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E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Nov 04, 2019

Editors

Saul Carliner

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File: Table of Contents

Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 199

  1. Augmented Reality in Early Learning: Experiences of K-3 Teachers with Merge Cubes

    Esther Ntuli, Idaho State University, United States

    Teachers in early learning classroom environments grapple with drawing attention and engaging young children in learning activities. This brief paper reports on a qualitative study conducted with K... More

    pp. 557-560

  2. Virtual Reality in the Classroom: Applications of Google Cardboard VR to Enhance Learning.

    James Oigara, Canisius College, United States

    This study examined students’ perceptions of using Google Cardboard viewer in conjunction with Smartphone for educational applications in a college geography course. Google Cardboard VR was used in... More

    pp. 561-566

  3. Virtual Reality: Offering Virtually Unlimited Application

    Margaret Rice, Vivian Wright, Juanita McMath, Laura McNeill & Michelle Wilson, The University of Alabama, United States

    Virtual reality (VR) and augmented reality (AR) can be used in e-learning in a number of ways, including virtual classrooms, virtual fieldtrips, scenarios, and practical education and can be used... More

    pp. 567-571

  4. Rote memorization in VR environments

    Anne-Dominique Salamin, University of Applied Sciences western Switzerland, Switzerland (HES-SO), Switzerland

    This article presents the result of an experiment on rote memorization, performed in two virtual reality learning environments, 3D (VR 3D) virtual reality and virtual reality based on 360° images (... More

    pp. 572-582

  5. Relationships between Cognitive Loads and Motivational Support in a Virtual Reality Game-Based Learning System for Teaching Introductory Archaeology

    Laura Shackelford & Wenhao David Huang, University of Illinois at Urbana-Champaign, United States; Alan Craig, National Center for Supercomputing Applications, United States; Cameron Merrill, Danying Chen, Xuehui Chao & Jamie Arjona, University of Illinois at Urbana-Champaign, United States

    While virtual reality (VR) might be effective in engaging learners with authentic and immersive learning experiences, current literature is lacking in understanding the relationship between... More

    pp. 583-588

  6. Integrative Learning: A General Education Course on the Art and Science of Virtual Worlds

    Jeffrey Stone, D.K. Jackson & Michelle Kaschak, Pennsylvania State University, United States

    This article describes the design and initial implementation of a multidisciplinary, integrative learning course on the art and science of virtual worlds. The course combines complementary... More

    pp. 589-601

  7. Leveraging Flipgrid to Transform Student Engagement & Promote Active Learning in Blended Environments

    Elizabeth Welch, Seton Hall University, United States

    This paper examines the potential impact of AR within the context of a blended learning environment; specifically, a general chemistry, first-year college course. Flipgrid’s Augmented Reality (AR) ... More

    pp. 602-605

  8. Analyzing the Effects of a Culturally Relevant Augmented Reality Math Board Game on Lakota Students’ Arithmetic Performances: A Case Study

    Jiaqi Yu & Andre Denham, The University of Alabama, United States

    This study aims to explore the affordances of augmented reality and game-based learning in training students’ arithmetic fluency and adaptive number knowledge. Math is a highly challenging subject ... More

    pp. 606-610

  9. Negotiating a Co-Taught Interdisciplinary STEM Education Class in an Online Environment

    Stacey Britton & Rebecca Gault, University of West Georgia, United States

    This presentation is intended to give the audience an overview of how we integrated and then co-taught the first iteration of two courses in a fully online, graduate STEM Education Endorsement, in ... More

    pp. 611-615

  10. An Open Discussion about Clinical Internships for Educational Leadership Programs in an Online Learning Environment

    Jackie McBride, Annette Hux, Joan Henley, Mary Jane Bradley & Alicia Shaw, Arkansas State University, United States

    This round table discussion will focus on how participants are meeting the requirements of CAEP Standard 2 in an online learning environment. In 2019, 295 accredited online schools offered 1,218... More

    pp. 616-620

  11. Adapting teaching and learning to skills of the future

    Nuno Domingues, ISEL, Portugal

    Defined as exact sciences, engineering lectures are teached mainly as recipes on problem solving. Based on the author’s working experience in industry and the author’s interest in adapt teaching... More

    pp. 621-627

  12. Beyond the Foundations: Improving Higher-Order Understanding Through Foundational Knowledge

    Iain Harlow, Cerego, United States; Lane Fischer, Brigham Young University, United States; Liang Wang, University of Hawai'i at Manoa, United States

    To what extent can foundational knowledge improve higher-order understanding? Students at the University of Hawaii used Cerego, a learning platform designed to build retention for foundational... More

    pp. 628-633

  13. Empathy through the visualization of emotions: Story of a Toltec prince

    Ana Lilia Laureano-Cruces, Universidad Autónoma Metropolitana-Azcapotzalco, Mexico; Rebeca Serrano-Muñoz, Posgrado en Diseño y Visualización de la Información UAM-Azcapotzalco, Mexico; Abraham Stephen Castillo-Bernal, Museo Nacional de Antropología-INAH, Mexico; Lourdes Sanchez-Guerrero & Javier Ramírez-Rodríguez, Universidad Autónoma Metropolitana-Azcapotzalco, Mexico

    within cognitive science we are interested in using models that allow us to improve knowledge of cognition. In this work, the design of a behavior is developed involving a methodology that allows... More

    pp. 634-643

  14. Can Using A Multimedia-Enriched Problem-Based Learning Environment Improve At-Risk Students’ Attitude?

    Min Liu, The University of Texas at Austin, United States; Sa Liu, Harrisburg University of Science and Technology, United States; Zilong Pan, Wenting Zou & Chenglu Li, The University of Texas at Austin, United States

    Research has shown students’ attitude toward learning affects their learning outcomes. In this study, we examined if the use of a multimedia-enriched problem-based earning (PBL) science environment... More

    pp. 644-649

  15. Developing Long-Term Authentic Inquiry Experiences: Data integration in the 9-12 classroom

    Caroline Morales, Bryan Station High School, United States

    This paper discusses strategies for embedding curriculum and required skills in collaborative, authentic student experiences. Research indicates that students who engage in real-world learning... More

    pp. 650-655

  16. Google Docs in Gifted Education – A Lit Review and Proposal for Study

    Widad Kinard, University of North Texas, United States; Frances Dendy Mahaffey, University North Texas, United States; LeaAnne Daughrity, University of North Texas, United States

    A review of current literature regarding effects of using Google Docs for writing with gifted elementary students finds limited research to justify wide-scale adoption of Google Docs in the K-12... More

    pp. 656-661

  17. Tipping the balance towards 21st century skills through peer-to-peer learning: A cross-disciplinary pilot of peer review software

    John McCormick, Liv Cummins & Lisa Spitz, Lesley University, United States

    There is growing recognition that many college students enter the workplace lacking “21st Century Skills” such as critical thinking, collaboration and communication. Peer-to-peer feedback provides... More

    pp. 662-667

  18. The Impact of Virtual Immersion in the E-Learning Environment

    Elizabeth McMaster, Thomas Moore, Dawn Onstott, Ausha Weathers & Amy Herrington, University of St. Augustine for Health Sciences, United States

    Students in post-graduate programs can enhance their learning efficacy and positively impact their interprofessional collaboration skills by participating in a virtual immersion experience within... More

    pp. 668-672

  19. Pair Programming in Elementary Classroom: How does Collaborative Learning Benefit Students?

    Nanxi Meng & Lin Lin, University of North Texas, United States; Xuefeng Wei, Ludong University, China

    There is a growing push to bring programming to K-12 learners. Yet little is known about how to help elementary school students learn programming effectively. The purpose of this study was to... More

    pp. 673-677

  20. Tools and Toys for Using Retrieval Practice to Promote Classification Learning

    Prabhakara Reddy, North Dakota State University, United States; Otto Borchert, Missouri Southern State University, United States; Brian Slator, North Dakota State University, United States

    CIRCLE, the Classification, Identification, and Retrieval-based Collaborative Learning Environment is an online system for classifying real-world specimens that produces well-formed discrimination ... More

    pp. 678-684