E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Nov 04, 2019
Editors
Saul Carliner
Table of Contents
Number of papers: 199
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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