Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 371
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
