Advances in Teaching and Learning Technologies

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    Immersive Ars Memoria: Evaluating the Usefulness of a Virtual Memory Palace
    ( 2019-01-08) Huttner, Jan-Paul ; Robbert, Kathrin ; Robra-Bissantz, Susanne
    The Method of Loci (also memory palace) is the most powerful mnemonic strategy and was widely analyzed over the last twenty years. Especially, the approach to combine this ancient learning method with modern technology got more and more into the focus of an interdisciplinary research community. Researchers presented their students virtual environments via computer screen or head-mounted displays and instructed them to use these virtual worlds as a template for a memory palace. However, most studies did not investigate the users’ attitude to actually use such a tool in everyday situations. This study addresses this research gap by an experiment and a correlation and regression analysis. Results show significant correlations between the learning success and important factors of the users intention to use a virtual memory palace.
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    Exploring the Coaction of Motivation and Learning Styles in Educational Gamification: A Preliminary Study for Understanding ‘Motivational Learning Modes’
    ( 2019-01-08) Pereira, Joana ; Morton, Josh ; Gomes, Lina
    This study explores the different motivations and learning styles of students using a game for revision in a leading university. The research is unique in attempted to understand the coaction of motivation and learning style through rich qualitative empirical work, which unpacks the opinion of game users and their inherent real-life experience of educational gamification and associated game elements. Our findings indicate that there are three specific modes of interaction between motivation and learning which we call ‘motivational learning modes’. As this is a preliminary study, we conclude by detailing our future work and fruitful avenues for expanding educational gamification research based on our insights.
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    Insights into Using IT-Based Peer Feedback to Practice the Students Providing Feedback Skill
    ( 2019-01-08) Rietsche, Roman ; Söllner, Matthias
    The skills students need nowadays have changed over the last decades. The required skills are shifting more and more towards higher order thinking skills, such as critical thinking, collaboration and communication. One of the main ways of practicing these skills is through formative feedback, which consists of self-assessment and peer-assessment in our setting. However, today’s lecturers are facing the challenge that the number of students per lecture is continuously increasing, while the available budget is stagnating. Hence, large scale lectures often lack feedback, caused by the scarcity of resources. To overcome this issue, we propose a teaching-learning scenario using IT to provide formative feedback at scale. In this paper, we are focusing on the students’ providing-feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students’ ability to provide feedback significantly improved by participating in IT-based peer feedback iterations.
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    Adoption of a Social Learning Platform in Higher Education: An Extended UTAUT Model Implementation
    ( 2019-01-08) Khechine, Hager ; Augier, Marc
    The aim of this research is to investigate the factors influencing the adoption of a social learning platform called PairForm using an extended unified theory of acceptance and use of technology (UTAUT) model. The UTAUT extension consists of adding three personal characteristics of students, namely autonomy, anxiety, and attitude. Data obtained from 85 French-speaking students and 14 English-speaking students at the Skema Business School, a higher education institution, showed good reliability coefficients and satisfactory convergent and discriminant validities. Regression analysis suggests the facilitating conditions construct is the main predictor of behavioral intention to use and behavioral use of PairForm. Attitude is the only personal characteristic that explains behavioral intention to use. In the light of these results, we propose recommendations that, if implemented, could create more favorable conditions for the use of social learning technologies.
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    Framing Situated Professional Knowledge in Online Learning Communities
    ( 2019-01-08) Gasson, Susan ; Waters, James
    This paper deepens the theoretical understanding that underpins collaboration through social interaction in professional online learning environments. It explores the use of framing as a theoretical lens to assess "situated" learning in online graduate education. We explore how collaborative knowledge construction is framed in an intense 10 week graduate IS Project Management course. We present a taxonomy of frame challenging, problematization, and legitimation to demonstrate how individual and collective forms of knowledge construction contribute to group learning about professional practice in the context of action. We close with a model that demonstrates how community knowledge is co-constructed through sequences of contextualized frame-proposal, reflective comparison with own experience, frame-problematization and debate, and generic-legitimation of a consensus frame.
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    The Role of Institutional Pillars on Mobile Learning Adoption in a Developing Country'S Higher Education Institution
    ( 2019-01-08) Lamptey, Harriet Koshie
    Mobile devices are becoming vital components of human activities. An example is the use of mobile in learning which is gaining popularity in higher education. However studies that account for reasons underlying mobile learning adoption in developing countries (DCs) are limiting in existing literature. This study investigates the role of institutional elements on mobile learning adoption in a higher education institution. As a relatively young concept in Ghana, there are few studies in this area. This study seeks to address the gap. This qualitative case study is on distance education delivery at a public institution. Interviews were used to gather data. The new Institutional theory provided illumination for the study. Analysis revealed that institutional elements play different roles in the adoption process. The study recommends the pursuit of procedures that can help sustain legitimacy of m- learning in higher education.
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    Interactive Videos vs. Hypertext Documents – The Effect on Learning Quality and Time Effort when Acquiring Procedural Knowledge
    ( 2019-01-08) Keller, Alexander ; Langbauer, Michael ; Fritsch, Thomas ; Lehner, Franz
    The use of information systems and the rise of new learning concepts have changed the way individuals are acquiring knowledge in organizational, educational and private contexts. Recently, video tutorials have become a widely-used instrument for learning and successful platforms emerged, offering massive open online courses based on video content. With the existence of different learning technologies the question arises: How these media formats affect the learning performance of individuals? We introduce interactive videos as a new media format and compare this technology to hypertext documents in an educational context. Our results from an experiment with 130 participants reveal that the learning quality can be significantly increased when interactive videos are used to acquire procedural knowledge. However, we did not observe any effect on time effort.
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    Using Educational Data Mining to Identify and Analyze Student Learning Strategies
    ( 2019-01-08) Allen, Gove ; Davies, Randy ; Ball, Nicholas ; Albrecht, Conan ; Bakir, Nesrin
    This paper explores student learning strategies in an introductory spreadsheets course. Student study habits were tracked at a level of detail not available in previous research. Detailed data were collected regarding reading, video watching, actions in practice assignments, references to assignment instructions, and actions in graded assignments. The analysis indicates that student strategies cluster into four primary learning groups. The study provides insight into how instructors can develop their courses and lectures in ways that better match the learning strategies of their students.
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    Optimizing Software Team Performance with Cultural Differences
    ( 2019-01-08) Anderson, Greg ; Keith, Mark ; Albrecht, Conan ; Spruill, Alex ; Pettit, Clayton
    Software development is primarily a team task that requires a high degree of coordination among team members. Prior research has indicated that the composition of team member traits such as personality and culture can influence the performance of software teams. However, this line of research does not give practical guidance on how to build teams with personnel constraints. Some research has built teams by starting with personality. However, cultural traits—which are also known to influence team performance—have not been examined in the same manner. This research, therefore, builds upon this stream by: 1) examining the effects of Hofstede’s latest six-dimensional model of national culture, 2) segmenting potential software team members into distinct cultural clusters, and 3) testing the outcomes of teams built upon homogeneous versus heterogeneous cultural compositions over time. Our results indicate that—consistent with prior research—homogenous team compositions are initially better for performance. However, this effect reverses over time, and ultimately heterogenous team compositions are superior.
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    Introduction to the Minitrack on Advances in Teaching and Learning Technologies
    ( 2019-01-08) Albrecht, Conan ; Allen, Gove ; Scrivner, Olga