Dr Eva Wong Director, Centre for Holistic Teaching and Learning

Hong Kong Baptist University

Learning and Teaching Expo 2015 12 December 2015

http://ar-learn.com

Using Technology to Tackle an Issue Exacerbated by Technology :

Enhancing Students’ Ethical Reasoning with Augmented Reality and Mobile Technologies

• The advent of technology

• Background and objectives of the AIE-AR Project

• TIEs to date

• Results highlights

• Moving forward

Outline

The direction that education starts a man will determine his future life. －Plato (c 428-348 BC)

BI Intelligence http://www.businessinsider.com/the-future-of-digital-2015-2015-12

Be responsible citizens with an international outlook and a sense of

ethics and civility;

Have up-to-date, in-depth knowledge of an academic specialty, as

well as a broad range of cultural and general knowledge;

Be independent, lifelong learners with an open mind and an inquiring

spirit;

Have the necessary information literacy and IT skills, as well as

numerical and problem-solving skills, to function effectively in work

and everyday life;

Be able to think critically and creatively;

Have trilingual and biliterate competence in English and Chinese, and

the ability to articulate ideas clearly and coherently;

Be ready to serve, lead and work in a team, and to pursue a healthy

lifestyle.

WPE@HKBU embodied by the 7 Graduate Attributes

• Title: Reinforcing the Importance of Academic Integrity and Ethics in Students through Blended Learning – A Deployment of Augmented Reality Applications

• Funded by University Grants Committee of the Hong Kong SAR, around HK$8 million; started in the September 2014.

• Project website: http://ar-learn.com

The AIE-AR Project

http://chtl.hkbu.edu.hk/ltexpo2015

The AIE-AR Team

TIEs to Date

In Production – TIE-Language Learning (English)

– TIE-Laboratory Safety (Biology)

Under Development – TIE-Chinese Medicine

– TIE-Humanities

In Operation

• TIE-General

– introductory TIE transplanted to partner institutions

• TIE-Hall

• TIE-Physical Education

Hong Kong Baptist University

The Chinese University of Hong Kong

TIEs to Date

The Hong Kong Institute of Education

The Hong Kong Polytechnic University

• Students explore academic integrity and ethical issues on mobile learning trails

• Four sets of data collected: 1. User Experience Survey

2. Qualitative Feedback

3. Click Stream Data

4. Pre- and Post-Trail Discussion

Results Highlights

I find this App easy to use.

My interaction with this App is clear and understandable.

My overall usage experience with this learning trail is good.

Working with this App is fun.

The Wi-Fi connection is stable.

This App makes learning academic integrity and ethics more interesting.

Usage Experience Survey

• Students generally had a positive experience with the app and TIEs

• But Wi-Fi connection was weak and unstable in certain areas, which could hinder the learning experience

Positive Feedback ✓ “transform boring contents into vivid games” ✓ “The app should be promoted to freshmen as a replacement of the Academic

Integrity Seminar” ✓ “A creative learning tool makes the learning process more interesting.” ✓ “It is interesting to have this learning trail. It provides a new way in learning” ✓ “The video is attractive and good for us to learn the meaning of ethics.” ✓ 設計很好，因為有聲有畫 ✓ 版面及程式設計都很新穎… ✓ 聲畫都好，能令我置身其中！

Room for Improvement

“Too simple for postgraduate students” ✗

“Video may be not suitable for outdoor activity” ✗

“Wi-Fi cannot support video outdoor, also users can skip the video” ✗

“Transition is not very smooth” ✗

“IR is weak/poor (Recognize BEE Bin into Book Return)” ✗

“Use QR code instead of IR (Image Recognition) as QR code more stable” ✗

“演員聲線好唔醒神” ✗

“Wi-Fi連接可以更加良好” ✗

“…等候時間稍為長” ✗

Qualitative Feedback

Learning Trail Design – facilitating LEARNING ANALYTICS (LA)

Learning Analytics Clickstream Tracking for TIEs

* Kuhlmann, 2009

Maximum

Average Minimum

825

332

690

343

215.2

93.1 64.9 124.7

56 27 19 36

Plagiarism

Tim

e in

se

co

nd

s

Citation Ethical Use of Library Resources

Data Falsification

Time on Tasks

Decisions on Ethical Choices

Learning Analytics – Clickstream Data Analysis

Learning Analytics (LA) Comparison of Pre/Post-Trail Texts

Text-Mining Results

Professor S C Kong, Hong Kong Institute of Education, project partner

Keywords count from Post-Trail discussions

Keywords count from Pre-Trail discussions

Nu

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f K

eyw

ord

Occ

urr

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s

Related Project: Learning Analytics Platform

Refining the Process to Enhance Students’ Learning in Academic Integrity and Ethics

Student Orientation

• TIE-General at orientation to highlight the importance of Academic Integrity & Ethics

Emphasis in Courses

• Courses with discipline-specific TIEs reinforce AIE concepts

Assignments in Courses

• Assignments for students to discuss and reflect on discipline specific AIE issues

Overall Assessment

• Data collection and analysis for LA • Comparison of data from Partner Institutions

Fee

db

ack

Refereed Journal Articles: • Chan, J., Chiu, R., Ng, G. & Kwong, T. (2015). How Clickstream Tracking

Helps Design Mobile Learning Content. International Journal of Humanities Social Sciences and Education (IJHSSE). Volume 2, Issue 7, July 2015, PP 95-104.

• Chow, E., Pegrum, M., Thadani, D. & Wong, E. (2015). Mobile Technologies and Augmented Reality: Early Experiences in Helping Students Learn About Academic Integrity and Ethics. International Journal of Humanities Social Sciences and Education (IJHSSE). Volume 2, Issue 7, July 2015, PP 112-120

The project is highlighted in: • Pegrum, M. (2015). Mobile learning: What is it and what are its

possibilities? In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp.142-153). Port Melbourne, VIC: Cambridge University Press.

Publications to Date

Dissemination for Sustainability

Acknowledgement

• Project Partners in CUHK, HKIEd & PolyU

• Project Team Members in HKBU

• Staff of Centre for Holistic Teaching & Learning (CHTL) at HKBU

• Special thanks the following CHTL colleagues:

– Dr Theresa Kwong

– Miss Katie Chan

– Miss Grace Ng

– Mr Joey Chan

• Ally and Khan (2015) International Handbook of E Learning Volume 2: Implementation and Case Studies, Routledge • Biemer, P.P., Groves, R.M., Lyberg, L., Mathiowetz, N.A. and Sudman, S. (1991). Measurement Errors in Surveys. New York: Wiley. • Chatti M. A., Dyckhoff A. L., Schroeder U. and Thüs H. (2012). A reference model for learning analytics. International Journal of Technology

Enhanced Learning, 4 (5/6) • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319-340. • Elias, T. (2011) Learning Analytics: Definitions, Processes, Potential http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf • FitzGerald, E., Adams, A., Ferguson, R., Gaved, M., Mor, Y., & Thomas, R. (2012). Augmented reality and mobile learning: The state of the art. In M.

Specht, M. Sharples & J. Multisilta (Eds.), mLearn 2012: Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012, Helsinki, Finland, October 16-18 (pp.62-69). http://ceur-ws.org/Vol-955/papers/paper_49.pdf

• Global Smartphone Market Share By Platform. (2014). BI Intelligence. Retrieved Jan 02, 2015, from http://goo.gi/ntcriK • Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. • Kuhlmann, T. (2009, July 13). Build Branched E-Learning Scenarios in Three Simple Steps | The Rapid E-Learning Blog. Retrieved November 30,

2015, from http://blogs.articulate.com/rapid-elearning/build-branched-e-learning-scenarios-in-three-simple-steps/ • Moe, W., P. S. Fader. (2004). Dynamic conversion behavior at e-commerce sites. Management Science. 50(3): 326–335. • Mohamed Amine Chatti, Anna Lea Dyckhoff, Ulrik Schroeder, Hendrik Thüs • Montgomery, A. L. (2001). Applying quantitative marketing techniques to the internet. Interfaces 31(2): 90–108. • Owunwanne, D., Rustagi, N., & Dada, R. (2010). Students' perceptions of cheating and plagiarism in higher institutions. Journal of College Teaching

and Learning, 7(11), 59-68. • Pegrum, M. (2014). Mobile learning: Languages, literacies and cultures. Basingstoke: Palgrave Macmillan. • Ping, L., Kong, S. C., Wong, E. Y. W., & Guo, C. (2015). Enhancing Academic Integrity Online via Blended Learning and Discussion Analytics.

Proceedings of eLearning Forum Asia 2015. • Roebuck, K. (2011). Web Analytics: High-Impact Strategies - What You Need to Know: Definitions, Adoptions, Impact, Benefits, Maturity, Vendors,

Newstead: Emereo Pty Limited: • Russell, T. (2001). The no significant difference phenomenon. In R. NC (Ed.), A comparative research annotated bibliography on technology for

distance education (5th ed.): The International Distance Education Certification Centre. • Stovall, I. (2003). Engagement and Online Learning. UIS Community of Practice for E-Learning, 3, 2014. • Chan, J., Chiu, R., Ng, G., & Kwong, T. (2015). An Application of Clickstream Tracking for Mobile Learning. Proceedings of eLearning Forum Asia

2015. • Thomas, A., & Zyl, A. V. (2012). Understanding of and attitudes to academic ethics among first-year university students. African Journal of Business

Ethics, 6(2), 143-155. • US Department of Education. (2009/2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online

Learning Studies. • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly,

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References

Dr Eva Wong Director, Centre for Holistic Teaching and Learning

Hong Kong Baptist University

Learning and Teaching Expo 2015 12 December 2015

Thank You!

Using Technology to Tackle an Issue Exacerbated by Technology :

Enhancing Students’ Ethical Reasoning with Augmented Reality and Mobile Technologies

http://ar-learn.com