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EdMedia 2015--World Conference on Educational Media and Technology

Jun 22, 2015


Saul Carliner; Catherine Fulford; Nathaniel Ostashewski

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Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 291

  1. ItsLEADR: Intelligent Tutoring System for Learning English Articles

    Rika Yoshii & Jacky Hernandez, California State University San Marcos, United States

    Abstract: ItsLEADR is an Intelligent Tutoring System for helping ESL students develop reasoning skills in choosing English articles such as “a/an” and “the.” The English article system is a... More

    pp. 1732-1737

  2. Creating Intrinsic Learning In an Android App: A Theoretical Framework

    Jessica Clarkson, University of Ontario Institute of Technology, Canada

    New technology is frequently being developed for individuals to promote learning, in the form of learning management systems, digital tools, and apps for devices. It is important to look at the... More

    pp. 1738-1743

  3. Development of a Closed Caption TV Corpus Retrieval System to Seek Video Scenes Containing Useful Expressions for Language Learning

    Hajime Mochizuki & Kohji Shibano, Tokyo University of Foreign Studies, Japan

    This paper describes the specific details of a search system to retrieve a very large closed caption corpus constructed from closed caption data from 112,000 TV programs. Our system also seeks... More

    pp. 1744-1752

  4. Promoting Metacognitive Skills Among Undergraduate First Year Students Studying Computer Programming Using Mobile Devices

    Eunice Olakanmi, University of Johannesburg, South Africa, South Africa; Duan van der Westhuizen & Jacqui Chetty, University of Johannesburg, South Africa

    This paper explores the effects of metacognitive prompts on the development of metacognitive skills among first year undergraduate computer programming students when learning in a mobile learning... More

    pp. 1753-1759

  5. Developing a Predictive Media Model for Measuring UserEngagement with Web-based Hyperlocal News Services

    Ron Rohlf & Angela Walters, Fort Hays State University, United States

    Hyperlocal news and information services are experiencing disruptive change caused in part by the expeditious information services now available online. Primarily non-local, these digital services ... More

    pp. 1760-1763

  6. Technology Integration in Postsecondary Education: A Summary of Findings of a Series of Meta-Analytical Research

    Eugene Borokhovski, Centre for the Study of Learning and Performance (CSLP), Concordia University, Canada; Robert M. Bernard, CSLP, Concordia University, Canada; Rana Tamim, College of Education, Zayed University, United Arab Emirates; Richard F. Schmid, CSLP, Concordia University, Canada

    Although the overall research literature on the application of educational technologies to classroom instruction tends to favor their use over their non-use these results vary considerably... More

    pp. 1764-1774

  7. A Study of the Effectiveness of Online Integrated Reading Activities on Student Reading Skills in Grades 1 – 8

    Scott Elliot & Cathy Mikulas, SEG Measurement, United States

    Online reading instruction tools have proliferated in recent years. Many of the available applications have little or no empirical evidence of effectiveness. During the 2014-2015 school year, we ... More

    pp. 1782-1788

  8. Learning Analytics: Principles and Constraints

    Mohammad Khalil & Martin Ebner, Graz University of Technology, Austria

    Within the evolution of technology in education, Learning Analytics has reserved its position as a robust technological field that promises to empower instructors and learners in different... More

    pp. 1789-1799

  9. The Analysis on Research Trends for STEAM education in Korea

    Seong-Won Kim & YoungJun Lee, Korea National Univ. of Education., Korea (South)

    This paper investigates STEAM education research trends in Korea. In order to analyze these trends, STEAM education studies in Korean education journals from 2011 to 2015 were analyzed. Several... More

    pp. 1800-1805

  10. Technological factors explaining student dropout from online courses in higher education: a review

    Sawsen Lakhal & Nolan Bazinet, Université de Sherbrooke, Canada

    Although the number of online courses is growing considerably in higher education, the persistence rates in these courses are very low, and even lower than the ones in face-to-face courses. Some... More

    pp. 1806-1811

  11. Explore Self-Guided Learning in MUVES: A Case Study in Second Life

    Charles Xiaoxue Wang & Michele Stork, Florida Gulf Coast University, United States; Amanda Rose, Cape Coral High School, United States

    With the fast development of MOOCs and other online learning opportunities, the ability to guide oneself to complete learning tasks becomes an essential skill for both traditional and non... More

    pp. 1812-1817

  12. Students' perceptions toward using blended learning in Saudi Arabia

    Sameer AlNajdi, University of Tabuk, Saudi Arabia

    The purpose of this study was to investigate students’ perceptions and the role of their gender, level of experience, and interaction between gender and level of experience toward using blended... More

    pp. 1818-1822

  13. The Impact of Today's Technology and Pedagogy on Health Science Educators

    Dalia Giedrimiene, University of Saint Joseph, United States; Deivydas Giedrimas, Greater Hartford Academy of Math & Sciences, United States

    There is still a high demand for on-line delivery of courses and programs. At the same time, teaching Sciences on line there is a concern about the academic value or worth of the on-line delivery... More

    pp. 1823-1831

  14. AdventureCode: Computational Thinking Through Games

    Jaelle Scheuerman, Iowa State University, United States

    Computational thinking is a skill that is important in nearly all careers today, yet it is not often taught to elementary school aged children. Young children regularly interact with technology, so... More

    pp. 1832-1837

  15. Multimodal Software for Affective Education: UI Design

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    This paper focuses on interaction design for multimodal software in affective education. We suggest how multimodal systems can help us, and give a proposal for how to design the systems. These are ... More

    pp. 1844-1850

  16. Multimodal Software for Affective Education: UI Evaluation

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    This paper focuses on evaluation techniques for multimodal software. We suggest how multimodal educational systems can help us and give a proposal for how to evaluate these systems. Our goal is to ... More

    pp. 1851-1860

  17. The MADE Framework: Multimodal Software for Affective Education

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    This paper proposes a framework for multimodal educational systems, considering the affective strategies. The ability to communicate emotionally and cognitively plays an important role in human... More

    pp. 1861-1871

  18. Why Facebook Swallowed WhatsApp!

    Walther Nagler, Martin Ebner & Martin Schön, Social Learning, Graz University of Technology, Austria

    Since 2007 Graz University of Technology has undertaken questionnaires on its first-year students. The main goal of that annual survey basically concentrates on the IT- and Web-competences as long ... More

    pp. 1872-1881

  19. Web Advertising Design for ‘One Tambon One Product’ Products for Thailand’s Entrepreneurial Small and Medium Enterprises

    Chantana Viriyavejakul, King Mongkut’s Institute of Technology Ladkrabang, Thailand

    Since 2001 Thailand has enabled entrepreneurial small and medium enterprises to sell their home-grown/made products through a program called ‘One Tambon One Product’. Study research outlines the... More

    pp. 1882-1890

  20. Best Practices in Teaching Gen XYZ of All Abilities

    Risa Blair, self, United States; Tisha Radcliffe, Self, United States

    Risa Blair and Tisha Radcliffe each bring over 14 years of experience as as facilitators, practitioners of instructional design, and development specific to online learning to the session. They are... More

    p. 1891