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Society for Information Technology & Teacher Education International Conference

Apr 11, 2022


Elizabeth Langran

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Table of Contents

This conference has 6 award papers. Show award papers

Number of papers: 370

  1. An Exploration of Developing Digital Learning in K-5 Education

    Kuei-Hui Hsiao & Paul E. Resta, The University of Texas at Austin, United States; Jhao-Yin Li, National Taiwan University, Taiwan

    In elementary education, students need to learn a wide range of disciplines to help them prepare for their future lives. Technologies are widely applied to the designs of K-5 learning because they ... More

    pp. 520-524

  2. Learning to Develop an Instructional Game in Interactive Python

    Ken Luterbach, East Carolina University, United States

    Instructors may teach novices to write computer programs using a wide variety of programming languages and development environments. Further, depending on the problems students seek to solve... More

    pp. 525-527

  3. Relationships between Students’ Use of Gestures and Learning Outcomes in Digital Math Games

    Allison Roxburgh & Patricia Moyer-Packenham, Utah State University, United States; Emma Bullock, Sam Houston State University, United States

    The purpose of this study was to examine the relationship between students’ use of gestures during digital math gameplay and mathematics learning outcomes. This study employed a convergent mixed... More

    pp. 528-532

  4. An Examination of Preservice Teachers’ Attitudes on Game-based Learning

    Sam von Gillern, University of Missouri, United States; Carolyn Stufft, Berry College, United States; Hillary Gould, University of Missouri, United States

    This study utilized a survey design to understand the attitudes of 50 preservice elementary teachers related to game-based learning. Participants were enrolled in a literacy methods class at a... More

    pp. 533-538

  5. Preservice Teachers’ Experiences with and Attitudes about Video Games

    Sam von Gillern & Xinhao Xu, University of Missouri, United States; Carolyn Stufft, Berry College, United States; Hillary Gould, University of Missouri, United States

    Research has demonstrated that game-based learning can be an effective approach to help students learn content and skills in a variety of disciplines. However, the gaming experiences and... More

    pp. 539-544

  6. Video Games in the Elementary English Language Arts Classroom: An Examination of How Gaming Activities Can Support Learning

    Sam von Gillern, Hillary Gould & Alex Urban, University of Missouri, United States

    This study examines how video games and gaming-related activities can support student learning in elementary English language arts classrooms. It draws upon activities and reflections created by 48... More

    pp. 545-550

  7. Using a 2D Action-Adventure Game to Teach Computing History

    Paul A Walcott & Jarod Rock, The University of the West Indies, Cave Hill Campus, Barbados

    Despite the importance of history, students consider it boring and irrelevant. Consequently, instructors have employed learning strategies, such as video games, to improve student learning and... More

    pp. 551-556

  8. A pilot study of impact personalized role-playing game (RPG) environment on learning performance and mental effort (V)

    Lin Zhong, Southern Illinois University Carbondale, United States

    Games and personalized learning both have been regarded as an effective strategy to improve learning but few studies have incorporated personalized learning specific in digital role-playing video... More

    pp. 557-561

  9. Effect of a personalized role-playing-game (RPG) environment on students’ learning efficiency and mental efficiency

    Lin Zhong, Southern Illinois University Carbondale, United States

    Personalized role-playing games have been regarded as an effective strategy to improve performance and cognitive load, but few studies have conducted to examine its impact on learning efficiency... More

    pp. 562-564

  10. Examining the Effect of Game Elements on Graduate Teachers' Attention in Programming Education

    Shuyun Zhou, Liang Cheng & Xue Li, East China Normal University, China

    Game-based programming learning is currently gaining general recognition, but fewer studies have focused on how game elements affect programming learning, especially for graduate teachers. This... More

    pp. 565-570

  11. Playing in a Virtual Orchestra: A Collaborative Online Maker Project Integrating Arts for Inservice Teachers

    Heejung An, William Paterson University of New Jersey, United States; Woonhee Sung, The University of Texas at Tyler, United States

    This paper presents a collaborative maker project that incorporates the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) framework, the four... More

    pp. 571-579

  12. Developing 21st century competencies: the rise of coding courses in Business Schools

    Delphine Billouard-Fuentes, Em Lyon business school, France

    A lot of Business Schools integrate Artificial intelligence and coding courses in their curriculum. This article questions the necessity of this evolution to develop the competencies students will ... More

    pp. 580-583

  13. Using Online, Collaborative Projects To Internationalize A Social Studies Teacher-Education Program

    Cory Callahan, The University of Alabama, United States

    The presenter will describe his attempt to add—without cost—substantive and dynamic international, tele-collaborative experiences to the secondary social studies education program he facilitates. ... More

    pp. 584-587

  14. Teaching Transcultural Understanding: Augmented & Virtual Reality Narratives in Foreign Language Curriculum

    Betul Czerkawski, University of Arizona, United States

    In the most traditional sense, a narrative is the story of events, tales, and experiences. The term ‘narrative’ does not only refer to the story being told, but it also refers to the process of... More

    pp. 588-591

  15. Developing 21st century skills through Challenge Based Learning Building teacher’s awareness of Executive Functions in Higher Education

    Koen DePryck, University of Twente, Belgium; Ilse Wambacq & Julian Keenan, Montclair State University, United States

    One specific aspect of the expectations of the workplace is usually referred to as soft skills or 21st century skills, which teachers in HE often assume to be developed before students arrive on... More

    pp. 592-597

    View Abstract
  16. Perceptions, Learner Characteristics, And Preferences Of Limited Literacy Moroccan Women: The Feasibility Of Acquiring Darija Literacy Skills Through M-Learning

    Nada El Maliki & Klaus Schmidt, Illinois State University, Morocco

    This study explored the perceptions, learner characteristics and preferences of Moroccan women with limited literacy skills towards the use of their smartphones to improve reading literacy skills... More

    pp. 598-604

  17. Methods of Applying POGIL Principles To Upper-Level Courses: a Case Study on a Senior Capstone Course

    Michael Jonas, University of New Hampshire at Manchester, United States

    Process Oriented Guided Inquiry Learning (POGIL) is a model that changes the approach in the classroom from that of a traditional lecture-based curriculum to one of collaborative student learning ... More

    pp. 605-610

  18. Engage, Motivate, Excite with Gamification!

    Anita Knox, University of North Texas, United States

    In the recent movement to remote learning we are faced with new challenges in motivation, engagement, and attitudes to successfully address learning goals. One opportunity to address these... More

    pp. 611-616

  19. A Project-Based Learning Approach to Designing a Senior Capstone Projects Course-Series for an Information Computer Technology Program

    Charles Lesko, East Carolina University, United States

    The goals of a senior capstone project from the program’s perspective can be broadly based, and multi-dimensional with wide ranging expectations. Early critiques of capstone project efforts tend... More

    pp. 617-625

  20. Design and Methods for Creating Microlearning Contents in Teacher Education Online Courses

    Leping Liu & Wenzhen Li, University of Nevada, Reno, United States

    When mobile learning became a current trend in e-learning, the design of microlearning contents that can be clearly and easily accessed through mobile device has caught edcuators and instructional ... More

    pp. 626-631