Lecture Notes in Computer Science 11937
Founding Editors
Gerhard GoosKarlsruhe Institute of Technology, Karlsruhe, Germany
Juris HartmanisCornell University, Ithaca, NY, USA
Editorial Board Members
Elisa BertinoPurdue University, West Lafayette, IN, USA
Wen GaoPeking University, Beijing, China
Bernhard SteffenTU Dortmund University, Dortmund, Germany
Gerhard WoegingerRWTH Aachen, Aachen, Germany
Moti YungColumbia University, New York, NY, USA
More information about this series at http://www.springer.com/series/7409
Lisbet Rønningsbakk • Ting-Ting Wu •
Frode Eika Sandnes • Yueh-Min Huang (Eds.)
Innovative Technologiesand LearningSecond International Conference, ICITL 2019Tromsø, Norway, December 2–5, 2019Proceedings
123
EditorsLisbet RønningsbakkThe Arctic University of NorwayTromsø, Norway
Ting-Ting WuNational Yunlin Universityof Science and TechnologyDouliu, Taiwan
Frode Eika SandnesOslo Metropolitan UniversityOslo, Norway
Yueh-Min HuangNational Cheng Kung UniversityTainan City, Taiwan
ISSN 0302-9743 ISSN 1611-3349 (electronic)Lecture Notes in Computer ScienceISBN 978-3-030-35342-1 ISBN 978-3-030-35343-8 (eBook)https://doi.org/10.1007/978-3-030-35343-8
LNCS Sublibrary: SL3 – Information Systems and Applications, incl. Internet/Web, and HCI
© Springer Nature Switzerland AG 2019, corrected publication 2019This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of thematerial is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,broadcasting, reproduction on microfilms or in any other physical way, and transmission or informationstorage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology nowknown or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoes not imply, even in the absence of a specific statement, that such names are exempt from the relevantprotective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in this book arebelieved to be true and accurate at the date of publication. Neither the publisher nor the authors or the editorsgive a warranty, expressed or implied, with respect to the material contained herein or for any errors oromissions that may have been made. The publisher remains neutral with regard to jurisdictional claims inpublished maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AGThe registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
The International Conference of Innovative Technologies and Learning (ICITL 2019)provided a platform for those who are working on educational technology to gettogether and exchange experiences. Benefited from using a variety of emerginginnovative technologies, the e-learning environment has become highly diversifiedalong the way. Diversified innovative technologies have fueled the creation ofadvanced learning environments by adopting appropriate pedagogies. Moreover, thosetechnologies not only facilitate learning but also actively help students reachmaximized learning performances. However, due to the rapid evolution of newtechnologies, how to make use of those technologies by complying with effectivepedagogies to create adaptive or smart learning environments has been always indemand. Therefore, this conference intended to provide a platform for those researchersin education, computer science, and educational technology to share experiences ofeffectively applying cutting-edge technologies to learning and to further sparkbrightening prospects. It is hoped that the findings of each work presented at theconference have enlightened relevant researchers or education practitioners to createmore effective learning environments. ICITL is always ready to share their works withthe public.
This year’s conference was held at the Department of Education, UiT the ArcticUniversity of Norway. The university, which is on an urban island, is located to thenorth of the Arctic Circle in Tromsø. This year we received 189 submissions from 19countries worldwide. After a rigorous double-blind review process, 85 papers wereselected as full papers and 4 papers were selected as short papers, yielding anacceptance rate of 47%. These contributions covered the latest findings in the areas,including: (1) Application and Design of Innovative Learning Software; (2) ArtificialIntelligence and Data Mining in Education; (3) Augmented and Virtual Reality inEducation; (4) Computational Thinking in Education; (5) Design and Framework ofLearning Systems; (6) Educational Data Analytics Techniques and Adaptive LearningApplications; (7) Educational Data Analytics Techniques and Adaptive LearningApplications; (8) Evaluation, Assessment, and Test; (9) Innovative Learning inEducation; (10) Mobile Learning; (11) New Perspectives in Education; (12) OnlineCourse and Web-based Environment; (13) Pedagogies to Innovative Technologies;(14) Social Media Learning; (15) Technologies Enhanced Language Learning; and(16) Technology and Engineering Education. Moreover, ICITL 2019 featured twokeynote presentations and two invited speeches by renowned experts and scholars:CEO, Dr. Tommy Nordeng, Prof. Chi-Cheng Chang, Prof. João Barroso, and Prof.Frode Eika Sandnes. They brought us an insightful look into the interplay between“Students’ Conceptions of Learning and “Curriculum in an Open World.”
We would like to thank the Organizing Committee for their efforts and time spent toensure the success of the conference. We would also like to express our gratitude to theProgram Committee members for their timely and helpful reviews. Last but not least,
we would like to thank all the authors for their contribution in maintaining ahigh-quality conference – we count on your continued support in playing a significantrole in the Innovative Technologies and Learning community in the future.
December 2019 Lisbet RønningsbakkYueh-Min Huang
Frode Eika SandnesTing-Ting Wu
vi Preface
Organization
Conference Co-chairs
Lisbet Rønningsbakk UiT The Arctic University of Norway, NorwayYueh-Min Huang National Cheng Kung University, Taiwan
Program Co-chairs
Frode Eika Sandnes Oslo Metropolitan University, NorwayTing-Ting Wu National Yulin University of Science and Technology,
Taiwan
Publicity Chair
Yo-Ping Huang National Taipei University of Technology, Taiwan
Program Committee
Andreja Istenic Starcic University of Ljubljana and University of Primorska,Slovenia
Ann-Therese Arstorp The Norwegian Directorate for Education and Training,Norway
Cathleen Norris University of North Texas, USACharoenchai Wongwatkit Mae Fah Luang University, ThailandCharuni Samat Khon Kaen University, ThailandChengjiu Yin Kobe University, JapanChi‐Cheng Chang National Taiwan Normal University, TaiwanDaniel Spikol Malmö University, SwedenDemetrios G. Sampson Curtin University, AustraliaDi Zou The Education University of Hong Kong, Hong Kong,
ChinaEdward J. Coyle Georgia Institute of Technology, USAElliot Soloway University of Michigan, USAEric Bruillard Université Paris Descartes, FranceGeorge Ghinea Brunel University, UKGunnar Sivertsen Nordic Institute for Studies in Innovation,
Research and Education, NorwayGwo-Dong Chen National Central University, TaiwanHaoran Xie The Education University of Hong Kong, Hong Kong,
ChinaHsueh-Chih Chen National Taiwan Normal University, TaiwanIan Solomonides Victoria University, Australia
Jun-Ming Su National University of Tainan, TaiwanKinshuk University of North Texas, USALin Lin University of North Texas, USAMaria Dardanou UiT The Arctic University of Norway, NorwayMichael Spector University of North Texas, USANeil Yen University of Aizu, JapanRong-Huai Huang Beijing Normal University, ChinaRoza Valeeva Kazan Federal University, RussiaRustam Shadiev Nanjing Normal University, ChinaSufen Chen National Taiwan University of Science
and Technology, TaiwanSumalee Chaijaroen Khon Kaen University, ThailandThrasyvoulos Tsiatsos Aristotle University of Thessaloniki, GreeceTim Engels University of Antwerp, BelgiumTristan E. Johnson Northeastern University, USAWai Hong Chan The Education University of Hong Kong, Hong Kong,
ChinaWu-Yuin Hwang National Central University, TaiwanYao-Ting Sung National Taiwan Normal University, Taiwan
Main Organizers
Co-organizers
viii Organization
Contents
Application and Design of Innovative Learning Software
Increasing Students’ Interest and Learning Achievement Using CooperativeLearning (Students Team Achievement Division) Through Edmodo. . . . . . . . 3
Lusia Maryani Silitonga and Ting-Ting Wu
The Influence of Interactive and Non-interactive E-Book on the LearningEffectiveness of High and Low Achievement Nursing Students. . . . . . . . . . . 14
Lei Chang, Ting-Ting Wu, and Chen-Ying Su
Using an Augmented-Reality Board Game for Drug AddictionPrevention at a University in Taiwan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Yu-Hsuan Lin and Hao-Chiang Koong Lin
The Impact of Game-Based Situated Learning Systemin Oral Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Chung-I Chang, Hong-Ren Chen, and Pei-Han Tseng
The Application of Augmented Reality to the Educationof Chemistry – Take the Course of Nature Science in Junior HighSchool as an Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Liang-Chi Shen, Ting-Ting Wu, and Wen-Chun Hsu
A Study of Problem Solving Using Blocks Vehicle in a STEAM Coursefor Lower Elementary Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Yi-Chen Lu, Wei-Shan Liu, Ting-Ting Wu, Frode Eika Sandnes,and Yo-Ping Huang
A System to Support the Learning of English Collocations via VideoMaterials: A Preliminary Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Zeng-Wei Hong, Ming-Hsiu Michelle Tsai, Wei-Wei Shen, Jim-Min Lin,and Yu-Ho Su
An Empirical Research on Exploring the Trans-disciplinaryAutocorrelationships Among the Social-Media Technology, MOOCsand Higher-Education Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Ming-Yuan Hsieh
ETAR: An English Teaching Assistant Robot and Its Effectson College Freshmen’s In-Class Learning Motivation . . . . . . . . . . . . . . . . . 77
Wei-Wei Shen, Ming-Hsiu Michelle Tsai, Guan-Chen Wei, Chen-Yu Lin,and Jim-Min Lin
Engaging Students in a Flipped English Classroom by Conductingan Interactive Response System and Its Effects on Students’ LearningAchievement and Learning Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Wei Li and Judy C. R. Tseng
Visual Attention Analysis During Program Debugging Using VirtualReality Eye Tracker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Chun-Chia Wang, Jason C. Hung, Shih-Cheng Wang,and Yueh-Min Huang
The Effects of Collaborative Learning on Students’ English LearningMotivation and Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Hsi-Hung Peng, I-Ting Wang, and Tai-Liang Wu
The Designing of Constructivist Web-Based Learning Environmentto Enhance Problem Solving Process and Transfer of Learningfor Computer Education Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Charuni Samat, Sumalee Chaijaroen, and Suchat Wattanachai
Artificial Intelligence and Data Mining in Education
Using Process Mining Techniques to Discover Student’s Activities,Navigation Paths, and Behavior in LMS Moodle. . . . . . . . . . . . . . . . . . . . . 129
Radim Dolak
Scaffolding Learning for the Novice Players of Go . . . . . . . . . . . . . . . . . . . 139Shi-Jim Yen, Yi-Ling Chen, and Hsin-I Lin
An Image Recognition Practice for Using Mobile Phone During Class. . . . . . 149Chun-Yi Lu, Yeong-Ching Lin, and Heiu-Jou Shaw
Building a Chinese Facial Expression Database for AutomaticallyDetecting Academic Emotions to Support Instruction in Blendedand Digital Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Sunny S. J. Lin, Wei Chen, Chun-Hsien Lin, and Bing-Fei Wu
Augmented and Virtual Reality in Education
Obtaining Managerial Skills in Virtual Reality . . . . . . . . . . . . . . . . . . . . . . 165Hana Mohelska and Marcela Sokolova
Design and Development of Constructivist Augmented Reality (AR) BookEnhancing Analytical Thinking in Computer Classroom. . . . . . . . . . . . . . . . 175
Charuni Samat and Sumalee Chaijaroen
x Contents
Effect of Augmented Reality on Astronomical Observation Instruction. . . . . . 184Chia-Ling Chiang, Yu-Lin Lin, Han-Chieh Chao, Jen-Yeu Chen,and Chih-Hung Lai
Enhanced Learning of Jazz Chords with a Projector Based PianoKeyboard Augmentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Frode Eika Sandnes and Evelyn Eika
Computational Thinking in Education
Improving Programming Education Quality with AutomaticGrading System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Yun-Zhan Cai and Meng-Hsun Tsai
Tasks for Assessing Computational Thinking Skills at SecondarySchool Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Tauno Palts and Margus Pedaste
The Effects of Interactive Learning Environment to Enhancethe Algorithmic Thinking for Data Structure. . . . . . . . . . . . . . . . . . . . . . . . 227
Pornsawan Vongtathum and Charuni Samat
Design and Evaluation of an Interactive Teaching Platform for GuidedInstruction in Programming with Real-Time Compilation . . . . . . . . . . . . . . . 235
Hsiu-Sen Chiang, Chia-Chen Chen, Kuo-Lun Hsiao, Mu-Yen Chen,and Wei-Chin Hsu
Design and Framework of Learning Systems
Designing Framework of Constructivist Digital Learning EnvironmentModel to Enhance Creative Thinking for Undergraduate Students . . . . . . . . . 243
Piyaporn Wonganu, Sumalee Chaijaroen, and Pornsawan Vongtathum
User-Centered Design of Mobile Application Model for AcademicLibrary Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Wawta Techataweewan
Theoretical Framework of Constructivist Web-Based LearningEnvironment Model to Enhance Mathematical Problem Solving . . . . . . . . . . 261
Sathapon Chaisri, Sumalee Chaijaroen, and Sarawut Jackpeng
The Designing Framework of Constructivist Learning Environment Modelto Enhance Information Processing and Reduce Cognitive Loadfor Students’ Primary Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Kanokporn Khamphisan, Sumalee Chaijaroen, and Sarawut Jackpeng
Contents xi
Underpinning Knowledge and Skills for Educators to Enhance CyberSafety Awareness in South African Schools . . . . . . . . . . . . . . . . . . . . . . . . 278
Dorothy Scholtz, Elmarie Kritzinger, and Adele Botha
Conceptualising a Dynamic Technology Practice in Education UsingArgyris and Schön’s Theory of Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Siri Sollied Madsen and Steinar Thorvaldsen
An Innovative BERT-Based Readability Model . . . . . . . . . . . . . . . . . . . . . 301Hou-Chiang Tseng, Hsueh-Chih Chen, Kuo-En Chang, Yao-Ting Sung,and Berlin Chen
Framework for Knowledge Asset Management in Community Projectsin Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Hanlie Smuts and Martina Jordaan
Theoretical Domain Framework to Identify CybersecurityBehaviour Constructs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Thulani Mashiane and Elmarie Kritzinger
The South African ICT Security Awareness Frameworkfor Education (SAISAFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
Mvelo Walaza, Marianne Loock, and Elmarie Kritzinger
Educational Data Analytics Techniques and AdaptiveLearning Applications
Research on the Application of Graphic Method in Formative Evaluationof Teaching Chinese Characters to Foreign Students . . . . . . . . . . . . . . . . . . 343
Guihua Wang and Zhe Li
An Empirical Analysis on Standards for Selecting News About CurrentEvents for Case-Based Teaching of International Laws . . . . . . . . . . . . . . . . 351
Xuelu Qiu, Zhe Li, and Juan Li
Augmented Reality to Promote Understanding and Cognizing in Learningof Engineering Drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Ming Yan, Menglin Zhao, and Zhe Li
Student Performance Evaluation Based on Online Discussion . . . . . . . . . . . . 367Xu Du, Shunian Lai, Hao Li, and Jui-Long Hung
Building a Simulated Test Activity to Facilitate Online Assessmentof IoT Security: A Case Study of IP Camera . . . . . . . . . . . . . . . . . . . . . . . 376
Jun-Ming Su, Ming-Hua Cheng, Xin-Jie Wang, Meng-Jhen Li,and Shian-Shyong Tseng
xii Contents
AutoThinking: An Adaptive Computational Thinking Game . . . . . . . . . . . . . 381Danial Hooshyar, Heuiseok Lim, Margus Pedaste, Kisu Yang,Moein Fathi, and Yeongwook Yang
A Case Study of Taiwan - AI Talent Cultivation Strategies . . . . . . . . . . . . . 392Hsiao-Chien Tseng, Tzu-Hui Chiang, Hsiang-Jen Chung,Chung-Han Yeh, and I-Chang Tsai
A Case Study of the Impact of Digital Learning on the Qualityof Life of People with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Po-Hua Huang, Yao-ming Yeh, and Ruey-Shyy Shieh
Evaluation, Assessment and Test
More Than just Fame: Learning from Internet Celebrities—Usesand Gratifications Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
Wan-Hsuan Yen, Chi-Cheng Chang, and Shih-Chi Chou
Dimensions of a Learning Organisation in the IT Sector and SecondarySchools in the Czech Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Vaclav Zubr
Exploring the Interplay Between Students’ Co-regulated Behaviorsand Their Collective Decision-Making Abilities on a SSI Context . . . . . . . . . 427
Wen-Xin Zhang and Ying-Shao Hsu
The Roles, Behaviors and Expectations of the Participantsin the Development of Student Graduateness . . . . . . . . . . . . . . . . . . . . . . . 435
Jan Carel Mentz, Martha Anna Schoeman, and Marianne Loock
Innovative Learning in Education
Learning with the Semantic Web: The Case of a ResearchMethodology Semantic Wiki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Colin Pilkington and Laurette Pretorius
Enhancing the Quality of Essays Through a Student Peer-Review Process . . . 459Jaco du Toit
The Design and Development of Constructivist Web-Based LearningEnvironment Framework to Enhance Digital Literacyfor Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Jeerakan Tempornsin, Sumalee Chaijaroen, and Anucha Somabut
Cyber Safety Awareness – Through the Lens of 21st Century LearningSkills and Game-Based Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
E. Kritzinger, M. Loock, and L. Goosen
Contents xiii
A Systematic Literature Review of Qualitative Gamification Studiesin Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486
Arthur E. van der Poll, Izak J. van Zyl, and Jan H. Kroeze
Analysis of Students’ Learning Emotions Using EEG . . . . . . . . . . . . . . . . . 498Ting-Mei Li, Wei-Xiang Shen, Han-Chieh Chao, and Sherali Zeadally
Teaching Effectively with the Multi-screen Multimedia Integrated System . . . 505Chu-Sing Yang and Yu-Chun Lu
Integrating the Combination of Blockchain and RPG intoUndergraduate Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Ting-sheng Weng, Chien-Kuo Li, and Chih-Hung Wu
Mobile Learning
Design and Development of Constructivist Web-Based LearningEnvironment with Augmented Reality to Enhance Critical Readingfor First-Year Information Technology Students of Two-YearCollege in Cambodia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
Panhavon Chea and Sumalee Chaijaroen
Conceptualizing Factors that Influence South African Students’ Intentionto Choose Mobile Devices as Tools for Learning . . . . . . . . . . . . . . . . . . . . 537
Baldreck Chipangura
Chinese Key-Image Learning: An App Designed with HandwritingEvaluation and Instant Feedback to Support Chinese Character Learning . . . . 547
Hsueh-Chih Chen, Li-Yun Chang, and Meng-Hua Tsai
Augmented Reality Technique Assists Target Language Learning . . . . . . . . . 558Yingling Chen
Needs Analyses and Initial Design of the Handheld Chinese ReadingSystem for Classic Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568
Shelley Shwu-Ching Young and Tung-En Chien
New Perspectives in Education
Employing Blockchain Technology in Instructional Designand Learning Content Creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581
Frederick Ako-Nai, Qing Tan, and Enrique Antonio de la Cal Marin
Foreseen More than a Century─Grand Vision Regarding Scienceand Technology from the Dream of Red Chamber. . . . . . . . . . . . . . . . . . . . 589
Chia-Wen Chu, Wei-Che Chien, Chin-Feng Lai, Shih-Yeh Chen,and Kathiravan Srinivasan
xiv Contents
Innovative Technologies and Learning in a Third-YearComputing Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Lizelle Naidoo and Leila Goosen
Teachers’ Beliefs About Technology in the Classroom from EarlyImplementation Phase in 2003 to Contemporary Practise in 2016 . . . . . . . . . 606
Gunstein Egeberg and Steinar Thorvaldsen
Knowing What, Knowing How, or Knowing Where? How TechnologyChallenges Concepts of Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616
Lisbet Rønningsbakk
Online Course and Web-Based Environment
A Data Visualization for Helping Students Decide Which GeneralEducation Courses to Enroll: Case of Chulalongkorn University . . . . . . . . . . 627
Nagul Cooharojananone, Jidapa Dilokpabhapbhat,Thanaporn Rimnong-ang, Manutsaya Choosuwan, Pattamon Bunram,Kanokwan Atchariyachanvanich, and Suporn Pongnumkul
Experiences of the Flipped Classroom Method—Does It MakeStudents More Motivated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
Synnøve Thomassen Andersen
The Framework for Development of Constructivist Web-Based LearningEnvironment Model to Enhance Critical Thinking for Primary Students . . . . . 644
Pimwarun Nunthaitaweekul, Sumalee Chaijaroen,and Romwarin Gamlunglert
Innovative Technologies and Learning in a Massive Open Online Course . . . 653Leila Goosen
Learner’s Creative Thinking Learning with Constructivist Web-BasedLearning Environment Model: Integration Between Pedagogyand Neuroscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663
Sumalee Chaijaroen, Issara Kanjug, and Charuni Samat
Pedagogies to Innovative Technologies
Focus on Personalized Collaborative Learning: What Can We Learn fromthe Indigenous Sámi Teachers’ Supplementary Study Program on DigitalLearning Tools? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675
Pigga Keskitalo, Satu-Maarit Frangou, and Imran Chohan
The Relationship Between Academic Stress and Health Status—TheModerating Role of Social Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685
Shih-Chi Chou and Chi-Cheng Chang
Contents xv
A Teacher’s Reflection of a PBL-Based Curriculum . . . . . . . . . . . . . . . . . . 695Tien-Chi Huang, Preben Hansen, Vera Yu Shu, and Pei-Ling Chien
Design and Development of Interactive Learning Environment Modelto Enhance the Creative Problem Solving Thinking for ComputerEducation Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703
Pornsawan Vongtathum and Sumalee Chaijaroen
The Investigation on Creative Thinking into Projected-Base ProgrammingCourse for College Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 713
Yi-Chan Peng and Tzone-I Wang
Social Media Learning
Integrating Social Media into Problem-Based Learning to ImproveStudents’ Learning Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 729
Hann-Jang Hwang, Wei-Tsong Wang, and Ying-Lien Lin
Students’ Innovative Education Practices Supported by Facebook . . . . . . . . . 738Synnøve Thomassen Andersen
Between Research and Action: The Generative Sense of Technology. . . . . . . 754Michele Della Ventura
Locus of Control and Usage of Social Media on Academic AchievementAmong Police College Students in Taiwan . . . . . . . . . . . . . . . . . . . . . . . . . 764
Cheng-Te Kuo, Chi-Cheng Chang, and Wan-Hsuan Yen
Analysis of Fake News and the Level of Cognitive Perceptionof Undergraduate Students in the University in Thailand . . . . . . . . . . . . . . . 772
Chantana Viriyavejakul
Technologies Enhanced Language Learning
Scenario-Based Learning Exemplification with a Dynamic VideoRetrieving Tool for the Second Language Teaching. . . . . . . . . . . . . . . . . . . 783
Kun-Te Wang, Lele Lu, Qiao Sun, and Tien-Chi Huang
Using Digital Map Tools to Assist Learning of ArgumentativeEssay Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 794
Cheng-Yu Fan, Mahesh Liyanawatta, Su-Hang Yang,and Gwo-Dong Chen
Application of Artificial Intelligence to the Small Open OnlineEnglish Abstract Writing Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 802
Judy F. Chen and Clyde A. Warden
xvi Contents
Impact of Speech-Enabled Language Translation Application on PerceivedLearning Emotions in Lectures in English as a Medium of Instruction . . . . . . 809
Rustam Shadiev, Narzikul Shadiev, Mirzaali Fayziev,and Bakhora Shadieva
The Effects of Virtual Learning Environment on High School Students’English Learning Performance and Attitude . . . . . . . . . . . . . . . . . . . . . . . . 815
Hsi-Hung Peng, Yi-Tung Lin, and Tai-Liang Wu
Technology and Engineering Education
Encouraging Active Learning for System Engineering Students UsingRole-Exchanging Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827
Yu-Lun Huang
Employability Table for Mechanical and Mechanical College Studentsin Science and Technology Colleges After Graduation: Analysisof Employability of Graduates and Employers . . . . . . . . . . . . . . . . . . . . . . 836
Dyi-Cheng Chen, Hsi-Chi Hsiao, Jen-Chia Chang, Su-Chang Chen,Yu-Chen Gao, Jia-Yue Guo, and You-Hua Chen
The Development of Simulation-Based Laboratory Lessonsin Electronics Industrial Instrumentation to Enhance Ill-StructuredProblem Solving for Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . 847
Thawach Thammabut, Sumalee Chaijaroen, and Suchat Wattanachai
Teaching Propositional and Syllogistic Logic Using E-learning Tools . . . . . . 854Peter Øhrstrøm, Steinar Thorvaldsen, Ulrik Sandborg-Petersen,and Thomas Ploug
Correction to: Innovative Technologies and Learning. . . . . . . . . . . . . . . . . . C1Lisbet Rønningsbakk, Ting-Ting Wu, Frode Eika Sandnes,and Yueh-Min Huang
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 865
Contents xvii