoto and Makoto Otani #141S: Altruistic Behavior in a Learning Stage through Social Network

Shiang‐Yi Wang, Wang‐Han Li, De‐Yuan Huang, Chi‐Wen Huang, Su‐Hang Yang and Gwo‐Dong Chen

#101S: Applying an Extensible Learning Support System to Learning by Problem Posing Kiyoshi Nakabayashi and Yosuke Morimoto


AIED‐2 / Chair: Yusuke Hayashi BOPN #216F: Ontological Descriptions of Statistical Models for Sharing Knowledge of Academic

Emotions Keiichi Muramatsu and Tatsunori Matsui

#88S: An Examination of Affect and its Relationship with Learning among Students using SimStudent Michelle Banawan, Maureen Villamor, Yancy Vance Paredes, Cesar Tecson, Wilfredo Badoy, John Roy Geralde and Ma. Mercedes Rodrigo

#91S: An Exploratory Analysis of Confusion Among Students Using Newton’s Playground Juan Miguel Andres, Ma. Mercedes T. Rodrigo, Jessica O. Sugay, Ryan S. Baker, Luc Paquette, Valerie J. Shute, Matthew Ventura and Matthew Small


11:15‐12:40

TELL‐2 / Chair: Abu Bakar Razali #157F: Evaluating Augmented Reality for Situated Vocabulary Learning

Marc Ericson Santos, Arno In Wolde Luebke, Takafumi Taketomi, Goshiro Yamamoto, Ma. Mercedes Rodrigo, Christian Sandor and Hirokazu Kato

#126S: Online Manga and Anime in Promoting Language Learning and Literacy Practices Abu Bakar Razali

#118S: Enhancing English Pronunciation with Windows Speech Recognition Training: A Preliminary Study

Hui‐Hsien Feng and Ying‐Hsueh Cheng #260S: Understanding English Language Learners’ Experiences and Perceptions of Mobile Assisted

Vocabulary Learning Lu‐Yu Yeh, Hsiu‐Ting Hung and Janice Liao

#306S: Development of Multimodal Tool to Support Second Language Classroom ‐‐ Case of Japanese Nushrat Jahan Khan and Hideo Joho

Noh Theatre

ALT‐3 / Chair: Hitoshi SASAKI Conference

27

BSPN #214F: A Flexible System and Data Model for the Representation and Management of PBL Scripts Disi Wang, Yongwu Miao, Ulrich Hoppe and Mohammed Samaka

#79S: Analyzing Course Competencies: What can Competencies Reveal about the Curriculum? Swapna Gottipati and Venky Shankararaman

#219S: Audio Subtitle Mapping System between Slide and Subtitles by Co‐occurrence Graphs on VOD Lecture Kohei Sakane, Nobuyuki Kobayashi, Hiromitsu Shiina and Fumio Kitagawa

Room 2(60)

AIED‐3 / Chair: Tasunori Matsui BTDPN #147F: An Intelligent Tool to Assist Architecture Students in the Early Stages of Design

Eva Millan, Maria Victoria Belmonte, Manuela Ruiz‐Montiel, Juan Gavilanes and Jose‐Luis Perez De La Cruz

BSPN #301F: Scaffolding for Self‐overcoming of Impasse by Using Problem Simplification Naoya Hayashi, Tomoya Shinohara, Sho Yamamoto, Yusuke Hayashi, Tomoya Horiguchi and Tsukasa Hirashima

#217S: Evaluation of Difficulty Estimation for Learning Materials Recommendation Yasuo Miyoshi, Kazuhiro Suzuki, Ken‐Ichi Shiota and Ryo Okamoto

#51S: Exploring Student Interactions with Tutorial Dialogues in a Substep‐based Tutor Myse Elmadani, Amali Weerasinghe and Antonija Mitrovic


GTEL‐2 / Chair: Kaoru SUMI, Future University Hakodate, Japan

#302F: Revised Computer Game Attitude Scale Maiga Chang, Rita Kuo and Eric Zhi‐Feng Liu

#72S: Aesthetic Design for Learning with Games Diali Gupta and Beaumie Kim

#238S: An RPG Pattern for Ethical Gameplay in MAGNITUDE Didin Wahyudin and Shinobu Hasegawa

#111S: Enhancing Children’s Numeracy & Te Reo Skills using Computer Games Kalpana Nand, Nilufar Baghaei and John Casey


12:30‐13:30

Lunch

13:30‐14:25

13:30‐14:10 Theme‐based Invited Speech 2: “Digital Textbooks: Trends and Standardization” (ALT) Speaker: Yasuhisa Tamura, Dept. Information and Communication Sciences, Sophia University, Japan Chair: Kiyoshi Nakabayash, Chiba Institute of Technology, Japan

Noh Theatre

13:30‐14:10 Special Invited speakers: “Using Technology as Scaffolding for Teaching Critical Thinking in the Classroom” Speaker: Miguel NUSSBAUM, The Computer Science Department of the School of Engineering of Pontificia Universidad Católica de Chile, Chile Chair: Siu Cheung KONG, Hong Kong Institute of Education, Hong Kong

Conference Room 3

PTP‐2 / Chair: Ping LI BSPN #234F: Professional Development of Teachers in a MOOC

Niklas Karlsson, Anna‐Lena Godhe, Linda Bradley and Berner Lindstro"m #67S: Construction of Web Communication System to Support Young Teachers' Training

Takeshi Morishita, Hiroo Tsukamoto, Toshiro Kikunaga, Takashi Sakoda, Ikufumi Wakisaka and Satoshi Tsuchida

#225S: Detailed User Relation Visualization on Moodle Ping Li and Siu Cheung Kong


14:25‐15:55

TELL‐3 / Chair: Mark G. Elwell #195F: An Investigation of Personality Trait on Asynchronous Computer‐Mediated Communication

Supporting Speaking Performance Mei‐Jen Shih and Jie Chi Yang

#249S: Knowledge Features of Peer Response Process Siou‐Lan Wang, Calvin C. Y. Liao, Chih‐Yuan Shih and Tak‐Wai Chan

#130S: Pedagogical Methods in Web‐based Language Teaching Rieko Hattori‐Saito, Masako Hayakawa Thor, Yoko Mizufune, Hiroko Inose, Mario Antonio Lopes Cordero and Alex Pruth

#145S: Real‐time Feedback Systems in a Foreign Language Teaching: A Case of Presentation Course Yuichi Ono, Manabu Ishihara, Sachio Hirokawa and Mitsuo Yamashiro

#241S: Sauce for the Goose? Testing SVECTAT in Japan and Taiwan Mark Elwell, Tsun‐Ju Lin, Steven Cook, Carlos Martin, Jean‐Christophe Terrillon and Yu‐Ju Lan


28

ALT‐4 / Chair: Ryo OKAMOTO BOPN #223F: Structural and trend analysis of tagging as a mechanism for organizing learning

resources Ji‐Lung Hsieh and Li‐Chiao Chiu

#166S: Code Reading Environment according to Visualizing both Variable’s Memory Image and Target World’s Status Satoru Kogure, Ryota Fujioka, Yasuhiro Noguchi, Koichi Yamashita, Tatsuhiro Konishi and Yukihiro Itoh

#250S: Presentation Reconstruction Method for Peer Review Support in Presentation Rehearsal Akihiro Tanikawa, Ryo Okamoto and Akihiro Kashihara

#262S: The Impact of Using 3D Animation in Students’ Spatial Ability Jiong Guo, Yuhui Ma and He Gao


CUMTEL‐2 / Chair: Chee‐Kit Looi #156F: Feeling at Home form the First Day: Using Mobile Location‐Based Games for Welcoming New

Students Miky Ronen, Ronen Hammer and Dan Kohen‐Vacs

#112F: How Do Students Progress in a Mobilized Inquiry Science Curriculum Chee‐Kit Looi, Daner Sun, Wenting Xie, Chun Ming Tan and Siti Hajar

#221S: Checkpoints for Integration of a One‐to‐One Tablet Configuration in a School Learning Environment Johannes Zylka and Wolfgang Mueller

#170S: Learning Log Dashboard: To See Your Own Progress Erdenesaikhan Lkhagvasuren, Kenji Matsuura, Kousuke Mouri and Hiroaki Ogata


PTP‐3 / Chair: Ying‐Tien WU #81F: Teachers’ Perceptions of E‐Learning in Malaysian Secondary Schools

Mei Lick Cheok and Su Luan Wong #275S: Information Literacy Skills of Pre‐service Teachers: A Case Study

William Ko‐Wai Tang and Morris Siu‐Yung Jong #96S: Predicting the Perceived Usefulness of eBook among Mathematics Teachers

Azlin Abd Jalal, Ahmad Fauzi Mohd Ayub and Rohani Ahmad Tarmizi #272S: Strategies for Improving Learning Performance by Using Crowdsourcing and Flipped

Classroom Chunyan Yu, Zhihong Xu, Guilin Chen and Jinghua Guo

#202S: University Teachers' Needs of Support for Designing and Preparation of Courses: A Focus on Differences by Academic Discipline and Rank Fumiko Konno and Takashi Mitsuishi


15:55‐16:15

Tea Break All rooms

16:15‐17:40

TELL‐4 / Chair: Jie‐Chi Yang #163F: System Design for Academic Listening of Second Language Based on Strategy Object Mashups

Approach Hangyu Li and Shinobu Hasegawa

#168S: Situational Sets Effect on Role‐Play Game Supported English for Specific Purposes Vocabulary Acquisition Fang‐Chen Lu and Ben Chang

#105S: Gender Differences in Flow State in an English Learning Environment Achievement System Benazir Quadir and Jie Chi Yang

#52S: Multimedia Development of English Vocabulary Learning in Primary School Syaiful Rohim and Lina Yulinda

#128S: Online Popular Culture in Language Learning: Reading and Writing Online Fanfiction Abu Bakar Razali


CSCL‐2 / Chair: Daniel Bodemer #285F: Providing Knowledge‐Related Partner Information in Collaborative Multimedia Learning:

Isolating the Core of Cognitive Group Awareness Tools Daniel Bodemer and Alexander Scholvien

BOPN #48F: The Appropriation of a Representational Tool in the Second Language Classroom Yun Wen, Wenli Chen and Chee‐Kit Looi

#108S: `Does it Make Sense' and `What Does it Mean'? Jon Mason

#287S: The Motivational Underpinnings of Using wikis for Collaborative Group Work Ronnel King and Samuel K. W. Chu


CUMTEL‐3 / Chair: Morris S. Y. Jong Conference

29

BSPN #119F: Visualization for Analyzing Ubiquitous Learning Logs Kousuke Mouri, Hiroaki Ogata, Noriko Uosaki and Songran Liu

#90S:Implementing and Validating a Mobile Learning Scenario Using Contextualized Learning Objects Alisa Sotsenko, Marc Jansen and Marcelo Milrad

#271S: A Context‐aware Dynamical Learning Environment for Multiple Objectives Min Chen, Feng‐Kuang Chiang and Sheng‐Quan Yu

BTDPN #71S: Supporting E‐Learning in Computer‐poor Environments by Combining OER, Cloud Services and Mobile Learning Simon N. Mwendia, Sven Manske and H.Ulrich Hoppe

#39S: CHiLOs: A New Virtual Learning Environment for Large Scale Online Courses Masumi Hori, Seishi Ono, Shinzo Kobayashi, Kazutsuna Yamaji and Toshihiro Kita

Room 3(108)

PTP‐4 / Chair: Longkai WU #232F: An Ecological Model for Scaling and Translation: Maximizing the impact of Research and

Development Interventions David Hung, Longkai Wu, Lung‐Hsiang WONG

#278S: A2I: A Model for Teacher Training in Constructive Alignment for Use of ICT in Engineering Education Jayakrishnan Warriem, Sahana Murrthy and Sridhar Iyer

#92S: Analytical Evaluation of Technology Acceptance in Teachers Training of Primary Mathematics Education in Hong Kong: A Preliminary Study Gary K. W. Wong and Ho Yin Cheung

#65S: Development of Association Recommend Function for a Cross‐curricular Subject Education Database as an Example in Disaster Prevention Education Hiroyuki Muramatsu, Hideaki Shimada, Shingo Kumagaya and Satoshi Tanaka

#296S: Evaluation of Three‐Site Multipoint Distance Learning using High‐Definition "HyperMirror" Taiichiro Okubayashi, Akiko Nakazawa, Hideki Mori, Takanori Maesako and Osamu Morikawa


19:00‐21:30

Banquet (Hotel Nikko Nara)

4th December 2014 (Thursday) 09:00‐10:00

Keynote3: “Fostering authentic participation in science through games”Speaker: Kurt SQUIRE, Curriculum & Instruction, University of Wisconsin‐Madison, USA Chair: Maiga CHANG, Athabasca University, Canada

Noh Theatre

10:00‐10:20

Tea break All rooms

10:20‐11:20

PTP‐5 / Chair: Lung Hsiang WONG BOPN #98F: Unpacking the Researcher‐Teacher Co‐Design Process of a Seamless Language Learning

Environment with the TPACK Framework Lung Hsiang Wong, Ching Sing Chai, Ronnel King, Xujuan Zhang and Guat Poh Aw

#37S: Digital Storytelling for Professional Socialization Through Cartooning Preservice Working Experience: A Case Study Toshio Mochizuki and Takeshi Kitazawa

#208S: Influence of ICT‐Supported Learning Environment Perceptions, Academic Ability, and Prior Educational Experience on Approaches to Learning for Accounting in Malaysian Secondary Schools Boon See Tan and Su Luan Wong


CSCL‐3 / Chair: Ulrike Cress #209F: A Shareable Whiteboard System for Distance Collaborative Learning which Enables

Instruction for Multiple Groups of Students Yuichi Ohkawa, Kazuki Watanabe and Takashi Mitsuishi

#153F: Using Content Analysis to Check Learners’ Understanding of Science Concepts Oliver Daems, Melanie Erkens, Nils Malzahn and H. Ulrich Hoppe


30

AIED‐4 / Chair: Amali Weerasinghe #239F: A Web‐based Intelligent Handwriting Education System for Autonomous Learning of Bengali

Characters Nazma Khatun and Jouji Miwa

#248S: Interactive Environment for Learning by Problem‐Posing of Arithmetic Word Problems Solved by One‐step Multiplication and Division Sho Yamamoto, Yuki Akao, Mitsutaka Murotsu, Takehiro Kanbe, Yuta Yoshida, Kazushige Maeda, Yusuke Hayashi and Tsukasa Hirashima

#184S: Question Generation Using WordNet Nguyen‐Thinh Le and Niels Pinkwart


GTEL‐3 / Chair: Hsin‐Yih SHYU, Tamkang University, Taiwan

#89F: Emergent Practices and Distributed Emotions in Educational Game Play Beaumie Kim and Wing Ho

#197S: Learning English Words via Visual Media using Tablet PCs Kaoru Sumi and Ayaka Kazuhara

BTDPN #247S: On the Design of Embodiment‐based Gamification Activities for Learning Fundamental Projectile Motion Shih‐Chieh Wang, I‐Chun Hung, Li‐Chun Lin and Nian‐Shing Chen


11:20‐12:20

11:20‐12:00 Theme‐based Invited Speaker 3: “Cultivating design thinking in teaching with technology” (PTP) Speaker: Huang‐Yao HONG, National Chengchi University, Taiwan Chair: Fu‐Yun YU, National Cheng Kung University, Taiwan

Noh Theatre

CUMTEL‐4 / Chair: Yanjie Song #140F: A systematic review of assessment methods in mobile computer‐supported collaborative

learning (mCSCL) Yanjie Song

#167S: A Pilot Study Comparing Secondary School Students’ Perception of Smart Classrooms in Hong Kong and Beijing Baoping Li and Siu Cheung Kong

#73S: A Study of Student Behavior in Classroom Response Systems Kozo Mizutani


12:20‐13:20

Lunch

13:20‐14:15

PTP‐6 / Chair: Ching Sing CHAI #99F: An Educational Practice Using a Code Reading Support Environment for Understanding Nested

Loop Koichi Yamashita, Takamasa Nagao, Satoru Kogure, Yasuhiro Noguchi, Tatsuhiro Konishi and Yukihiro Itoh

#124S: Practice of the Programming Education Using Arduino and the Class Support System Kazuo Tenra

BTDPN #297S: Using a PBL Authoring Tool to Train Teachers in Designing an Online PBL Unit Yongwu Miao, Mohammed Samaka, Disi Wang, Zeyad Ali and Michael Romanowski


ALT‐5 / Chair: Hiroyoshi WATANABE #103F: Study on Pass‐Fail Prediction for the National Radiological Technologist Examination by

Discriminant Analysis Using Mock Examinations Hiroyoshi Watanabe, Shigeru Sasaki, Shinsuke Aiko and Shigemi Sakamoto

#78S: Computer Assisted Learning based on ADDIE Instructional Development Model for Visual Impaired Students Sasithorn Chookaew, Suppachai Howimanporn, Warin Soodkaneung, Wanida Pradubsri and Piyawat Yoothai

#122S: The effect of discourse analysis activity with KBDeX on students’ understanding about collaborative learning Sayaka Tohyama, Yoshiaki Matsuzawa and Hajime Shirouzu


CUMTEL‐5 / Chair: Yanjie Song #212F: Maparin: Creating a Friendly and Adaptable Learning Scenario for Foreign Students in Taiwan

Wei‐Tung Tang and Shelley Shwu‐Ching Young #259S: An Approach to Electronic Textbook Linking Chemical Experiment ‐ Esterification of Acetic

Acid and Ethanol ‐ Akira Ikuo, Yusuke Yoshinaga and Haruo Ogawa

#47S: An Online Course for Active Participation and Interactive Learning:An Exploratory Study


31

Qiyun Wang and Wenhao Li CSCL‐4 / Chair: Longkai Wu #295F: Math Creation: Integrating Peer Tutoring for Facilitating the Mathematical Expression and

Explanation Euphony Fu‐Yu Yang, Hercy Cheng and Tak‐Wai Chan

#148S: Assessment of Developmental Stages of Generic Skills : A Case Study Katsuko Nakahira T, Makoto Watanabe and Muneo Kitajima

#205S: Learning about Reflection Processes: An Analysis of Learners’ Observation of Experts Akio Takashima


14:15‐15:30

PTP‐7 / Chair: Pei‐Shan TSAI #70S: Using the ePortfolio System to Foster Student Self‐regulated Learning

Lap Nguyen and Mitsuru Ikeda #256S: Students’ Conceptions of and Approaches to Knowledge Building: A Phenomenographic

Method Pei‐Shan Tsai, Ching Sing Chai, Joyce Hwee Ling Koh, Nurul Huda Muhamad Jailani and Angela Lay Hong Koh

#190S: The Undergraduates’ Attitude towards the Use of Asynchronous Online Discussion (AOD) Noor Farah Shahida Mohd Haris, Rosnaini Mahmud and Wong Su Luan

#36S: Interactive Whiteboards in Classrooms: Debates, Issues, and Impeding Factors Mas Nida Md Khambari, Dawnene Hassett, Michael Thomas and Su Luan Wong

#198S: Learning Design Framework for Constructive Strategic Alignment with Visualizations Gargi Banerjee, Mrinal Patwardhan and Sahana Murthy


CUMTEL‐6 / Chair: Kazuhisa Seta #236F: Schema Formulation with Schema Priming Test in Elementary Arithmetic class in Japan

Kazuhisa Seta, Akira Shimazoe, Kanetaka Mori and Masahiko Okamoto #229S: Relationship of Ubiquitous Technology Usage with Technology Competency

Rosnaini Mahmud, Muliati Sedek, Habibah Ab. Jalil and Shafee Mohd Daud #188S: Seamless Flipped Classroom Using SCROLL in CALL Class

Noriko Uosaki, Hiroaki Ogata and Kousuke Mouri


GTEL‐4 / Chair: Mingfong JAN #76F: Investigating Factors Affecting Conceptual Learning Progression when Playing Digital Game‐

based Inquiry Learning for Energy Education Patcharin Panjaburee, Ugyen Dorji and Niwat Srisawasdi

#279S: Game‐based APP in Teaching Newton's Three Laws of Motion for High School Students Hsin‐Yih Shyu and Yu‐Hur Chou

#161S: SHIVA: Virtual Sculpting and 3D Printing for Disabled Children Leigh McLoughlin and Oleg Fryazinov


15:30‐15:45

Tea break All rooms

15:45‐16:45

Closing Ceremony Noh Theatre

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7 KEYNOTE AND INVITED

SESSIONS

KEYNOTE SPEAKER 1

Designs for Principle‐Based Innovation in Education

VENUE, DATE and TIME

NOH THEATRE, DECEMBER 2 (TUESDAY), 10:30‐11:30

Marlene SCARDAMALIA

Institute for Knowledge Innovation & Technology, OISE/University of

Toronto, Canada

Abstract

Iterative idea improvement requires boundless inventiveness. Direct

pursuit of idea improvement as an explicit, guiding principle defines

Knowledge Building/knowledge creation and contrasts sharply with rule‐

based processes, scripts, and procedures implicit in most school‐based

inquiry and learning activities. Idea improvement as a core principle aligns

education with creative work as conducted in knowledge creating

organizations where work on ill‐defined problems fosters emergence of

new competencies and outcomes. Schools, in contrast, tend to favor well‐

defined problems with clear end points. In this talk I pursue the

Knowledge Building proposition that principle‐based innovation offers a

realistic possibility of achieving results in knowledge creation, in addition to addressing common standards

and what are popularly known as 21st century skills. By going beyond a skills approach a Knowledge Building

design community aims to extend the range of the possible in education. Participants are globally distributed

and represent a diverse network of practitioners, policy makers, researchers, administrators, students,

parents, engineers, disciplinary experts and sponsors‐‐all engaged in iterative, interactive knowledge

building. To realize opportunities and address challenges the approach is systemic; to function as a coherent

program, the models, technologies, assessments, and results serve local needs while evolving to address the

needs of a global, research‐intensive design lab and test bed. “Knowledge Building hubs of innovation” will

demonstrate yearly, measurable advances in principled practice and achievement, with international courses

33

and professional development provided to help achieve this goal. A global open source community will

provide essential infrastructure: technology to foster knowledge creation, to amplify collective achievements,

and to provide feedback to empower individual teachers and students as well as groups as agents in

knowledge advancement. Design research will span elementary to tertiary education, all subject areas, a

broad range of socio‐economic levels and sectors, and represent great cultural and linguistic

diversity. Resultant data repositories will provide the world's most valuable resource for studying

knowledge creation in education, positioning the Knowledge Building design community to produce

exportable "know‐how," meet needs of the public and policy makers, and contribute significantly to

knowledge of what students are capable of as junior members of a knowledge society.

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KEYNOTE SPEAKER 2

Can new technology change learning for the better?


NOH THEATRE, DECEMBER 3 (WEDNESDAY), 09:00‐10:00

Yvonne ROGERS

Interaction Centre, University College London, UK

Abstract

There has been a lot of excitement recently about how new technologies can

transform learning. MOOCs, the internet of education and flipped classrooms

are the latest hotly debated ways of changing how students learn in the

modern world. At the same time, a diversity of innovative learning apps has

been developed for tabletops, tablets and phones, supporting new forms of

learning – mobile, collaborative and situated. New electronic toolkits and

programming environments are also emerging intended to introduce new

generations to coding and computation in creative and engaging

ways. Never before has there been so much opportunity and buzz to make learning accessible, immersive,

interactive, exciting, provocative and enjoyable. To realize the true potential of these latest

technological developments, however, requires designing interfaces and apps to not only match learner’s

needs but also to encourage collaboration, mindful engagement, conversational skills and the art of

reflection.

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KEYNOTE SPEAKER 3

Fostering authentic participation in science through games


NOH THEATRE, DECEMBER 4 (THURSDAY), 09:00‐10:00

Kurt SQUIRE

Curriculum & Instruction, University of Wisconsin‐Madison, USA

Abstract

Digital games have received widespread attention among science educators

for their capacity for raising interest in science, improving identification with

science, introducing inquiry‐based learning activities, and produce

conceptual understandings. A perennial challenge for educators is how to

design such games so as to not just work in schools, but also transform

educational practices. This talk highlights research and development from

the Games + Learning + Society Center using games to support learning

across a wide variety of ages and learning domains. It will cover both design principles and research findings,

suggesting how games might contribute to a future of learning in a digitally connected society.

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DISTINGUISHED INVITED SPEAKER

The impact of A.I. on education ‐ Can a robot get into the University of

Tokyo?


NOH THEATRE, DECEMBER 2 (TUESDAY), 13:30‐14:30

Noriko H. ARAI

National Institute of Informatics, Japan

Abstract

“Todai Robot Project (Can a robot get into the University of Tokyo?)” was

initiated by National Institute of Informatics in 2011 as an AI grand challenge.

The goal of the project is to create an AI system that answers real questions

of university entrance examinations consisting of two parts, the multiple‐

choice style national standardized tests and the written test including short

essays. The task naturally requires the development of ground‐breaking

elemental technologies in the research areas including natural language

processing, image processing, speech recognition, automated theorem

proving, computer algebra, and computer simulation. At the same time, it requires the interdisciplinary

research synthesis.

In 2013, our software took the mock test of the National Center Test with more than five thousands students.

The result shows that its ability is still far below the average entrants of Tokyo University. However, it is

beyond the mode: it is competent to pass the entrance exams of 400 out of 800 private universities in Japan.

The rapid rise of new AI technologies may affect the labor market negatively in the short term, and it will

demand us to reconstruct our education systems.

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THEME‐BASED INVITED SPEAKER: TELL (C6)

Language learning in virtual worlds: embodied, immersive, and interactive



Yu‐Ju LAN

Department of Applied Chinese Language and Culture, National Taiwan

Normal University, Taiwan

Abstract

Social interaction plays an important role in the second language acquisition

(SLA), whereby the learners and the social context in the real world are

connected in an inseparable relationship. In particular, the context‐

dependent social interaction is most important to SLA because it provides

second language (L2) learners essential scaffolding for acquiring an L2.

Language learning is actually something that happens both inside the head

of the learner and in the world in which the learner experiences the learning. The inseparability of external

and internal mediation during context‐dependent interaction in sociocultural SLA is in line with the

argument of embodied cognition. That is, virtual immersion environments, such as Second Life (SL, a

multiuser virtual environment), have drawn the attention of cross‐disciplined researchers because they

make both avatar‐self movement and different immersive interaction between the learner and the virtual

environments possible. This speech will focus on (1) understanding the unique features of virtual worlds in

providing language learners an immersive environment for embodied, social interactions via learners'

avatars; and (2) how those unique features benefit learners' SLA.

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THEME‐BASED INVITED SPEAKER: ALT(C3)

Digital Textbooks: Trends and Standardization



Yasuhisa Tamura

Dept. Information and Communication Sciences, Sophia University, Japan

Abstract

Paper based traditional learning materials like textbooks, dictionaries and

references are gradually replaced into digital ones all over the world. This

trend is initiated not only by classroom teachers and learning technology

researchers, but also policy makers in various countries. This digitalization of

learning materials will provide more efficient learning activities, less routine

works of teachers, and significant change of special needs education.

Some standardization organizations are trying to establish technical specification of the digital textbooks.

Among them, IDPF (International Digital Publishing Forum) started to establish EDUPUB specification on

October 2013, which stands on a digital book format of EPUB3. It includes DAISY specification, so it solves

various accessibility issues. However, because a digital book assumes to be read in a stand‐alone

environment, EPUB3 does not specify communication with another networked server, nor collaboration with

another application program. Also, there are many education specific needs and functions of various

stakeholders. EDUPUB community members are discussing to enhance EPUB3 to support these functions.

With use of these digital materials, platforms like tablet PCs, and network environment, a classroom 10 years

after will be dramatically changed. This change will not only affected by the digitalization, but also new ways

of teaching and learning with use of digital and open materials: active learning, flipped classroom, peer

assessment and so on.

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THEME‐BASED INVITED SPEAKER: PTP(C7)

Cultivating design thinking in teaching with technology


NOH THEATRE, DECEMBER 4 (THURSDAY), 11:20‐12:00

Huang‐Yao HONG

National Chengchi University, Taiwan

Abstract

As the demand to help students develop 21st century competencies is

increasing in the knowledge‐based society, the ways we used to prepare

prospective teachers and support teacher professional development

also need to be re‐examined. To address the 21st century challenge,

teachers need to be more than just efficient knowledge transmitters.

They need to develop capacity to work creatively with knowledge and

ideas in order to advance their teaching beyond best practice. In

particular, they need design‐thinking skills to help better integrate

various technological, pedagogical and content knowledge into their

instructional and lesson designs for cultivating 21st century learners.

However, while the concept of design thinking is widely embraced by

professional fields (e.g., engineering, business, and architecture), it is still new to most teachers and to the

teaching profession as a whole. In this talk I will first discuss about the important role of design thinking in

teaching, especially, teaching with technology. Then I will talk about ways to foster pre‐service and in‐service

teachers’ design capacity through innovative pedagogy such as knowledge building. Finally, some

suggestions regarding future direction of developing design capacity in the field of teacher education and

development will be made.

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SPECIAL INVITED SPEAKER

Using Technology as Scaffolding for Teaching Critical Thinking in the

Classroom


CONFERENCE ROOM 3, DECEMBER 3 (WEDNESDAY), 13:30‐14:10

Miguel NUSSBAUM

The Computer Science Department of the School of Engineering of

Pontificia Universidad Católica de Chile

Abstract

Critical thinking has become a key requirement for any list of essential 21st Century skills. The ability to think critically often determines one’s level of personal development, career success and even effective

participation within a community. The central problem that we address is how to operationalize critical thinking for its proper use in the classroom. We propose using technology to provide appropriate scaffolding for promoting critical thinking, helping learners to engage with their cognitive articulation and the reflective process. The scaffolding is based on the skills defined by the Delphi Report and integrates concepts of transferability and metacognition. We exemplify this with activities implemented in the classroom for third grade math and language arts, as well as high school science.

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8 PANELS

PANEL 1 Can or should learning be seamless most of the time? The flip side of Mobile Seamless Learning …

Seamless learning is a notion that emphasizes the continuity and bridging of learning across a combination of locations, times, technologies and social settings (such as formal and informal learning, individual and group learning, and learning in physical and digital realms). Earlier work on seamless learning has focused on developing ICT‐based solutions (in particular, in 1:1 or one‐mobile‐device‐per‐student settings) and teacher‐facilitated pedagogies, particularly leveraging mobile technology, to enable and enhance learners’ ability in switching quickly from one learning activity to another.

Therefore, seamless learning had been perceived as a special form of mobile and ubiquitous learning. Recent studies have also ventured into supporting one’s learning journeys and enculturating learners in the self‐directed disposition of seamless learning that may spans a person’s life transitions. Thus, a new perspective of seeing seamless learning as a learning notion on its own right (with mobile and cloud computing as possible technological tools to support it) has been developed. As an evolving area of research and practice, the landscape of seamless learning will continue to be shaped and reshaped by academics and practitioners. This panel will gather scholars from various countries to explore the provocative questions of should learning be seamless all the time, and how far we are we in understanding and designing for seamless learning – with the support of mobile technologies. Is there a flip side to too much focus on seamless learning? Should learning be continuous and technology supported all the time? What do we mean by continuous?

Implications to the advancements of seamless learning based on the explorations to these questions will then be elicited, thus promoting a dialogue among the panellists and the audience on the future directions of seamless learning.”


CONFERENCE ROOM 1, DECEMBER 2 (TUESDAY), 14:30‐11:50

MODERATOR Lung‐Hsiang WONG, Nanyang Technological University, Singapore

PANELISTS

Gwo‐Jen HWANG, National Taiwan University of Science and Technology, Taiwan Chee‐Kit LOOI, Nanyang Technological University, Singapore Marcelo MILRAD, Linneaus University, Sweden Hiroaki OGATA, Kyushu University, Japan Hyo‐Jeong SO, Pohang University of Science and Technology, South Korea Marcus SPECHT, The Open University of the Netherlands, the Netherlands

Discussant Tak‐wai CHAN, National Central University, Taiwan

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PANEL 2 Innovative Programs and National Policy of ICT in Education in the Asia‐Pacific Region: Looking Back and Moving Forward

There has been a rapid growth in the use of ICT in education in the Asia‐Pacific region in recent years. Various parties, including academics, governments, non‐profit organizations, the private sector and teaching groups in many parts of the Asia‐Pacific are currently investing considerable efforts and financial resources in support of large‐scale innovative programs, and the planning of master plans and policies for the scalable and sustainable integration of ICT in education. However, the different cultural and socio‐economic backgrounds of these areas may require different rationales, goals, foci, programs and policies with regard to this. Nine senior academic researchers situated in the Asia‐Pacific region (including Hong Kong, Taiwan, Singapore, Japan, Malaysia, Indonesia and India) will serve as panelists to share details of innovative programs, policies and regulations with regard to ICT in K‐12 and tertiary education in their respective countries and regions, and provide insights based on their experiences and the implications of these. The panel will conclude with an open discussion that invites researchers, policy‐makers, practitioners and graduate students to exchange ideas on the forming, implementation and evaluation of innovative programs and policies for the greater use of ICT in education in a scalable and sustainable manner, and to share professional insights into the future directions of ICT in education, both in the Asia‐Pacific region and beyond.


CONFERENCE ROOM 1, DECEMBER 3 (WEDNESDAY), 10:20‐11:50

CHAIR Fu‐Yun YU, National Cheng Kung University, Taiwan

PANELISTS Tak‐Wai CHAN, National Central University, Taiwan

Hirashima TSUKASA, Hiroshima University, Japan Ronghuai HUANG, Beijing Normal University, China

Sridhar IYER, Indian Institute of Technology Bombay, India Siu Cheung KONG, The Hong Kong Institute of Education, Hong Kong

Chee Kit LOOI, Nanyang Technological University, Singapore Hiroaki OGATA, Kyushu University, Japan Gunawan SURYOPUTRO, University of Muhammadiytah Prof. Dr. HAMKA, Indonesia Lung Hsiang WONG, Nanyang Technological University, Singapore Su Luan WONG, Universiti Putra Malaysia, Malaysia

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9 PRE-CONFERENCE TUTORIAL

Free & Simple Virtual

Worlds for Teachers & Students


MEETING ROOM 1, DECEMBER 1 (MONDAY), 09:00‐12:30

ABSTRACT Online shared virtual environments ‐ “virtual worlds” ‐ offer a number of opportunities and advantages for teachers and students to construct and use content and interactions, but in many cases are not easy or possible to use. Barriers include cost, time and expertise required, age limits on users, and irrelevant or inappropriate content and user behaviour. In this tutorial, we will show participants how to obtain, install, and use free open source server and client software to quickly, easily, and safely operate their own virtual spaces, while controlling how these can be accessed over local or public networks, as well as the content available to users. Participants who bring their own computers to the tutorial will leave with a functioning virtual world server/client package and content ready to begin classroom use.

TUTORIAL FORMAT

The tutorial will be a learning‐by‐doing exercise, with instructor demonstration and explanation followed directly with participant experience using shared virtual environment software and content. Participants are expected to take away not only knowledge but functioning software and content ready to use elsewhere.

ORGANIZERS

Mark ELWELL, Hakusan International School, Japan

Steven COOK, Japan Advanced Institute of Science & Technology, Japan

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10 PRE-CONFERENCE WORKSHOPS Workshop W01

Natural Language Processing Techniques for Educational Applications (NLP‐TEA), with a Shared Task on Grammatical Error Diagnosis for Learning Chinese as a Foreign Language (CFL)

The aim of this mini‐conference‐style workshop is to provide a forum where international

participants can share knowledge on the computer‐assisted language learning. For the past decade, research and development in the NLP (Natural Language Processing) community has advanced NLP techniques for educational applications. For example, the NLP community in north America organizes a series of workshops on Innovative Use of NLP for Building Educational Applications (BEA) to improve existing capabilities and to generate creative ways to use NLP in educational applications for writing, reading, assessment, and so on. The previous BEA workshops were in conjunction with promotive conferences in NLP area (either ACL or NAACL HLT). In addition to research papers in the above workshops, several shared tasks were also organized, e.g. “Helping Our Own” (HOO) English grammatical error detection/correction competitions in 2011 and 2012, and Native Language Identification (NLI) competitions in 2013. Independent of the series of BEA workshops, the CoNLL‐2013 shared task is on grammatical error correction for learners' English as a Foreign Language (EFL). In addition, there is a SemEval shared task on student’s response analysis. All of these competitions will increase the visibility of educational application research in the NLP community. The ICCE 2014 in Japan will provide an ideal opportunity to bring together again influential as well as aspiring researchers in computer education area, to deliberate and interact on a range of research issues. The purpose of this workshop is to identify challenging problems facing the development of computer‐assisted techniques for Asian language learning, and to shape future research directions through the publication of high quality, applied and theoretical research findings. To better meet this end, we also hold a competitive shared task on Grammatical Error Diagnosis, this year, for Learning Chinese as a Foreign Language (CFL).


CONFERENCE ROOM 2, NOVEMBER 30 (SUNDAY), 13:30‐17:00

WORKSHOP ORGANIZERS

Yuen‐Hsien TSENG, National Taiwan Normal University, Taiwan

Hsin‐Hsi CHEN, National Taiwan University, Taiwan

Yuji MATSUMOTO, Nara Institute of Science and Technology, Japan

WORKSHOP URL

https://sites.google.com/site/nlptea1/

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ACCEPTED PAPERS

W01‐01 A Sentence‐Pattern Learning Support System for Japanese Takahiro OHNO, Ayato Inoue,Dongli HAN

W01‐02 CYCCDC: A Chiayi Chinese Conversation Dialogue Corpus Jui‐Feng YEH, Yun‐Yun LU, Yi‐Syun TAN

W01‐03 Partial and Synchronized Caption Generation to Develop Second Language Listening Skill Maryam Sadat MIRZAEI, Yuya AKITA, Tatsuya KAWAHARA

W01‐04 Challenges in the Annotation of Article Errors in Spanish Learner Texts María del Pilar VALVERDE IBAÑEZ

W01‐05 Tools for Supporting Language Acquisition via Extensive Reading Alexandra UITDENBOGERD

W01‐06 Overview of Grammatical Error Diagnosis for Learning Chinese as a Foreign Language Liang‐Chih YU, Lung‐Hao LEE, Li‐Ping CHANG

W01‐07 KNGED: a Tool for Grammatical Error Diagnosis of Chinese Sentences Tao‐Hsing CHANG, Yao‐Ting SUNG, Jia‐Fei HONG, Jen‐I CHANG

W01‐08 Extracting a Chinese Learner Corpus from the Web: Grammatical Error Correction for Learning Chinese as a Foreign Language with Statistical Machine Translation Yinchen ZHAO, Mamoru KOMACHI, Hiroshi ISHIKAWA

W01‐09 Detecting Grammatical Error in Chinese Sentence for Foreign Jui‐Feng YEH, Yun‐Yun LU, Chen‐Hsien LEE, Yu‐Hsiang YU, Yong‐Ting CHEN

W01‐10 Grammatical Error Detection with Limited Training Data: The Case of Chinese Marcos ZAMPIERI, Liling TAN

W01‐11 Description of NTOU Chinese Grammar Checker in CFL 2014 Chuan‐Jie LIN,Shao‐Heng CHAN

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Workshop W02

Third International Workshop on ICT Trends in Emerging Economies

In response to the emerging research diversity, the SIG on Development of Information and

Communication Technology in the Asia Pacific Neighbourhood—DICTAP is organising a workshop on ICT Trends in Emerging Economies. The developmental growth of ICT in the Asia Pacific countries has been phenomenal in recent years as the Government of these countries have embarked on various ICT initiatives. Despite these efforts, the ICT development rate of each country has not been the same among countries from the low‐income, lower‐middle‐income and upper‐middle‐income economies within the Asia Pacific region (hitherto referred to as emerging economies). In general, the ICT growth in these countries is only at the emerging or development stage. The workshop invites contributions from researchers who are from emerging economies or those who are working on issues related to emerging economies to share scholarly findings and professional insights in ICT development in the field of education.


CONFERENCE ROOM 1, DECEMBER 1 (MONDAY), 09:00‐1700

WORKSHOP ORGANIZERS

Ahmad Fauzi Mohd AYUB, University Putra Malaysia, Malaysia

Muhammad LUKMAN, University of Muhammadiyah Prof. Dr. Hamka, Indonesia

Mas Nida Md KHAMBARI, University Putra Malaysia, Malaysia

WORKSHOP URL https://sites.google.com/site/wicttee2014/

ACCEPTED PAPERS W02‐01

Harnessing ICT for Educational Development in Emerging Developing Countries within the Asia‐Pacific Region Mas Nida MD KHAMBARI, Ahmad Fauzi Mohd AYUB, Mohammad LUKMAN

W02‐02 Learning and Affect Trajectories Within Newton’s Playground Juan Miguel L. ANDRES, Ma. Mercedes T. RODRIGO

W02‐03 Assessing Organizational Support and System Characteristics of Learning Management System : Views from Malaysian Higher Education Undergraduate Student Sousan BALEGHI ZADEH, Ahmad Fauzi MOHD AYUB, Rosnaini MAHMUD, Shaffee MOHD DAUD W02‐04 Exploring Deep Approach to Learning for Accounting through ICT‐Supported Learning Environment in Malaysian Secondary Schools: A Preliminary Study

Boon See TAN, Su Luan WONG

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W02‐05 Technology‐enhanced Chemistry Learning and Students' Perceptions: A Comparison of Microcomputer‐based Laboratory and Web‐based Inquiry Science Environment Kulthida KAMTOOM, Niwat SRISAWASDI

W02‐06 The Design of Instructional Scaffolds to Facilitate Online Project‐Based Learning Chun‐Ping WU, Ching‐Chiu YEH, Shu‐Ling WU, Hao Jie YONG

W02‐07 GeMA ICT Learning Effectiveness in Improving Student Mathematical Ability Sigid Edy PURWANTO, Wahidin, Aidiyah Novian NISYAH W02‐08 The Effectiveness of Association Picture Media Applications in Katakana Letter Reading Comprehension of Grade Ten Students at SMK Manajemen (Vocational Management School, Jakarta) Restoe NINGROEM, Endy SJAIFUL ALIM

W02‐09 An Online Survey: Studying the Antecedents of Technology Use Through the UTAUT Model Among Arts and Science Undergraduate Students Priscilla MOSES, Tiny Chiu Yuen TEY, Phaik Kin CHEAH, Timothy TEO, Su Luan WONG

Workshop W03

Computer‐Supported Visualization, Modeling, and Simulations for Learning

Computer‐supported visualization, models and simulations are external representations on

computers that can augment human cognition and communication. Rapid advances in technology make these innovative forms of representations available in educational settings to facilitate learning. For example, computer visualizations allow students’ access to unseen processes and abstract concepts that are otherwise difficult for teachers to depict. These external representations can mediate students to form their mental model of a given concept or phenomenon. Equally important, engaging students in creating, testing, critiquing and revising computer representations, collaboratively or individually, can be an effective instructional strategy that promotes productive learning and coherent understanding of the subject area. Success of computer‐supported visualization, modeling and simulations in classrooms depends on many factors, including learners’ prior knowledge, experience, or ability, learners’ strategies, collaboration, and interactions with the representation, and learning processes guided by the learning environment. Studies are needed to identify promising principles, patterns, and design criteria that exploit the affordances of computer‐supported visualization, modeling, and simulations and make them effective for learning. In this workshop, a variety of topics and research issues related to computer‐supported visualization, modeling, and simulations for learning in all different subject areas will be explored. The aim of this workshop is to provide a forum in which international participants can exchange ideas and share recent developments in visualization, modeling and simulations for learning. We

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hope to stimulate fruitful discourse among researchers and further encourage the use of innovative technology or application of adequate research methodology for moving forward the research of computer‐supported visualization, modeling, and simulations.



WORKSHOP ORGANIZERS

Hsin‐Yi CHANG, National Kaohsiung Normal University, Taiwan

Silvia Wen‐Yu LEE, National Changhua University of Education, Taiwan

WORKSHOP URL https://sites.google.com/site/cvmsicce2014/


Equipping High School Students with the Abilities of Evaluating Evidence and Formulating Evidence for an on‐line Decision‐making Task Shu‐Sheng LIN,Ying‐Shao HSU

W03‐02 An Investigation of Relationships between Biology Attitudes and Perceptions toward Instructional Technology in Analogy‐based Simulation on Light Reaction Sarunya PINATUWONG, Niwat SRISAWASDI

W03‐03 Visual Behavior and Cognitive Load in Augmented Reality Learning Environment Wei Yan LIN, Meng‐Jung TSAI, An‐Hsuan WU

W03‐04 Visual Behavior and Cognitive Load on E‐book Vocabulary Learning An‐Hsuan WU, Po‐Fen HSU, Hui‐Jou CHIU, Meng‐Jung TSAI

W03‐05 Incorporating augmented reality into learning practical skills for medical surgery Ying‐Shao HSU, Yuan‐Hsiang LIN, Beender YANG, Shih‐Fan YANG, Ya‐Yen CHAN, Zi‐Hao LIN, Yi‐Sheng CHAN

W03‐06 Path Analyses of How Students Develop Conceptual Knowledge and Inquiry Skills in a Simulation‐Based Inquiry Environment Hsin‐Yi CHANG, Ying‐Shao HSU, Hsin‐Kai WU, Chih‐Ming CHEN W03‐07 Understanding middle and high school students' views of model evaluation and model change Silvia Wen‐Yu LEE, Hsin‐Kai WU, Hsin ‐Yi CHANG

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Workshop W04

The 3rd Workshop on application of innovative educational technologies in STEM education

STEM education and educational technology are two growing research fields both with great

potential. The studies in the application of innovative educational technologies in STEM education can facilitate the integration of theories and practices in STEM education and educational technologies, and provide insights into the use of innovative educational technologies to help learners’ learning outcomes derived from STEM education. This workshop aims to provide an interactive channel for interdisciplinary researchers, teachers, and software developers to present short papers, to communicate and discuss with one another on relevant issues regarding the application of innovative educational technologies in STEM education. In ICCCE 2012 and ICCE2013, the 1st and 2nd workshops on application of innovative educational technologies in STEM education were held successfully. The value of the workshop was recognized and received widely positive feedbacks from the participants. They suggest and continue to appeal for more workshop series. We believe ICCE 2014 participants will get interested in this issue, and those researchers who had relevant experience of this issue can also share and interact with one another in this workshop.


CONFERENCE ROOM 3, DECEMBER 1 (MONDAY), 09:00‐12:30

WORKSHOP ORGANIZERS

Huei‐Tse HOU, National Taiwan University of Science and Technology, Taiwan


WORKSHOP URL

http://140.118.56.80/ICCEWS_STEM2014/


Bio Detective: Student science learning, immersion experience, and problem‐solving patterns Mei‐En HSU, Meng‐Tzu CHENG

W04‐02 The effect of students’ effectiveness and attitude in heterogeneous and free grouping cooperative learning applied in sixth‐grade students’ Scratch program teaching Lei CHEN, Xiuyu YANG, Xintong WANG, Feng‐kuang CHIANG

W04‐03 Designing Mobile Application for STEM: Building Individual Interest and Supporting Creative and Innovative Thinking Skills Ilker YENGIN

W04‐04 The Development and Evaluation of an Educational Game‐ Shimmer© with Computer

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Visualization for Optics Learning Huei‐Tse HOU, Shu‐Ming WANG, Hsin‐Hung YU, Shie‐He LIU

W04‐05 A Three‐Stage Augmented‐Reality‐Facilitated Earth Science Instructional Process for Dispersing Learning Style Differences Chang‐Hwa WANG, Cheng‐Ping CHEN

W04‐06 The Effects of AR‐based Instruction on Students’ Learning Performance, Motivation and Self‐efficacy in Programming Learning Gloria Yi‐Ming KAO, Cheng‐An RUAN

W04‐07 Implementation of Student‐associated Game‐based Open Inquiry in Chemistry Education: Results on Students' Perception and Motivation Keeratika MEESUK, Niwat SRISAWASDI

W04‐08 The Development and Evaluation of the Online Science Fair Inquiry System based on Scaffolding Design Li‐jen WANG, Chien‐yu, CHENG, Chiu‐ming, HU, Ying‐Tien WU

W04‐09 The difference in Sudoku puzzle‐solving ability between undergraduates and postgraduates Hong‐Mei HU, Ling‐Jin LI, Li‐Sha WANG, Feng‐Kuang CHIANG

W04‐10 Investigating the role of self‐explanation and co‐explanation in 4th graders’ game‐based science learning Chung‐Yuan HSU, Hung‐Yuan WANG, Shih‐Hsuan WEI

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Workshop W05

1st ICCE workshop on Learning Analytics (LA): leveraging educational data for adaptive learning and teaching

The increasing amount of data generated in digital learning contexts provides opportunities to benefit from learning analytics as well as challenges related to interoperability, privacy, and pedagogical and organizational models. As a consequence, new methodologies and technological tools are necessary to analyse and make sense of these data and provide intelligent and personalized scaffolding and services to stakeholders including students, faculty/teachers and administrators, as well as parents. Pedagogical and organisational models must also be incorporated in order to take advantage of the intelligent and personalized scaffolding and services to ensure productive learning and teaching. In addition, access to data from different sources raises a number of concerns related to data sharing and interoperability, and protection of privacy for individuals and business interests for institutions. The objective of the workshop is to gather researchers as well as stakeholders, including educational technologists, researchers, and practitioners who are involved in the analysis and deployment process and to increase awareness of learning analytics in the APSCE community. We call for papers that cover technical, theoretical, pedagogical, as well as organisational issues in learning analytics . Through this workshop we aim to provide the participants with an overview of the state‐of‐art in this domain, from a national, regional or organisational / institutional perspective.



WORKSHOP ORGANIZERS

Weiqin CHEN, Oslo and Akershus University College of Applied Sciences, Norway Tore HOEL, Oslo and Akershus University College of Applied Sciences, Norway

Jon MASON, Charles Darwin Universtiy, Australia Kenji HIRATA, University of Tokyo, Japan Yong‐Sang CHO, Korean Education and Research Information Service, South Korea Jin Gon SHON, Korea National Open University, South Korea

WORKSHOP URL

https://sites.google.com/site/la2014ws/

ACCEPTED PAPERS

W05‐01 Preliminary Requirements Analysis towards an Integrated Learning Analytics System Byung‐gi CHOI, Yong‐sang CHO, Jaeho LEE

W05‐02 Learning Analytics Interoperability – looking for Low‐Hanging Fruits Tore HOEL, Weiqin CHEN

W05‐03 Making Sense of Online Learning Behavior: A Research on Learning Styles and Collaborative Learning Data

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Meng SUN, Jiu‐Tong LUO, Dong‐Ming QIAN, Xiao‐Qing GU

W05‐04 How can Learning Analytics fit into a General Evaluation Framework and already be addressed during Learning Design? Christian M. STRACKE

W05‐05 Learning Analytics Data Items on Digital Textbooks

Yasuhisa Tamura

W05‐06

Learning Analytics: An Enabler for Dropout Prediction Shu‐Fen TSENG, Chih‐Yueh CHOU, Zhi‐Hong CHEN, Po‐Yao CHAO

Workshop W06

Emerging Pedagogies for Computer‐based Learning

With the rapid growth in field of computer‐based learning environments in the 21st century, pedagogy has been recognized as one of the mechanisms in the movement of computer‐based teaching and learning. Therefore, the emerging pedagogies which are employed specifically with computer‐based technologies are central part in the movement of educational reform. The WORKSHOP ON EMERGING PEDAGOGIES FOR COMPUTER‐BASED LEARNING aims to provide a platform for educators, researchers, and developers to share scholarly interest, research, practice, and professional insigh into pedagogies or particular instructional methods in context of computer‐based teaching and learning



WORKSHOP ORGANIZERS

Niwat SRISAWASDI, Khon Kaen University, Thailand Patcharin PANJABUREE, Mahidol University, Thailand

WORKSHOP URL

http://fest.kku.ac.th/ep4cbl/index.html


Motivation and Engagement in MOOC – Teachers’ Perspective Li Fern TAN, Kai Song GOH, Emile SABASTIAN

W06‐02 Effects of Gender Differences and Learning Performance within Residence Energy Saving Game‐based Inquiry Playing Ugyen DORJI, Patcharin PANJABUREE, Niwat SRISAWASDI

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W06‐03

A Blended Learning Environment in Chemistry for Promoting Conceptual Comprehension: A Journey to Target Students' Misconceptions Sumarin NIROJ, Niwat SRISAWASDI

W06‐04 Investigating Correlation between Attitude toward Chemistry and Motivation within Educational Digital Game‐based learning Nattida NANTAKAEW, Niwat SRISAWASDI

W06‐05 Development and preliminary evaluation of a knowledge management‐based online teacher community platform for science fair instruction: A cluster analysis Chiu‐Ming HU, Chao‐Shen CHENG, Li‐Jen WANG, Huei‐Tse HOU, Yi‐Chun KUO, Cheng Teng YAO, Ying‐Tien WU

W06‐06 An Evaluation of Macro‐Micro Representation‐based Computer Simulation for Physics Learning in Liquid Pressure: Results on Students’ Perceptions and Attitude Jarunya BUYAI, Niwat SRISAWASDI

W06‐07 Promoting Students’ Physics Motivation by Blended Combination of Physical and Virtual

Laboratory Environment: A Result on Different Levels of Inquiry

Chakkrapan PIRAKSA, Niwat SRISAWASDI

Workshop W07

The 7th Workshop on Modeling, Management and Generation of Problems/Questions in Technology‐Enhanced Learning

Solving problems/questions is one of the most indispensable and important components in the teaching and learning process. Problems/questions with adequate quality in various testing conditions are believed to enable teachers to assess individual students’ capability and readiness of transfer in specific domain knowledge. Despite this, there are still many areas in need of systematic investigation to promote knowledge and skills on problems/questions‐centered learning approach, including learning by problem solving and/or generation. For instance: what criteria constitute as adequate test item quality (in addition to frequently cited psychometric index like item difficulty, discrimination index); how to best assess learner’s capability with appropriate quality level within constrains (e.g., an optimal number of items, time limitation, etc.); any feasible metadata heuristics and/or techniques for problems/questions selection; any promising alternative strategies for compiling a sufficient amount of number of problems/questions; any scaffolding techniques for question‐generation implementation and instructional diffusion and so on. In ICCE2006, 2007, 2009, 2010, 2011, and 2013, we held a series of workshops where we paid special attention to “questions/problems” in technology‐enhanced learning. This is the 7th workshop focusing on the same topic. This continuous workshop will provide a good and timely opportunity to present and share the results and issues about "problems/questions" in ICCE community. We cordially invite presenters and participants who are interested in further exploring the many facets and potential uses of "problems/questions" in education/learning from a technological, computational, pedagogical, psychometrics, theoretical, sociological and

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administrative point of views.



WORKSHOP ORGANIZERS

Fu‐Yun YU, National Cheng Kung University, Taiwan Tomoko KOJIRI, Kansai University, Japan

Tanja MITROVIC, University of Canterbury, New Zealand

Tsukasa HIRASHIMA, Hiroshima University, Japan Kazuaoki KOJIMA, Teikyo University, Japan

WORKSHOP URL http://web.ucgw.teikyo‐u.ac.jp/~kojima/iccews


An Experimental Study on the Effects of an Online Student‐Constructed Tests Learning Activity Fu‐Yun YU, Chia‐Ling SU

W07‐02 Exploring the Effects of Student Question‐Generation Strategy Chun‐Ping WU, Shu‐Ling WU, Ching‐Chiu YEH

W07‐03 Structured Explanation Generation for Conceptual Understanding in Physics Tomoya HORIGUCHI, Takahito TOUMOTO, Tsukasa HIRASHIMA

W07‐04 Practical Use of of Interactive Environment for Learning by Problem‐posing posing for One‐step Multiplication and Division Word Problems Sho YAMAMOTO, Yuki AKAO, Mitsutaka MUROTSU, Takehiro KANBE, Yuta YOSHIDA, Kazushige MAEDA, Yusuke HAYASHI, Tsukasa HIRASHIMA

W07‐05 Revealing Students' Thinking Process in Problem‐Posing Exercises: Analysis of First Sentence Selection Nur HASANAH, Yusuke HAYASHI, Tsukasa HIRASHIMA

W07‐06 Balance Control of Question‐Posing Focusing on Learning Target Words on the Self‐Study Material Contribution and Sharing System Toshihiro HAYASHI, Yuji HIRAI, Kazuhiro URA, Akihiro IWAKI, Rihito YAEGASHI, Hiroshi MURAI, Hiroyuki TARUMI

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Workshop W08

Computer‐Supported Personalized and Collaborative Learning

The development of advanced information technologies has opened up new opportunities in the area of computer supported learning environments. A key aspect of this work lies within the fact that students can access learning material at any time and any places. As a result of such convenience, a wide range of people have begun using computer supported learning environments for supporting instruction. Thus, it is important to ensure that such computer supported learning environments can accommodate diverse students’ needs. To address this issue, it is necessary to incorporate personalization into the development of computer supported learning environments. Personalization is acknowledged as a useful approach to develop added value services in computer supported learning environments. It can help students with different characteristics, backgrounds and needs to get different types of content presentation and navigation support. In this context, a deep understanding of personalization is essential for the development of computer supported learning environments. While acknowledging the essentiality of personalization, the importance of incorporating an element of collaboration during the process so that students can contribute to each other’s learning has become prevalent in educational practice with the advent of Web 2.0 technologies. Thus, issues on how to address these two aspects simultaneously if desirable, or at different learning stages to create optimal learning space and experience for involved learners are the focus of this workshop. In sum, this proposed workshop addresses two core aspects in computer supported learning environments—personalization and collaboration. The workshop provides opportunities for the cross‐fertilization of knowledge and ideas from researchers in the many fields that make up this interdisciplinary research area. We hope that the implications of findings of each work presented in this workshop can be used to improve the development of Computer‐Supported Collaborative and Personalized Learning environments.



WORKSHOP ORGANIZERS

Sherry Y. CHEN, National Central University, Taiwan

Gwo‐Haur HWANG, Ling Tung University, Taiwan

Fu‐Yun YU, National Cheng Kung University, Taiwan

Robin Chiu‐Pin LIN, National Hsinchu University of Education, Taiwan

WORKSHOP URL

http://www.csclplicce2014.elt.nhcue.edu.tw/


Development of a Customized English Learning System based on Augmented Reality Technology Gwo‐Haur HWANG, Beyin CHEN, Hen‐Lin HUANG

W08‐02

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Development of a Multi‐Device Data Structures Course Item Bank Practice System with Self‐Regulated Learning Strategy on Bloom's Taxonomy of Educational Objectives Gwo‐Haur HWANG, Jing‐Fang CHEN, Yu‐Ting SHIH, Yong‐Sheng JHANG, Yi‐Xuan LIN, Yu‐Syuan WANG

W08‐04 Students' Self‐efficacy and Acceptance toward Context‐Aware Ubiquitous Learning in Biology Education: A Case of Photosynthesis in Plant Chuntanet NASARO, Niwat SRISAWASDI

W08‐05 How Self‐Efficacy Affects Students’ Performance and Pace in Self‐Directed Learning with ICT Andrew C.‐C. LAO, Mark C.‐L. HWUNG, Oskar KU, Tak‐Wai CHAN

W08‐06 The Effects of Game‐based Peer Response on Writing Quality: High‐ability vs. Low‐ability Jen‐Hang WANG, Sherry Y. CHEN, Oskar KU, Tak‐Wai CHAN

W08‐07 The Effects of Mini‐Games on Students’ Confidence and Performance in Mental Calculation Oskar KU, Denise H. WU, Andrew C. C. LAO, Jen‐Hang WANG, Tak‐Wai CHAN

W08‐08 The Interface Design of Electronic Journals via Mobile Devices: A Cognitive styles Perspective Chu‐Han CHAN, Sherry Y. CHEN

W08‐09 Enhancing Metacognition through Weblog in Physics Classroom Thai Context Jirutthitikan PIMVICHAI, Chokchai YUENYONG, Sakanan ANANTASOOK

W08‐10 Knowledge Propagation in Practical Use of Kit‐Build Concept Map System in Classroom Group

Work for Knowledge Sharing

Toshihiro NOMURA, Yusuke HAYASHI, Takuma SUZUKI, Tsukasa HIRASHIMA

W08‐11 The Exploration of Improving Efficiency of Synchronous Discussion: e‐Case Live Show I‐Fan LIU, Chun‐Wang WEI

W08‐12 Game playing as a strategy to improve Team Cohesion, support for collaborative U‐Learning Pei‐Yu CHENG, Wen‐Yen WANG, Yueh‐Min HUANG

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Workshop W09

The Applications of Information and Communication Technologies in Adult and Continuing Education

Information and communication technologies (ICTs)－which include various forms of media, as

well as new digital technologies such as computers and the Internet－have been recognized as potentially powerful enabling tools for educational use. When used appropriately, ICTs are expected to expand access to teaching and learning. Recently, the probable impacts of ICTs on adult education have been receiving much attention from educational researchers. Although the targeted areas of adult education may be diverse, such as higher education, teacher education or continuing education, researchers and practitioners have focused on the related issues in such fields, such as facilitating professional development, encouraging life‐long learning, designing distance education programs, and other related issues. However, a successful usage of ICTs is not always a simple thing to achieve, and it needs researchers and practitioners to scrutinize, plan, and implement it with caution. Therefore, this workshop will emphasize a wide spectrum of research or practical topics related to the usage of ICTs in enhancing adult education or continuing learning.



WORKSHOP ORGANIZERS

Jyh‐Chong LIANG, National Taiwan University of Science and Technology, Taiwan

Min‐Hsien LEE, National Sun Yat‐sen University, Taiwan

WORKSHOP URL http://140.118.35.112/ICCE/ICCE2014/


The relationship between parents addicted to mobile phone and adolescent addicted to the InternetYing ZHOU, Xiao ZHANG, Jyh‐Chong LIANG, Chin‐Chung TSAI

W09‐02 Developing an instrument to assess teachers’ belief, confidence and motivation about digital game‐based learning Yu‐Hsuan CHANG, Meng‐Jung TSAI

W09‐03 Eye‐tracking analyses of text‐and‐graphic design effects on E‐book reading process and performance: “Spanish color vocabulary ” as an example Tse‐Wen PAN, Meng‐Jung TSAI

W09‐04 Weblog as Learning Community for Supporting Astronomy Teaching in Thailand Sakanan ANANTASOOK, Chokchai YUENYONG

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W09‐06

The Perceived and Expected User experiences of AR Book Reading: the Perspective of Parents Kun‐Hung CHENG, Chin‐Chung TSAI

W09‐07 Design of MOOC for In‐service Teacher Professional Development: A Case of Teachers’ Refresher Training Course in Hong Kong Silu LI, Eric T. H. LUK, Morris S. Y. JONG

W09‐08 Learning to create Technological Pedagogical Content Knowledge through distributed leadership: A Case Study of a Singapore Future School Ching Sing CHAI, Benjamin WANG, Chun Ming TAN

W09‐09 Development and validation of an instrument for exploring Taiwanese undergraduates’ approaches to Internet‐based learning Yu‐Chih TSAO, Chi‐Ling WU, Min‐Hsien LEE

W09‐10 Investigating Chinese University Students’ Perceptions about Blackboard Platform to support their online learning Weisheng LI, Lizhu CHEN, Ge QU, Yan DONG

W09‐11 Engineering Graduate Students’ Literature Searching Behaviors Ying‐Hsueh CHENG, Chin‐Chung TSAI

W09‐12 Developing an Online Formative Assessment System for a Chinese EFL Course Chunping ZHENG, You SU, Jingjing LIAN, Chin‐Chung TSAI

W09‐13 Role‐Play in Computer‐Supported Collaborative Learning‐An Explorative Study Yu‐Chen HSU, Yen‐Lin CHIU

W09‐14 Exploring the interactive use of video cases in scaffolding prospective teachers in learning clinical interview method Yu‐Ling HSU

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Workshop W10

Learning Motivation vs. Learning Outcome: The Trend and Development of Digital Game and Smart Toy Enhanced Learning

Digital game and smart toy enhanced learning is becoming popular in academic research as well as commercial companies. There are more and more successful cases reported in using games and toys in learning. Educators, researchers as well as game‐based learning designers believe that digital games and smart toys can strongly enhance learning because children are so engaged when they play games and toys. They also find that using game and toy in learning can enhance learning performance and creativity. Design of digital games and smart toys for learning is a rapidly growing research area. Digital games include advanced computing technology while smart toys are embedded with wireless utilized chips and sensors. These new technologies make individual and social activities to be integrated possibly in new ways and reframe long‐standing research questions, ideas, and approaches to learning. Beside fantasy and fun elements, digital games and smart toys have potential to enhance learners’ ability to communicate and interact with others during playing games and toys. This workshop provides a forum, with paper presentations as well as interactive sessions for researchers and practitioners from various disciplines to exchange ideas in order to lay the foundation for this emerging research area.


MEETING ROOM 3, NOVEMBER 30 (SUNDAY), 13:30‐17:00

WORKSHOP ORGANIZERS

Ben CHANG, National Chiayi University, Taiwan

Tsung‐Yen CHUANG, National University of Tainan, Taiwan

WORKSHOP URL

http://goo.gl/Bs92yY ACCEPTED PAPERS W10‐1

The Effectiveness of Reducing State Anxiety by Digital Counseling Tool ‐ Mind Collage Yu‐Jen HSU, Ju‐Ling SHIH

W10‐2

Math Island: Designing a Management Game of Primary Mathematics for Facilitating

Student Learning

Charles Yen‐Cheng Yeh, Hercy N.H. Cheng, Zhi‐Hong Chen, Tak‐Wai Chan

W10‐3

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The Change of Interpersonal Relationship for Group Development in Digital Game‐based Adventure

Education Course

Chang‐Hsin LIN, Yu‐Jen Hsu, Ju‐Ling Shih, Chia‐Chun TSENG

W10‐4 Designing Educational Computer Game for Human Circulatory System: a Pilot Study Jatuput LOKAYUT, Niwat SRISAWASDU

W10‐5 The Curriculum Design of Nutrition and Food Safety Game for Elementary School Student

Chun‐Heng LIN, Tsung‐Yen CHUANG, Chung‐Chiann CHUANG, Fang‐Ying TU, Hua‐Hsiang TSENG

W10‐6 Thinking as a Pleasure: Tactics to Design Digital Educational Games from the Perspective of Board Games Hercy Nien‐Heng CHENG

W10‐07 VocaMono: An Online Multiplayer English Vocabulary Learning Board Game Jia‐Jiunn LO, Chin‐Kun HSIN

W10‐08 The Application of Game‐Based Learning in Early Childhood Acquisition

Sanko Lan, Joni Tzuchen Tang, Yie‐Su HWANG

Workshop W11

International Workshop on “Technology Enhanced Language Learning”

Owning to the rapid development of information and computer technology, numerous studies have investigated how to harness state‐of‐the‐art technologies for effective language teaching and learning in the past decades. The unique features of modern ICT technology, such as 3D virtual environments, mobile computing, embodiment, and visual learning, have been expanding the potential and possibility of promoting the idea of learning languages anywhere and anytime in immersive and interactive contexts. Language learning is no longer limited in traditional settings or approaches. With the usage of modern advanced technology, language learning can be different experiences as we have so far. However, it is possible to encounter challenges and problems while introducing powerful learning technologies into practical application. This special issue calls for contributions towards an updated understanding of the practical and technical challenges that might be faced while applying advanced ICT technology to language teaching and learning, and to address important research trends and societal needs.



WORKSHOP ORGANIZERS

Yu‐Ju LAN, National Taiwan Normal University, Taiwan

Hong‐Fa HO, National Taiwan Normal University, Taiwan

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Ching‐Kun HSU, National Taiwan Normal University, Taiwan

WORKSHOP URL

http://tell.aclc.ntnu.edu.tw/index.php/en/call4papers


Correlation of Professional English Reading VS. Eye Gazing and Frequency of Rereading Eye

Movement

Hong‐Fa HO , Guan‐Yu HOU, Chen‐Ku LIN, Chen‐Hsiung LIN, Soh O‐K

W11‐02

Assisting Tools for Selecting Proper Semantic Meaning by Disambiguation of the Interference of the First Language Nattapol KRITSUTHIKUL, Shinobu HASEGAWA, Cholwich NATTEE, Thepchai SUPNITHI

W11‐03 Effects of Students Using Smartphones to Receive Different Amount of L1 Support for Listening Comprehension and Vocabulary Recall Gwo‐Jen HWANG, Yi‐Hsuan HSIEH, Ching‐Kun HSU

W11‐04 Virtual English village: A task‐based English learning platform in Second Life Yu‐Ju LAN, Hsiao‐Hsuan WEI, Ya‐Li CHIU

W11‐05 Model for Supporting Cognitive and Metacognitive Strategies in Technology Enhanced Language Learning Katrin SAKS, Äli LEIJEN

W11‐06 The Impacts of Using Interactive E‐book on the Learning Effectiveness of English blank‐filling cloze Gwo‐Jen HWANG, Yi‐Hsuan HSIEH, Ching‐Jung HSUEH, Ching‐Kun HSU

W11‐07 Correlation of English Test Outcome From TVE Joint College Entrance Examination of Taiwan VS. Professional English Reading Speed and Comprehension Hong‐Fa HO, Yi‐Yeh CHUNG, Chen‐Ku LIN, Chen‐Hsiung LIN

W11‐08 A Tablet‐based Chinese Composition Assessment System Kat LEUNG, Barley MAK, Howard LEUNG

W11‐09 Learning to learn collaboratively on Facebook – A pilot study Sarah Hsueh‐Jui LIU, Yu‐Ju LAN

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Workshop W12

5th International Workshop on “Technology‐Transformed Learning: Going Beyond the One‐to‐One Model?”

This workshop is a follow‐up of the last four ICCEs’ workshops of the same title. The advancement of personal computing devices, from personal computers to mobile devices, has been gradually changing the landscape of the technology‐transformed learning. This facilitates the incorporation of one‐to‐one computing into education and opens up endless possibilities of the design and enactment of innovative teaching and learning models (or the enhancement of pre‐existing models), such as perpetual and ubiquitous learning, personalized learning, authentic and contextualized learning, seamless learning, rapid knowledge co‐construction, among others. This leads to the further empowerment of the learners in deciding what, where, when, and how they would learn, and whom they would learn with/from. After the initial hype, however, there have been voices within the researcher community to reassess the notion of one‐to‐one computing in classroom and informal learning, such as whether one‐to‐one settings may impact peer collaboration and teachers' roles, the issues of student and social readiness, as well as the explorations of alternative or hybrid settings of many‐to‐one, one‐to‐many, many‐to‐many, and one‐to‐one configurations. The aim of this workshop is to provide a forum where international participants can share knowledge, experiences and concerns on the one‐to‐one technology‐transformed learning and explore directions for future research collaborations.



WORKSHOP ORGANIZERS

Hyo‐Jeong SO, Pohang University of Science & Technology, South Korea Xiaoqing GU, East China Normal University, China Tzu‐Chien LIU, National Taiwan Normal University, Taiwan Yanjie SONG, University of Hong Kong, China Chengjiu YIN, Kyushu University, Japan

WORKSHOP URL http://cumtel.weebly.com/2014.html


Exploring the Effectiveness of a Flipped Classroom Based on Control‐Value Theory: A Case Study Jiu‐Tong LUO, Meng SUN, Bian WU, Xiao‐Qing GU

W12‐03 Analysis on Students’ Acceptance of Digital Reading in Ubiquitous Cooperative Inquiry‐based Learning Environment Jing‐Ya CHEN, Jing LENG, Xiao‐Juan XU, Xiao‐Qing GU

W12‐04

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Visualizing Ubiquitous Learning Logs Using Collocational Networks Kousuke MOURI, Hiroaki OGATA, Noriko UOSAKI, SongRan LIU

W12‐05 The Research of China’s Policies and Practices of Life‐long Learning in U‐learning Environment Bingqian JIANG, Jun XIAO, Jing LENG, Xiaoqing GU

W12‐06 Phonic Social Network Software Scaffolds Language Learning in Ubiquitous Learning Environment Huawen WANG, Jing LENG, Xiaoqing GU

W12‐09 We are going to the ZOO! Virtual Badges in Formal out‐of‐school 1:1 Learning Journey with

Smartphones

Ivica BOTICKI, Jelena BAKSA, Peter SEOW, Chee‐Kit LOOI

W12‐10

Building an Online Collaborative Learning Community in Ubiquitous Learning Environment Ru ZHANG, Jing LENG, Xiaoqing GU, Guanfeng FU, Huawen WANG

W12‐11 Identifying User's Perceptions Toward Integrating Mobile Applications in Science Education Hyo‐Jeong SO, Hye‐Gyoung YOON, Hyungshin CHOI, Heung‐Chang LEE, Kyudong PARK

Workshop W13

Technology Enhanced Learning of Thinking Skills (TELoTS)

Thinking skills are cognitive processes that human beings apply for sense‐making and problem‐solving (Beyer, 1988). Thinking skills have been identified and characterized in a variety of ways by academics as well as by professional bodies, such as, ABET student outcomes (ABET, 2014), 21st Century skills (Pellegrino & Hilton, 2012), science process skills (Padilla, 1990), computational thinking skills (ISTE, 2014). Examples of such skills include critical thinking, engineering design, problem formulation and solving, creation and revision of scientific models, decision making, experimentation skills, data analysis and so on. Regardless of the education discipline, development of thinking skills has been shown to be crucial for students’ success in the 21st century workplace (NAS, 2014). However, thinking process skills do not get developed automatically into learners, even if teachers may assume so. Hence it is important to emphasize the teaching and learning of thinking process skills explicitly, in addition to content in formal education (Redish & Smith, 2008). Researchers have explored various approaches for developing such thinking skills in learners by utilizing affordances of TEL environments such as automated formative assessment, inquiry via interactive simulations, and opportunities for collaboration and reflection. The goal of this workshop is to provide an interactive platform for researchers and educators to explore various facets of Technology Enhanced Learning of Thinking Skills (TELoTS).


64


WORKSHOP ORGANIZERS

Sahana MURTHY, Indian Institute of Technology Bombay, India

Sridhar IYER, Indian Institute of Technology Bombay, India Mrinal PATWARDHAN, Indian Institute of Technology Bombay, India

WORKSHOP URL http://www.et.iitb.ac.in/icce‐telots‐workshop/


Integration of multiple external representations in chemistry: a requirements‐gathering study Prajakt PANDE, Sanjay CHANDRASEKHARAN

W13‐02 How does representational competence develop? Explorations using a fully controllable interface and eye‐tracking Aditi KOTHIYAL, Rwitajit MAJUMDAR, Prajakt PANDE, Harshit AGARWAL, Ajit RANKA, Sanjay CHANDRASEKHARAN

W13‐03 Using Ontology for Representing Role Change Design in Nursing Service Thinking Education Wei CHEN, Liang CUI, Koji TANAKA, Hirotaka NISHIYAMA, Noriyuki MATSUDA, Mitsuru IKEDA

W13‐04 Self‐assessment rubrics as metacognitive scaffolds to improve design thinking Madhuri MAVINKURVE, Sahana MURTHY

Workshop W14

The 1st Workshop on application of advanced technologies in environmental education

Environmental education includes worldwide issues, it can be learned and teach indoor and outdoor, as well as scenarios of the development of environment. Since educational technology is the necessary tools for the information generation in learning, this workshop hope to integrate these two great potential research fields. This workshop aims to provide an interactive channel for interdisciplinary researchers, teachers, and software developers to present short papers, to communicate and discuss with one another on relevant issues regarding the application of advanced educational technologies in Environmental education.


65


WORKSHOP ORGANIZERS

Hsin‐Chih LAI, Chang Jung Christian University, Taiwan


WORKSHOP URL

http://envircenter.cjcu.edu.tw/ICCE2014/WATEE ACCEPTED PAPERS W14‐01

The Application of QR Codes in Outdoor Education Activities: Practice and Discussion Wen‐Shian LEE, Chun‐Yen CHANG

W14‐02 The Application of Instructional Media and IRSin Environmental Education ‐ Focus on the Rocky Terrain in Northern Coast of Taiwan Wen‐Mao CHUNG, Te‐Shin TSAI, Chun‐Yen CHANG

W14‐04 Effect of Inquiry Web‐Based Learning Competition for Gifted Students in Junior High School Yen‐Hung SHEN, Wen‐Gin YANG

W14‐05 Evaluation of the Situation Somatosensory Game Digital Learning for Global Warming Misconception Hsin‐Chih LAI, Chi‐Chen LI

W14‐07 The Environmental Education of Migration Birds Using a Near Time Web‐based Design Chow Jeng WANG, Chen‐Jeih Pan, Yi Jong TSAI

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Workshop W15

The 4th workshop on skill analysis, learning or teaching of skills, learning environments or training environments for skills

The name of this workshop, SKALTES, is the abbreviation of “SKill Analysis, learning or teaching of skills, Learning environments or Training Environments for Skills”. The first workshop was held in ICCE2011, where seven interesting papers from various skill domains were presented and discussed. The second one was held in ICCE2012, where eight high level papers were presented. The third one was held in ICCE2013, where four impressive papers were presented. In this workshop, “skill” means special techniques to do something by interacting with objects, other persons or environments. Creating arts and playing sports are examples of the category of the skill. The skill consists of recognition of objects or environments, selection of appropriate action, and execution of action. A learner repeats these processes when he or she learns and trains skills. In this workshop, analyses of these skills are the key issues. In addition, how to learn skills or how to train for acquiring the skills are also important. Moreover, designs or developments of learning environments or training environments for the skills are also included. Not only completed research papers but also ongoing research papers are welcome. Participants in this workshop will be able to know various aspects of skills and also various approaches for skill learning research. Fruitful discussions on skill learning and training are expected in this workshop. Hopefully, this workshop will contribute to develop new skill learning studies.



WORKSHOP ORGANIZERS

Yasuhisa TAMURA, Sophia University, Japan

Masato SOGA, Wakayama University, Japan

Kenji MATSUURA, Tokushima University, Japan

Naka GOTODA, Japan Institute of Sports Sciences, Japan

Yukie MAJIMA, Osaka Prefectural University, Japan

Yurie IRIBE, Aichi Prefectural University, Japan

WORKSHOP URL

http://skaltes.cc.sophia.ac.jp ACCEPTED PAPERS W15‐01

Development of Sign Language Training Machine using Depth Sensor Yuichiro MORI, Akie FUKUHARA, Shogo HAYASHIDA

W15‐02 Significance and Possibility of E‐Learning for Choreographic Skills in Contemporary Dance Bin UMINO, Asako SOGA, Motoko HIRAYAMA

67

W15‐03

Design of an Environment for Motor‐skill Development based on Real‐time Feedback Keita YAMADA, Kenji MATSUURA

W15‐04 Content Management System to Support Improvement in Quality of Fitness Testing of Athletes Yuji KOBAYASHI, Naka GOTODA

W15‐05 Development of a Learning Environment for Novices' Erhu Playings Fumitaka KIKUKAWA, Masato SOGA, Hirokazu TAKI

W15‐06 Analysis and Feedback of Baseball Pitching Form with use of Kinect Yasuhisa TAMURA, Taro MARUYAMA, Takeshi SHIMA

68

Workshop W17

International Workshop on Innovative Design of Learning Space

The availability of mobile access everywhere is promising to augment learning space, as it provides learners a new way to communicate, collaborate, and interact. Therefore, computer‐ supported ubiquitous learning is an emerging trend to acquire or share knowledge. Through a variety of digital devices, learners can easily turn anywhere outside the classroom into an informal learning space. As learners become increasingly digitally literate, education needs to be reshaped by considering the innovation and support of virtual learning spaces. As foreseen, innovative design of learning space has a great potential to enhance learning, especially for escalating motivation and engagement. We expect to receive those studies relevant to innovative design of learning software, applications or evaluation methods for learning spaces.



WORKSHOP URL

http://ilearning.csie.stust.edu.tw/ICCE2014workshop/ WORKSHOP ORGANIZERS

Yueh‐Min HUANG, National Cheng Kung University, Taiwan

Shu‐Chen CHENG, Southern Taiwan University of Science and Technology, Taiwan

Maiga CHANG, Athabasca University, Canada


The Integration of Augmented Reality Mobile Learning and Self‐Regulated Learning by using Concept Mapping ‐ A Case Study of the Plants in Campus Po‐Han WU, Gwo‐Haur HWANG, Yu‐Syuan WANG, Yen‐Ru SHI

W17‐02 Application of Teams‐Games‐Tournament Strategy to Investigate Learning Effectiveness in Primary Schools Shu‐Hsien HUANG, Ting‐Ting WU, Yueh‐Min HUANG

W17‐03 Education 3.0 and Beyond: A learner‐led Experience of Education

Pranav KOTHARI, Anurima CHATTERJEE

W17‐04

The Impact of Affective Tutoring System and Information Literacy on Elementary School Students’ Cognitive Load and Learning Outcomes Ching‐Ju CHAO, Shang‐Chin TSAI, Chia‐Hsun LEE, Tao‐Hua WANG, Hao‐Chiang Koong LIN

69

W17‐05 Development of Digital Game‐based Biology Learning Experience on Cell Cycle through DSLM Instructional Approach Porntip KANYAPASIT, Niwat SRISAWASDI

W17‐06 Mobile Augmented Reality in Supporting Performance Assessment: An Implementation in a Cooking Course Kuo‐Hung CHAO, Chung‐Hsien LAN, Yao‐Tang LEE, Kinshuk, Kuo‐En CHANG, Yao‐Ting SUNG

W17‐07 Investigating effects of mobile learning in familiar authentic environment on learning achievement and cognitive load Rustam SHADIEV, Wu‐Yuin HWANG, Yueh‐Min HUANG, Tzu‐Yu LIU

W17‐08 Applying Adaptive Hybrid Recommendation Technology for Searching Algorithm Learning Articles Shu‐Chen CHENG, Shih‐Che HUANG

70

11 INTERACTIVE EVENT

Event 1

Let’s try SCROLL (ubiquitous learning log system) for seamless learning analytics

In this event, we will demonstrate a ubiquitous learning log system called SCROLL (System for Capturing and Reminding of Learning Log). Ubiquitous Learning Log (ULL) is defined as a digital record of what learners have learned in the daily life using ubiquitous technologies. It allows learners to log their learning experiences with photos, audios, videos, location, and sensor data, and to share and to reuse ULL with others. Also the organizers will discuss how we can use SCROLL in the participants’ courses for seamless and flipped learning, collaborative learning, and learning analytics. So the participants should bring their own notebook PC, smartphones, or tablets to try the SCROLL system.


MEETING ROOM 1, NOVEMBER 30 (SUNDAY), 13:30‐17:00 MEETING ROOM 1, DECEMBER 4 (THURSDAY), 10:20‐11:20

EVENT ORGANIZER

Hiroaki OGATA, Kyushu University, Japan Kousuke MOURI, Kyushu University, Japan Songran LIU, Tokushima University, Japan Noriko UOSAKI, Osaka University, Japan

71

Event 2

Active Learning Practicum for Trust Building in Team‐Based Learning with Empathy

This event is to make participants submerged into the first‐hand win‐win approach for the advanced communication for trust building as well as consensus building in terms of empathy in the team‐based learning (henceforth, TBL), which is based on the concept of social constructivism with heads‐on and hands‐on practices. In the team based learning, it is usually disregarded or overlooked that the essence of TBL is fundamentally initiated from the trust building. Thus, the TBL would end up with failure.

This practicum will draw the audience to the importance of the trust building that will lead to the success of the consensus building. Throughout the course, thinking tools (Smartphone APPs) for visualization will be introduced to activate team discussion.

The target audience for this event is undergraduate students through the junior faculty members, who are interested in the learning effectiveness in TBL



EVENT ORGANIZER

Tosh YAMAMOTO, Kanasai University Maki OKUNUKI, Kansai University, Kobe Shinwa Women’s University Chiaki IWASAKI Tagami MASANORI

72

12

DOCTORAL STUDENT CONSORTIA

GROUP 1



MENTORS Marlene SCARDAMALIA, Miguel NUSSBAUM, Yu‐Ju LAN

STUDENTS Tama DUANGNAMOL, Hussein ZANATY, Akiko KAI

ACCEPTED PAPERS/PRESENTATIONS

C2‐01 Circuitously Collaborative Learning Environment to Enhance Metacognition Tama DUANGNAMOL

C3‐01 Cycling Student‐Centered Digital Materials as Model of Enhancing Active Learning Environment Hussein ZANATY C6‐01 Framework to Refashion Existing Drill Materials to Support Japanese Language Learners: Enhancement of Meaningful Practice with Motivation, Inputting, and Outputting Akiko KAI

73

GROUP 2



MENTORS Masanori SUGIMOTO, Toshihiro HAYASHI, Nian‐Shing CHEN

STUDENTS Diali GUPTA, Qiang MIAO

ACCEPTED PAPERS/PRESENTATIONS

C5‐03 Connecting Aesthetics and Critical Thinking in Game Based Learning Diali GUPTA

C5‐05 The Above‐average Effect and Its Implications on Feedback Design for Educational Game Systems Qiang MIAO

GROUP 3



MENTORS Yvonne ROGERS, Gwo‐Jen HWANG, Lung‐Hsiang WONG

STUDENTS Kousuke MOURI, Songran LIU, Kadar Abdillahi BARREH

ACCEPTED PAPERS/PRESENTATIONS C4‐01

Ubiquitous Learning Logs Analytics Kousuke MOURI C4‐02 Location Based Context‐Aware Support for Second Language Learning Using Ubiquitous Learning Lots Songran LIU

74

GROUP 4



MENTORS Huang‐Yao HONG, Chung‐Yuan HSU, Ying‐Tien WU

STUDENTS Xinwei WANG, Mei Lick CHEOK, Wai Ying KWOK

ACCEPTED PAPERS

C5‐01 Designing Interactive Comics to Affect Time Perception Xinwei WANG

C7‐01 Predictors of E‐Learning Satisfaction among the Malaysian Secondary School Teachers Mei Lick CHEOK

C7‐02 Exploring the Pedagogical Use of Social Learning Platforms in Tasks of Self‐Editing and Peer‐Assessment for Enhancing English Writing Competence among Elementary ESL Learners Wai Ying KWOK

75

13 POSTERS

C1: AIED; C2: CSCL; C3: ALT; C4: CUMTEL; C5: GTEL&S; C6: TELL; C7: PTP

WIPP : Work‐in‐Progress Posters

VENUE, DATE and TIME :

RECEPTION HALL, DECEMBER 2 (TUESDAY), 16:10‐18:00

PAPER

No. TITLE AUTHORS

34 An Ontology to Model E‐learning Tools, Events and

Experts for their Use in Specific Contexts(C1)

Juan M. Santos, Ruben Miguez, Manuel

Jose Fernandez Iglesias, Agustin Can~as

Rodriguez, Manuel Caeiro Rodri'guez and

Luis Anido Rifon

57 Question Type Analysis for Question‐Answering

Applications in Education(C1)

Yang‐Yin Lee, Chih‐Chieh Shao, Yen‐Pin

Chiu, Yong‐Siang Shih, Hsin‐Hsi Chen,

Chieh‐Jen Wang and Sen‐Chia Chang

63 Feature Extraction of the Nursing Techniques from

Hand Motion Data(C1)

Takeshi Matsuda, Toshiyuki Maeda and

Yukie Majima

82 A Framework of Generating Explanation for

Conceptual Understanding based on 'Semantics of

Constraints'(C1)

Tomoya Horiguchi, Takahito Toumoto and

Tsukasa Hirashima

120 A Students’ Mutual Evaluation Method for their

Reports using PageRank Algorithm(C1)

Yuanyuan Wang, Yukiko Kawai, Setsuko

Miyamoto and Kazutoshi Sumiya

199 Learning Method for Understanding Design Policy of

Object‐oriented Design and its Meta‐learning

Support System(C1)

Tomoko Kojiri, Hiroki Ooe and Kazuhisa

Seta

200 Inquiry‐based Learning for Meta‐cognitive Training

in Semantic Open Learning Space(C1)

Corentin Jouault and Kazuhisa Seta

235 Capturing Learning Attitudes through Presentation Kazuhisa Seta, Yuki Taniguchi and Mitsuru

76

Design Activities(C1) Ikeda

289 A Program Transformation Tool for Visualizing

Control Structure in Graphical Representations(C1)

Chih‐Yueh Chou, Pin‐Cheng Liao, K.

Robert Lai and Zhi‐Hong Chen

294 Revealing Students' Thinking Process in Problem‐

Posing Exercises: Analysis of First Sentence

Selection(C1)

Nur Hasanah, Yusuke Hayashi and

Tsukasa Hirashima

303 Towards an Evaluation Service for Adaptive Learning

Systems (C1)

Alexander Nussbaumer, Christina M.

Steiner, Eva Hillemann and Dietrich Albert

PAPER

No. TITLE AUTHORS

49 A Relationship between the Pair

Effect and the Learner

Characteristic at Pair Work in

Computer Literacy Education (C2)

Kimiko Uchida, Yoshihiko Oya and Takashi Okuda

54 The Model Construction and

Platform Development of Students'

Originality Incubator System (C2)

Yunjia Xie, Jingya Chen and Weipeng Kuang

56 A Study on Teaching Debugging

Strategies for Digital Circuit (C2)

Hong‐Fa Ho and Duen‐Huang Huang

93 A Mathematical Model of

Collaborative Learning using

Differential Equations (C2)

Shinnosuke Nishi, Yasuyuki Nakamura, Koichi Yasutake

and Osamu Yamakawa

95 Circuitously Collaborative Learning

Environment to Enhance

Metacognition in Solving

Mathematical Word Problem (C2)

Tama Duangnamol, Boontawee SUNTISRIVARAPORN

Suntisrivaraporn, Thepchai SUPNITHI Supnithi and

Mitsuru Ikeda

176 Design of Embodied Learning in 3D

Virtual Worlds for Pre‐service

Teachers (C2)

Young Hoan Cho, Yoon Kang Kim, Myung‐Seop Kim and

Mae Hyang Hwang

191 Evaluation of the Effectiveness of a

Digital Microscope System with

Tabletop Interface in a Science

Class (C2)

Kazuyuki Morita, Norio Setozaki and Yusuke Morita

210 Remote Laboratory System for

Technology‐Enhanced Science

Learning: The Design and Pilot

Siew Wei Tho and Yau Yuen Yeung

77

Implementation in Undergraduate

Courses(C2)

283 Development of Predict‐Test‐

Revise Modeling Abilities via a self‐

study Learning Environment (C2)

Anura Kenkre, Sahana Murthy and Madhuri Mavinkurve

291 Pre‐service Teacher Existing Ideas

of Using Computer‐Supported for

Scientific Inquiry (C2)

Jiraporn Tupsai, Jirakan Yuenyong and Chokchai

Yuenyong

PAPER

No. TITLE AUTHORS

41 Search System for Audio and Video

Lecture Content Using Auto‐

Recognized Transcripts(C3)

Yosuke Morimoto, Kumiko Aoki, Kouichi Katsurada, Genki

Ishihara, Yurie Iribe and Tsuneo Nitta

60 Development and Evaluation of a

User Adaptive Kanji Learning

System Using Computer

Graphics(C3)

Kotaro Matsushita, Takahiro Kurumagawa, Natsumi

Nemoto, Takuya Sakiyama, Hideo Suzuki, Kenneth

J.Mackin, Yasuo Nagai and Eiji Nunohiro

80 Effective eLearning through

MOOC: Lessons learnt in selecting

a MOOC(C3)

Dilrukshi Gamage, Indika Perera and Shantha Fernando

155 The Effect of Film Scenarios and

Annotation Tools on Video

Learning(C3)

Dai‐Yi Wang and Ting‐Yi Chang

165 On Using Mutation Testing for

Teaching Programming to Novice

Programmers(C3)

Rafael Oliveira, Lucas Oliveira, Bruno Cafeo and Vinicius

Durelli

227 Learning by “Search & Log”(C3) Chengjiu Yin, Brendan Flanagan and Sachio Hirokawa

PAPER

No. TITLE AUTHORS

77 Development of a Mobile

Visualization Application for

Constructivist Learning and

Assessment in Science(C4)

Hsin‐Yi Chang, Yuan‐Tse Yu, Jung‐Yi Hung and Kao‐Chi Hsu

86 Features of Creating Flash Card

Materials for Reflecting on Learned

Shin Kurata

78

Contents(C4)

117 Applying POE Framework in a

Simulation System for Facilitating

Physics Learning with Tablet

PCs(C4)

Chia‐Ching Lin, Fo‐Jui Chen and Chen‐Chung Liu

162 Educational Affordances of Smart

Learning Applications in Science

Education(C4)

Young Hoan Cho, Hyunyoung Lee, Mirye Ok, Namsoo Shin,

Eun Jung Koh, Changyoun Lee and Dae Hong Jeong

164 Evaluation of Using a Tablet Device

for a School Trip(C4)

Norio Setozaki, Mai Okuda and Yusuke Morita

182 Research on Learning Support

Using a Digital Pen(C4)

Yukiya Ishida and Junichi Imai

246 Behavioral Analysis of Learners

Using Smart Devices in an Indirect

Learning System(C4)

Shigeki Ohira

253 Authoring Augmented Reality as

Situated Multimedia(C4)

Marc Ericson Santos, Jayzon Ty, Arno in Wolde Luebke, Ma.

Mercedes Rodrigo, Takafumi Taketomi, Goshiro

Yamamoto, Christian Sandor and Hirokazu Kato

304 Smart Phone based Data Collecting

System for Analyzing Learning

Behaviors (C4)

Chengjiu Yin, Fumiya OKUBO, Atsushi SHIMADA, Kentaro

KOJIMA, Masanori YAMADA, Naomi FUJIMURA and Hiroaki

Ogata

PAPER

No. TITLE AUTHORS

171 Application of Tangible Animal

Companions in Traditional Chinese

Character Learning (C5)

Zhi‐Hong Chen

230 Inferred Learning Strategy in Two‐

User‐One‐Computer Environment

Study from Cognitive Style

Perspective (C5)

Jo‐Yu Huang, Ben Chang, Yi‐Jie Lin and Fang‐Chen Lu

242 Can Time Perception Be Affected

by Interactive Comics? (C5)

Xinwei Wang, Jun Hu, Bart Hengeveld and Matthias

Rauterberg

276 Subjective Evaluation of

Stereoscopic View in Immersive

Projection Display (C5)

Kikuo Asai

79

PAPER

No. TITLE AUTHORS

83 Fostering College Students’

Reading Comprehension with

Online Annotations (C6)

Hui‐Chin Yeh, Yu‐Hsin Chiang, Yu‐Fen Yang and Janice Liao

84 Teacher Learning in a Virtual Field

Experience (C6)

Hui‐Chin Yeh and Yu‐Fen Yang

106 Online Peer Feedback and Learner

Autonomy in EFL Writing Class(C6)

Silih Warni and Gunawan Suryoputro

123 The Relationships among Learners’

Backgrounds, Metacognitive

Vocabulary Learning Strategy

Awareness and Mobile Vocabulary

Learning Readiness(C6)

Chih‐Cheng Lin and De‐Yan Wu

150 A Tagging Editor for Learner

Corpora Annotation and Error

Analysis(C6)

Lung‐Hao Lee, Kuei‐Ching Lee, Li‐Ping Chang, Yuen‐Hsien

Tseng, Liang‐Chih Yu and Hsin‐Hsi Chen

177 Developing and Evaluating a Test

Generation Module to Support

Personalized Phoneme‐based

Training(C6)

Yaheng Zou, Harumi Kashiwagi, Yi Sun, Kazuhiro Ohtsuki

and Min Kang

189 Essay Development Schemata to

Support English Composition(C6)

Hidenobu Kunichika, Yuki Ikeda and Akira Takeuchi

201 Survey on Japanese University

Students’ Learning Experiences

with ICT and Open Sources for

International Collaboration(C6)

Yoshiko Goda, Masanori Yamada, Yumi Ishige and Junko

Handa

204 Topic: Using Popular Mobile

Application Software to Increase

Learner Motivation(C6)

Pin‐Hsiang Natalie Wu and Michelle Kawamura

269 Enhancing EFL Learning of

Elementary School Students

through Human‐Robot Interaction

(C6)

Rong‐Jyue Wang, Wen‐Chi Vivian Wu and Yi‐Chun Liu

270 Game‐based Mobile Learning

Companion for L2 Vocabulary

Acquisition (C6)

Fang‐Chuan Ou Yang, Yu‐Mei Yang and Wen‐Chi Vivian Wu

80

PAPER

No. TITLE AUTHORS

68 Application of GIS: A New Tool to

Explore the Administration and Life

of the Local Officers of Tang‐Song

Dynasty (C7)

Hsin‐Chun Liu, Pei‐Lun Lee and Min‐Lan Fan

102 The Development of Scenario

Game Teaching Material for the

Learning of Power Networks at

Technology Education in Junior

High School(C7)

Hiroyuki Muramatsu, Ryoichi Kitazaki, Hiroyoshi Nishizawa,

Phillip Cardon, Kiyoshi TANAKA and Saeed

RAMEZANJAMAAT

160 The Flipped Classroom: Factors of

Self‐regulated Learning Affecting

Students’ Learning Effects(C7)

Kuo‐Yu Liu

180 Practical Use of 3D Images in the

Interactive Slideshow to Study

Traditional Buildings(C7)

Soichiro Kawamura and Hiroyuki Shimada

PAPER No.

TITLE AUTHORS

WIPP‐

C1‐01

Reviewing system of writing for

hospital nurses

Hideyuki KANO, Hirotaka NISHIYAMA, Koji TANAKA, Liang CUI, Noriyuki MATSUDA, Hirokazu MIURA, Mitsuru IKEDA and Hirokazu TAKI

WIPP‐

C1‐02

Scaffolding topic decomposition in investigative learning with web resources

Keita KINOSHITA and Akihiro KASHIHARA

WIPP‐

C1‐04

Visualization of upgrading

presentation documents with

presentation schema

Yusuke Uenaka and Akihiro Kashihara

WIPP‐

C2‐01

“A new Wiki way?” ‐ An

experimental study of

collaborative knowledge building

scripts

Sven HEIMBUCH, Kerstin UHDE and Daniel BODEMER

WIPP‐

C2‐02

Supporting regulatory processes by prompting and visualising monitoring judgments

Lenka SCHNAUBERT and Daniel BODEMER

WIPP‐ Patterns of simulation‐based physics learning: An eye‐

Guo‐Li CHIOU and Meng‐Jung TSAI

81

C2‐02 movement analysis

WIPP‐

C2‐04

Antecedents of replies and non‐

replies in online discussion

forums: evidence from a think‐

aloud study

Jürgen BUDER and Anja RUDAT

WIPP‐

C2‐05

Development of a Learning

Support System for Visualization

and Acquisition of Knowledge

through Collaborative Problem

Posing

Yasuomi TAKANO, Koki MIURA, Keiko TSUJI , Daisuke

KANEKO, Hiroto YAMAKAWA and Hiroshi KOMATSUGAWA

WIPP‐

C2‐06

How to Learn About Art in a

Museum Setting Using Multitouch

Technology: Providing Affordances

for Collaboration and Comparison

Katharina SCHEITER , Katrin SCHLEINSCHOK and Daniel

BODEMER

WIPP‐

C2‐07

Practice of the Instructional Design

Class for 1st Year Medical Students

by Blended Learning

Yoshikazu ASADA

WIPP‐

C3‐01

Reconstruction of a Link‐List Type Learning System into an Explorative Virtual Learning Portal Based on an Avatar–Agent Model

Shu MATSUURA, Shoko FUJIMOTO and Motomu NAITO

WIPP‐

C3‐02

A Discussion on Web‐based

Learning Contents with the AR

technology and its Authoring Tools

to Improve Students’ Skills in

Exercise Courses

Tatsuya KOBAYASHI, Hitoshi SASAKI , Akinori TOGUCHI and

Kazunori MIZUNO

WIPP‐

C3‐03

An Online System for Scoring and

Plagiarism Detection in University

Programing Class

Asako OHNO, Takahiro YAMASAKI and Kin‐ichioroh

TOKIWA

WIPP‐

C4‐01

Mobile‐Assisted Learning

Experimental Design: Current

Deficiencies and Potential

Improvements

Yao‐Ting SUNG, Han‐Yueh LEE, Je‐Ming YANG, Wei‐Cheng

CHEN, Hak‐Ping TAM and Yi‐Shian LEE

WIPP‐

C4‐03

An Interactive Tool to Increase the

Value of Learning

Tosh YAMAMOTO , Maki OKUNUKI, Wu‐Yuin HWANG and

Kentaro KOBAYASHI

WIPP‐

C5‐01

Code Book©‐ The development of

an adventure action game for

history instruction and the

evaluation of flow state, learning

Hao‐Wei CHEN , Huei‐Tse HOU and Yi‐Shiuan CHOU

82

performance and gender

difference

WIPP‐

C6‐01

Does Text‐to‐speech Synthesis Fit

the EFL Learners’ Needs in EIL

Context?

MARTRIWATI, Herri MULYONO and Devi Nur VEBRIYANTI

WIPP‐

C6‐02

Collecting Pairs of Word Senses

and Their Context Sentences for

Generating English Vocabulary

Tests

Yuni SUSANTI, Ryu IIDA and Takenobu TOKUNAGA

WIPP‐

C6‐03

Effectiveness of Vision‐Based

Word Learning Using Head‐

Mounted Display

Naoki SEKIGUCHI, Keiji YASUDA, Naoki KAWAI and Hiroaki

KIMURA

WIPP‐

C6‐04

Self‐Directed Vocabulary Learning

in Facebook: From the Perspective

of Social Presence

Yu‐Chuan Joni CHAO, Greg Chung‐HSIEN WU and Hsing‐

CHIN LEE

WIPP‐

C6‐05

Computer Scaffolding Peer

Response to Enhance Elementary

Students’ Writing Performance: a

Case Study of a Summer School

Wan‐Chen CHANG, Calvin C. Y. LIAO and Tak‐Wai CHAN

WIPP‐

C7‐01

A computerized assessment

system for Chinese reading in

grade one

Chen‐Huei LIAO, Bor‐Chen KUO , Kai‐Chih PAI and Chieh‐Ju

TSAO

WIPP‐

C7‐02

The Model of “Reading for

Creating” and “Talking for

Revising” to Improve Students'

Writing Quality in Scaffolded

Writing and Rewriting

Environment

Calvin C. Y. LIAO, Wan‐Chen CHANG and Tak‐Wai CHAN

83

14 MAP

Nara Prefectural New Public Hall

Floor Plan

1st Floor

2nd Floor

84

SEE YOU AGAIN

AT ICCE 2015!

85

NOTES

86

NOTES

東京〒135-0016　東京都江東区東陽２-3-2５大阪〒540-8520　大阪市中央区和泉町２-２-２札幌〒060-0031　札幌市中央区北1条東4丁目1-１福岡〒810-0041　福岡市中央区大名2-9-27名古屋〒460-0003　名古屋市中区錦2-2-2 名古屋丸紅ビル13F

０３（５６３４）６４０２０６（６９２０）２４８７０１１（２１４）８６３００９２（７３５）６２４００５２（２２２）７２３４

公共本部

建築躯体に手を加えることなくICT空間を容易に構築。現在の授業では、固定されたテーブルに着いて一方的に話を聞く学習ばかりではなく、最新のICT機器を用いた授業や、 PBL※などのグループ単位で能動的に活動するような授業が増えてきています。そういった授業の中では、通常の「レクチュア」から、グループ毎に分かれて活動する「グループワーク」、成果を共有・発表する「プレゼンテーション」や「ふりかえり」といった場面の転換が必要不可欠です。それぞれのシーンにマッチした空間セッティングへの変換が、スムーズかつクイックに実現できるこれからの教室、それが「FUTURE CLASS ROOM®〈フューチャークラスルーム®〉」の考え方です。※ PBL（Project Based Learning）：授業形態の一つで「課題解決型授業」のこと。

「フューチャークラスルーム®」は、学校関係者や企業・研究機関とご一緒に新しい授業スタイルの研究開発・実証実験を行える場所として、新川本社ビル（東京都中央区）と大阪支店（大阪府大阪市）に設置しております。ぜひ、ご来場ください。

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