ISATE 2024 Paper Presentation Session 1

Kanako Endo^*,a

^aNational Institute of Technology, Yonago College, Japan

^*k-endo@yonago-k.ac.jp

Abstract

In 2021, a new function, Reading Progress was added to Microsoft Teams. Using this function, students record themselves reading out loud and those recordings are automatically evaluated by an auto-detect system with artificial intelligence. In 2022, assignments using this function were given to the 4th-grade students at a technology college twice in the author’s English class. The results showed that Reading Progress can help students practice reading passages aloud continuously and relieve their stress with reading, although the evaluation was not always accurate. The following year, with improvements based on the previous reading practice results, assignments using the same function were given to 2nd-grade students ten times in the author’s English class throughout the year. In this paper, the data from student submissions is analysed, and the result of a questionnaire administered to those students after the completion of the assignments is reported. Based on the analysis and results, areas for improvement are suggested.

In all the assignments, students were asked to read passages from their textbooks aloud and submit their best recordings on Microsoft Teams. According to the analysis of assignments from 57 students, their accuracy rate varied between 80 to 90 percent and their WPM (words per minute) were between 70 to 100. In addition, the number of mispronounced words was 12 on average. Therefore, the selected passages and their lengths were appropriate considering the English level of the students. However, their submission rate gradually decreased as time passed.

Additionally, according to the questionnaire, approximately 70 percent of the students had practiced reading the passages aloud before recording. Moreover, approximately 65 percent of the students answered that they had felt relaxed while recording and that this app helped them improve their English pronunciation. Additionally, most students were quite satisfied with its function and they answered that they could use this app with little trouble. Contrary to these positive reactions, this app did not help relieve anxiety and build confidence when students read passages aloud in front of others. It is necessary to make improvements to enhance the students’ motivation and increase their enjoyment.

Y. Zheng^a,*, B. W. Tan^a, and D. Kwok^a

Republic Polytechnic, Singapore

^*zheng_yuanli@rp.edu.sg

Abstract

The foundational module on critical thinking and problem-solving skills face challenges due to its large class size, with educators struggling to provide timely responses to students' questions and manage repeated queries. To address this, a GenAI (generative artificial intelligence) chatbot-assisted learning is proposed as a solution to offer immediate, personalised assistance, enabling students to independently find, organise, and evaluate information. Therefore, this study aims to investigate the chatbot's effectiveness in enhancing students' motivation, improving their critical thinking and problem-solving abilities. The study employed a single group pre-test post-test design. Participants were 134 first-year polytechnic students undertaking the Critical Thinking and Problem-Solving skill module. Data were collected using online pre- and post-survey with open-ended questions to elicit feedback on participants' GenAI chatbot-assisted learning, and pre- and post-test. The surveys included learning motivation subscales measuring intrinsic goal orientation, extrinsic goal orientation, task value and self-efficacy adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and learning strategies subscales measuring critical thinking and problem-solving adapted from the 21st Century Learning Survey. Paired sample t-test indicated a significant increase in learning performance, self-efficacy, and extrinsic goal orientation in students following the chatbot-assisted learning. Regression results indicated that the motivational variables accounted for 51% of the variance in problem-solving, with task value being the most significant predictor (β = .32, p < .001) followed by extrinsic motivation and self-efficacy. Hierarchical regression analysis indicated that critical thinking accounted for an additional 4% of the variance in problem-solving, with task value (β = .27, p < .001), critical thinking (β = .30, p < .01) and self-efficacy (β = .19, p < .05) as significant predictors of problem-solving. The results of the study provided insights into the considerations that educators can take when designing chatbot-assisted learning to develop problem-solving skills. Study limitations and directions for future research are discussed in the paper.

Y. Shimura^*,a, D. Marsh,^a, C. Grady,^a and N. Iwasaki^b

^aNational Institute of Technology, Wakayama College / Faculty of Liberal Arts, Gobo, Japan

^bNational Institute of Technology, Wakayama College / Department of Electrical and Computer Engineering, Gobo, Japan

^*shimura@wakayama-nct.ac.jp

Abstract

Teaching writing skills to students is an essential issue in English education in Japan because Japanese are generally said not to be better at writing and speaking English than reading and listening. Despite teacher’s efforts, English-writing education doesn’t work well because teachers, on the one hand, cannot afford to correct the scripts of all students in a class, and students, on the other hand, usually have trouble judging whether their sentences are correct or not in their self-study. To solve this problem, some companies have developed English applications with AI automatic correction. This kind of app may allow teachers to overcome the issue above, but few data on its effectiveness are available. We aim to measure, in this research, how effectively the app develops students’ writing skills. More than 12 open-recruited students do English writing exercises in the AI app “English 4skills” developed by NTT Docomo from February to September 2024. At first, we check their skill with level check tests in the app every month, then TOEIC IP S&W Test and Eiken-referred writing examinations conducted by the authors every three months. As the dataset the app can provide for this research, we have the number of drills students have tried and the figure of levels indicating students’ writing ability. The result of the TOEIC IP S&W Test is objective data on the student’s writing level. We correlated these datasets with each other and gained 0.01 of the correlation coefficient between the training and improvement for two months. The app seems worth joining KOSEN English education if the training-improvement correlation gets strongly positive. Besides, we deal with questionnaires answered by students about the app to analyze the pedagogical merits of the app and the technical or psychological problems using it. In this way, we clarify the possibility that the AI app contributes to English education in Japan. We conduct this research with the approval of the research ethics committee of NIT Wakayama College.

Tristan Lim^*,a

^aNanyang Polytechnic, School of Business Management, Singapore

^*tristan_lim@nyp.edu.sg

Abstract

The rapid integration of Artificial Intelligence (AI) in educational assessments has ushered in a new era of efficiency and accuracy, yet it has concurrently raised significant ethical concerns. This paper addresses the critical need for a robust ethical framework in AI-assisted educational assessments. It presents an in-depth analysis of the triadic ontological framework, previously proposed by Lim, Gottipati, and Cheong (2023), utilizing Structural Equation Modeling (SEM) to validate its applicability and effectiveness. The framework comprises three primary domains—physical, cognitive, and information—and incorporates five stages of the assessment pipeline: system design and check, data stewardship and surveillance, assessment construction and rollout, assessment administration, and grading and evaluation. Key ethical elements such as inclusivity, fairness, accountability, accuracy, auditability, explainability, privacy, trust, human centricity, and cheating mitigation strategies are integrated within this framework. The research objectives focus on two main areas: (1) validating the triadic theoretical framework through SEM analysis, including an examination of how it reflects learners' perceptions, and (2) investigating the relationships between the stages of the assessment pipeline, key ethical elements, output variables, and learner perceptions. Findings from this study reveal significant insights into the interplay between AI-assisted educational assessment stages, ethical considerations, and learner perspectives. These insights underscore the necessity for frameworks that are not only theoretically sound but also practically relevant and responsive to learner needs. The findings underscore the need for a holistic approach in embedding AI into educational assessments, balancing technological advancement with ethical responsibility and pedagogical effectiveness.

W. XU^*,a, S. HAMIMAH^b and D. KWOK^a

^aRepublic Polytechnic/Centre for Educational Development, Singapore

^bRepublic Polytechnic/School of Applied Science, Singapore

^*xu_weiling@rp.edu.sg

Abstract

At present, students in polytechnic institutions study anatomy and physiology using interactive quizzes, videos, and stationary 3D models. However, many students struggle to visualise human organ anatomy and physiology within human body systems. To address this challenge, there is a growing utilization of three-dimensional (3D) visualization technologies in enhancing anatomy curricula, aiming to enhance comprehension of the intricate spatial relationships inherent in the human body. In this study, we adopted one of these technologies on mixed reality (MR) to teach anatomy with 3D images of human organs overlaid with the physical environment. This present study aims to investigate the impacts of virtual reality qualities, namely interaction (IT), imagination (IG) and immersion (IM) on perceived ease of use (PEU), perceived usefulness (PU) and behavioural intention to use (BI) HoloLens in a mixed reality environment. Participants were 223 polytechnic students taking a module on anatomy and physiology, and they participated in a HoloLens activity, which was developed for the lesson on cardiovascular and lymphatic systems. A cross-sectional quantitative research design was employed using an online questionnaire with closed-ended questions. Six subscales on IT, IG, IM, PEU, PU and BI were investigated. The results showed that IT, IG and IM had significant correlations with PEU (.60 ≤ r ≤.66, p < .01) and PU (.69 ≤ r ≤.73, p < .01). PEU and PU had significant correlations with BI, i.e. r=.53 and r=.74 respectively, p < .01. Regression analysis showed that IG (β = .37, p<.001) is the strongest significant predictor of PEU, followed by IT (β = .26, p<.01). For PU, IG (β = .34, p<.001) was also a significant predictor, followed by IT (β = .24, p<.01) and IM (β = .25, p <.01). Hierarchical regression analysis indicated that both PU (β = .45, p < .001) and IM (β = .26, p <.001) were significant predictors of BI. The results of the study provided insights for educators to better understand the qualities of virtual reality (VR) when using HoloLens as an instructional activity. The implications of findings, study limitations, and future research will be discussed in the paper.

Curtis Revis^*

The National Institute of Technology, Tokuyama College, Department of General Education, Shunan, Japan

^*revis@tokuyama.kosen-ac.jp

Abstract

A 2023 survey of 131 students at two separate educational institutions in Japan—Tokuyama College of Kosen and Yamaguchi University—suggests that the use of the online quiz generator Kahoot in conjunction with the textbook “CLIL Primary SDGs” improved classroom atmosphere, and encouraged active participation, discussion, and collaboration with peers. Kahoot assisted this in several ways: by enabling a more engaging introduction to key concepts; by providing opportunities for non-verbal, active engagement in lesson activities; and by awarding points and thus enabling competition among students. The ability to engage online provided further benefits: it allowed shy or reticent students chances to engage in English production with less fear of mistakes being made public; it provided students a gauge of knowledge performance relative to classmates; and it gave students a chance to express opinions anonymously for the whole class to see, and to witness classroom responses to those opinions. Further, Kahoot worked well in conjunction with Content and Language Integrated Learning (CLIL) methods, in setting context, role-play, reading and fact-checking, and problem-solving stages of lessons. Kahoot’s automatically generated reports enabled tracking of student participation as a function of text input and quizzes taken. A further range of activities, plus more opportunities for assessment of student understanding and performance, were enabled using ChatGPT (Chat Generative Pre-Trained Transformer) to generate reading quizzes based on the textbook, and Microsoft Teams to enable the generation and evaluation of online unit reviews and reading progress activities. Kahoot’s potential positive effect on willingness to speak more in front of classmates and on motivation to review subject matter outside of class remains unclear, and technological issues (weak Wi-Fi signal or battery depletion) occasionally restricted student access to the online quiz platform. Nonetheless, the combination of CLIL methods with online teaching technologies created a more engaging educational environment that encouraged active participation, collaboration, and discussion with classmates.

Juniarto Hadiatmadja^{*, a}

^aSchool of Design, Temasek Polytechnic, Singapore

^*Hadiatmadja_juniarto@tp.edu.sg

Abstract

The development of students’ abilities to hand sketch and manually model design ideas have been a long standing, important part of built environment courses. In recent years this has been significantly reduced in the curriculum with preference for the use of digital drafting and 3D modelling software. These digital activities require less development of student hands-on ability, the interface requiring only the click of a mouse and keyboard. However, the potential benefits of higher efficiency and precision of this digital trend seems to come with a significant loss in the intuitive sketching and modelling abilities of recent student cohorts.

This paper wishes to discuss the findings of a pilot study on digital mediums that promises a reversal of this worrying decline. The study is on digital tools that support development of intuitive sketching and manual modelling skills. Focus is on the use of virtual reality (VR) equipment as well as the use of digital pen & tablet as the main medium of formulating 3D design ideas with interest for conceptual design of built environment projects.

The research is supported by analysing the empirical artefacts and firsthand experience of the users. For an objective comparison, artefacts produced use software that supports both mediums. In terms of the user experience, observations and interviews with second year built environment students who participated in the study will be used. Student’s feedback were also useful insights on how novice users faired in steadily developing their abilities to use the mediums.

The research will initially conduct a comparison between mediums when used separately. This is done on different stages. This starts from a comparison of the process of setting up each medium. Subsequently comparison is done on the day-to-day use of the mediums. Finally, a qualitative comparison is done of the expanse and limits of conceptual forms that could be finally achieved by each medium.

A further study was then conducted on the possible combined use of the two mediums. This analysis is done on how one medium could be further developed in another medium. The findings of this study were then used to envision arrangements for deployment of the mediums in larger class settings. This encompasses feasible ratios between VR and digital tablet-based equipment in the classroom setting. The different medium could also be tailored to different class scenarios.

M. Sakai^{*, a} and T. Tanaka^b

^aSciences and Mathematics, Liberal Arts, NIT, Kurume College, Kurume City, Japan

^bDepartment of Mathematics, Faculty of Education, Gifu University, Gifu City, Japan

^*sakai@kurume-nct.ac.jp

Abstract

In the age of Society 5.0 which is the concept of a future society developed by the Japanese government, STEAM (science, technology, engineering, art, and mathematics) human resources with skills to grasp things from multiple perspectives and solve problems is required. Furthermore, Society 5.0 indicates that the National Institute of Technology (KOSEN) becomes the STEAM center for elementary and junior high school students, as part of the efforts to establish a system that supports STEAM education.

Since 2019, we have practiced STEAM education as part of “Liberal Arts Seminar” for 4th-year students of the main course. In these lectures, the teachers of liberal arts subjects present themes using their specialties, such as mathematics, debate, and economics. Collaborative learning between students from various departments led them　to deep learning, which was a fusion of knowledge and creation. However, there are few opportunities to give back to society, particularly as a platform to disseminate the acquired mathematics ability. Thus, we aim to realize early STEAM education and give back to society by creating STEAM teaching materials on art and mathematics in open courses for junior high school students with help from teaching assistants who studied the relation between art and mathematics in the liberal arts seminar.

We consider a teaching material on tiling (like Escher’s print) from the perspective of STEAM education as a fusion of art and mathematics. The tiling problem asks if what kind of figures can be used for tiling since the age of ancient Greeks. The purpose of the course is not only arousing students' interest in mathematics, but also providing them with clues to develop their multifaceted ideas.

In this report, we introduce a STEAM teaching material on tiling, and we consider the result of the practice of an open course. Finally, we verify the effectiveness of our teaching material by considering the results of the exercises for participants and comparing the results of questionnaires before and after the practice.

Wendy Tan^a and Janaki Shah^b

^aNanyang Polytechnic/School of Design & Media, Singapore

^bRepublic Polytechnic/School of Applied Science, Singapore

wendy_tan@nyp.edu.sg, janaki_shah@rp.edu.sg

Abstract

In asynchronous e-learning, students engage with online materials at their own pace during the process of learning. However, not all students are able to wield the same degree of self-discipline and motivation necessary for successful self-directed learning in such lessons. Motivation and engagement with peers play a crucial role in fostering effective learning and influencing academic motivation. This is especially important in asynchronous e-learning, where the lack of social interaction may induce feelings of isolation that have a direct impact on students’ motivation and learning. This study delves into the potential benefits of peer collaboration to address this challenge.

A mixed-method approach was used to assess the impact of peer collaboration on students' motivation in asynchronous e-learning. The research involved 146 students from both Art and Science disciplines at NYP and RP. Quantitative data was gathered using pre- and post-lesson survey questionnaires. Qualitative data was obtained through informal focus group discussions. The instructional approach investigated involved breaking down the asynchronous lesson into manageable activities, incorporating digital video creation as well as peer questioning and answering as collaborative tasks to promote engagement and critical thinking among students.

Our findings suggest the integration of peer collaboration through digital video creation and peer questioning proved highly effective in enhancing motivation, engagement, and understanding within the lesson. Thus, overall had a positive impact on students’ self-directed learning. Students found the bite-sized activities manageable and reported a diminished feeling of isolation, underscoring the inherent value of peer collaboration. Furthermore, collaborative tasks grounded in accountability and shared responsibility emerged as catalysts that enhanced motivation, critical thinking, and engagement.

This study imparts invaluable insights to educators, stressing the importance of a social presence in asynchronous e-learning, and of setting clear guidelines and expectations in collaborative tasks. Our qualitative findings did reveal potential challenges, including issues related to group dynamics and delayed peer responses, prompting the need for future considerations and improvements. Overall, our study paved the way to fine-tune implementation strategies, ensuring ongoing success in cultivating collaborative tasks and improving motivation in asynchronous e-learning environments.

Kenta Endo^*,a, Toshiya Itaya^a, Yuya Sato^b, Hiroshi Nishiguchi^c

^aNational Institute of Technology, Suzuka College/ Department of Electronic and Information Engineering, Suzuka, Japan

^bNational Institute of Technology, Toyota College / Department of Civil Engineering, Toyota, Japan

^cNational Institute of Technology, Sasebo College / Department of Mechanical Engineering, Sasebo, Japan

^*endo-k@info.suzuka-ct.ac.jp

Abstract

Efforts using data science are being made towards the realization of Hydrogen Society, fostering momentum in communities and understanding current challenges. Construction costs for hydrogen infrastructure, such as hydrogen stations, present a significant barrier to widespread adoption. Additionally, the lack of sufficient data regarding location conditions, operation conditions, and high-pressure gas safety regulations calls for the application of data science from various perspectives.

The purpose of this study is to provide data science education to students at National Institutes of Technology (KOSEN) and to evaluate the educational effectiveness in cultivating engineers for the realization of a hydrogen society. In a class titled 'Fundamentals of Design,' we educated three second-year students on analyzing scatter plots and correlation coefficients between the number of hydrogen stations and various datasets using the Python programming language. While numerical processing in this class could be accomplished with spreadsheet software like Excel, we also incorporated programming for data processing tasks to practice handling large volumes of data. Initially, students tackled practice problems analyzing the correlation between population data of cities and towns in Aichi Prefecture and the presence of hydrogen stations. They then set their own research themes, exploring data potentially related to hydrogen stations. Students independently developed research themes and presented their findings on various aspects of hydrogen stations. Additionally, a five-year student employed Geographic Information Systems (GIS) to foster the diffusion of Hydrogen Stations through data science education as his graduate research. Given that hydrogen is a by-product in petrochemical plants, the student hypothesized a relationship between Hydrogen Stations and petrochemical plants, conducting a mapping analysis in the Tokai region. This novel data analysis in the Tokai region utilized GIS to visually clarify geographical data, mapping the relationship between Hydrogen Stations and petrochemical plants. Future plans include improving our GIS mappings to better analyze and promote the spread of Hydrogen Stations.

Paul Ng and Tan Hui Leng

Centre for Learning & Teaching Excellence, Ngee Ann Polytechnic, Singapore

paul_ng@np.edu.sg, tan_hui_leng@np.edu.sg

Abstract

Ngee Ann Polytechnic (NP) has implemented Flipped Learning (FL) campus-wide since Academic Year (AY) 2022/2023. NP adopts a 40:60 curricular guidepost where approximately 40% of the core curriculum is experienced as Online Asynchronous Learning (OAL) and 60% as In-Person Learning (IPL). Fundamentally, NP implements FL to contribute towards developing and honing students’ self-directedness. As recently established by Khodaei et al (2022), FL can develop self-directedness if implemented appropriately. However, as concluded by Park and Suh (2021) and Kapur et al (2022), how FL is implemented can critically impact any improvements in student learning.

At NP, students learn foundational content interactively during OAL, for example through activities such as quizzes with feedback, online discussion, short video clips etc. Lecturers design OAL in a manner that generates data in NP’s learning management system from students’ engagement with these OAL activities. This data provides lecturers insights on their students’ learning progress and enables lecturers to adjust IPLs as needed to better scaffold students’ learning. The IPL scaffolds include opportunities for in-person collaborative learning.

This paper will discuss the details of NP’s survey of students’ perception on their FL experience. The survey requested NP students to rate 10 items, each on a 5-point Likert scale, on 10 key aspects of their FL experience over 2 semesters in AY 2023/2024. Key aspects surveyed included the use of interactive self-checks with feedback, how OAL prepared students for IPL and how IPL helped students to apply their OAL learning. Responses to the survey, and each survey item, were optional. Overall, just under 2000 students responded to our survey in April 2023 semester and about 1480 students in October 2023 semester.

In both semesters, between 71% and 87% of all survey respondents Strongly Agreed or Agreed (“SA+A”) with all survey items. SA+A approval percentages were generally higher in October 2023 semester than in April. The lowest ratings of 71% in April and 79% in October 2023 semester were for the item on whether learning analytics were useful to inform students of their learning progress.

Focus groups were conducted at the end of each semester where students provided more details of their FL experiences, challenges, and suggestions for improvement. These discussions corroborated survey findings and provided us with actionable suggestions for improvement.

Our study of students’ perceptions of NP’s implementation of Flipped Learning provides encouraging insights for others considering how to improve learning using data-driven FL.

Toshihiro Shimizu^*,a, Yoshitaka Matsumoto^a, Shinya Morikami^a and Takayoshi Yoshioka^a

^aNational Institute of Technology, Toyota College, Toyota, Japan

^*shimizu@toyota-ct.ac.jp

Abstract

Toyota KOSEN organized the KOSEN Global Camp (KGC) from February 19th to 25th, 2024. Fourteen international participants from U.K. College, Vietnam University, Thai high schools, and 25 Japanese KOSEN students, including international exchange students from Malaysia, Mongolia, and Cambodia, participated in this camp. The workshop theme was "Recognizing the Public Urban Space and Working towards a Proposal for a Future Smart City". The workshop aimed to identify public spaces for civilians, build a miniature urban design using LEGO and propose an ideal future city. The students learned how to plan a future smart city through practical experience and collaborative work, using their and other people's areas of experience. The workshop also aimed to develop global citizenship (GC) skills, such as "Knowledge and Understanding", "Abilities and Skills", and "Attitude, Stances, and Values". The groups to build the smart city comprised one international exchange student, 2 or 3 students from overseas, and 2 or 3 Japanese KOSEN students. They had to use English to discuss their smart city during the workshop. On DAY 2, the participants designed a city as a group work using architecture design-build LEGO. The lecturer, who specialized in urban planning at the university, provided the urban designing aspect in the morning, and the participants walked around Toyota City to observe city planning and smart city content on DAY 3. As for obtaining the domestic aspects from the local citizens, the dialogue with citizens was held on DAY 4. The final presentation to show their ideal smart city was held on DAY 5 after they redesigned and built the urban planning with LEGO. All student participants had increased their global citizenship skills through this workshop in a questionnaire survey. It was observed that the GC skills of Japanese participants significantly improved after attending the camp, in contrast to the international students who studied in KOSEN. The strength of our global camp lies in the ability to enhance the "Abilities and Skills" required for global citizenship.

J. Kontio^*,a and M. Ketola^b

^aTurku University of Applied Sciences, Faculty of Engineering and Business Turku, Finland

^bTurku University of Applied Sciences, Faculty of Engineering and Business/School of Common Studies, Turku, Finland

^*juha.kontio@turkuamk.fi

Abstract

Faculty of Engineering and Business in Turku University of Applied Sciences started a major curricula reform in Autumn 2022 with the aim of new curricula for autumn 2024. The reform was for all our engineering and business administrations programs in bachelor level. The project used CDIO as the general framework for the reform. There are altogether 20 different curricula that this reform affected. The reform had a project group consisting of representatives from all our eight schools. The reform aimed to improve three main goals:

• Strengthen professional core competencies in programs,

• Strengthen the quality of education and improve completion and

• Support personnel well-being.

The first goal challenged the programs to identify their key existing principle: What is the professional role and practical context of the profession? The second goal challenged the programs to improve their learning outcomes and to ensure their students reach the desired learning outcomes by focusing on teaching and learning activities, assessment, and overall implementation of the curricula. The third goal focused on improving the design of daily work by getting rid of fragmented work duties and enabling focusing on one’s competences. The project had three main phases:

• General planning, goal definition of each program and intended learning outcomes

• Defining courses’ descriptions and constructive alignment

• Finalizing the change.

Based on the reform project we currently have new curricula in all the programs starting autumn 2024. Their goals are clarified, learning outcomes are specified, and the functionality of the whole has been ensured. The modular structure has been improved and each program has a clear growth story built in the program. Furthermore, several common project modules have been embedded in curricula. Currently we are working on constructive alignment by planning learning outcomes, teaching/learning activities and assessment to form a mutually supportive whole. Furthermore, teaching and learning is designed to be based on active methods and our learning environments will be in active use. In this paper, we describe the aims of the reform, its phases, and its key results and experiences.

T. Kenneth and C. Elynn

Singapore Polytechnic/School of Computing, Singapore

Kenneth_TAN@sp.edu.sg, Elynn_Chee@sp.edu.sg

Abstract

The use of PracticeMe, a study tool to revise on the fundamentals of JavaScript programming, was conceived when students feedback that there were insufficient programming practices to enhance their learning. It was specially developed in-house to provide a platform for students to raise their proficiency in programming with deliberate practices within a captivating environment using basic gamification. PracticeMe served as an extra learning tool, besides the conventional learning resources provided e.g. lecture notes, internet/hard copy references and weekly practical assignments. It was targeted at Year 1 students enrolled in the core module ST0502 Fundamentals of Programming (FOP) which introduces and builds the foundation of programming language.

 The purpose of this pilot study is to investigate the effectiveness of PracticeMe on improving students’ performance in programming. To assess its efficacy, data points collected include students' results, practice attempts, number of questions attempted, Mid-Semester Test (MST) scores that can highlight the gaps in learning on different topics taught in the module. Observation of the MST scores indicated that classes with lower percentage usage of the application had lower average scores as compared to classes with higher percentage usage of the application. The results also indicated that PracticeMe may not be able to capture the subtle weaknesses among the higher performing students.

Both qualitative and quantitative analysis were conducted to gather the effectiveness of PracticeMe. An online survey in BrightSpace was conducted at the end of the semester to gauge students’ perception of its usefulness towards their learning. Results suggested that students were highly positive, with 79% giving feedback that “it was easy and intuitive to use” and 69% responded that “the application was helpful in directing them to focus on their weaker topic(s)”. Students from the focus group interviews also shared that “they were highly motivated to use PracticeMe on a daily basis as it offered them the flexibility” to select the topics and level of difficulty to practise at their own time.

Ho Teck June, Tan Check Meng and Qiu Zixuan

Singapore Polytechnic/School of Computing, Singapore

Tan_Teck_June@sp.edu.sg, Tan_Check_Meng@sp.edu.sg, Qiu_Zixuan@sp.edu.sg

Abstract

The Final Year Project (FYP) holds a pivotal position within computing-related diploma programs, offering students a unique opportunity to apply their acquired knowledge and skills to real-world challenges. FYP teams often face a range of challenges such as changing project requirements and deliverables, communication and collaboration, time management, and unclear individual roles and responsibilities. This research paper delves into the impact of implementing the Scrum framework to improve teamwork as students carry out their final year projects, aiming to identify key factors contributing to successful implementation and subsequent improvements in team performance.

The Scrum framework is an agile framework that promotes collaboration among team members. The framework focuses on improving the product through constant inspection and adaptation to improve the final output. Researchers have analysed the effectiveness of the Scrum framework for project and team management in FYP teams in higher education. The findings showed that task assignment, performance monitoring, team management and regular feedback practices are the main advantages of using Scrum in FYP projects, which had a positive impact on student performance.

The action research employed a mixed-method approach, combining quantitative data from the Comprehensive Assessment of Team Member Effectiveness (CATME) survey with qualitative insights from focus-group discussions involving third-year Diploma in Applied AI and Analytics students. While the CATME survey did not reveal significant statistical differences between phases of the project, focus group discussions provided a deeper understanding of Scrum’s positive impact on teamwork. Participants reported enhanced collaboration, improved trust, effective decision-making, and a more inclusive team environment due to Scrum practices.

These findings have led to the broader adoption of Scrum across all FYP modules and related projects within the School of Computing. The research underscores the value of Scrum in educational settings, offering a framework for fostering effective teamwork and improving the overall FYP experience. This study contributes valuable insights into the practical application of Scrum in academia and suggests that further research could explore Scrum’s adaptability to various project types and industry contexts.

F. Huang^*,a, K. Tham^b and E. Kwan ^c

^a-cNanyang Polytechnic/School of Health and Social Sciences, Singapore

^*huang_fang@nyp.edu.sg

Abstract

In nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in understanding the factors influencing the learning experience and perceptions of PLS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy. This qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (n = 20) were recruited from the Advanced Diploma in Nursing (Peri-anesthesia) programme. The students underwent both ILS (14 hours) and PLS (11 hours) as part of the mandatory activities within a 60-hour module on "Crisis Management in Anaesthesia”. Three semi-structured FGDs with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method. The thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice principles, which played a significant role in achieving conceptual fidelity in their developed scenarios. In conclusion, the qualitative findings of this study emphasize the pivotal role of PLS in creating dynamic learning environments, which are of interest to all educators. Through active engagement in PLS through scenario design, facilitation and debriefing, students develop a deeper understanding of theoretical concepts and enhanced their clinical competency. As nursing education continues to evolve, it is essential for educators to embrace innovative pedagogical approaches like PLS to improve learning outcomes and prepare nurses for the increased complexities of clinical practice. Beyond nursing, educators may gain valuable insights into students' learning needs and challenges through PLS implementation, refining teaching strategies and improving educational effectiveness.

Katerina Yang^*,a, Yunyi Wong^a and Ai Ye Oh^a

^aSingapore Polytechnic, School of Chemical & Life Sciences, Singapore

^*katerina_yang@sp.edu.sg

Abstract

This paper shares the process and outcomes of the efforts from the Diploma in Chemical Engineering (DCHE) Course Management Team in evaluating the coverage of sustainable development in the context of chemical engineering using the CDIO Framework. The paper first presents the need and practical context for integrating sustainable development into the DCHE program based on the chemical engineering profession where the skills and attributes required to achieve the intended outcome are established. Then, the 17 United Nation Sustainable Development Goals (UN SDGs) are mapped to the learning outcomes in each module while detailing the magnitude of coverage of whether a specific UN SDG is ‘teach’ and/or ‘utilise’ in the modules. The analysis involves all modules in the DCHE curriculum while noting that the Common Core Curriculum (CCC) was implemented in DCHE since AY2022/2023 that introduced UN SDGs into the curriculum which can be further extended to the chemical engineering domain. The paper also describes the application of UN SDGs in the context of chemical engineering and how existing learning activities support the development of knowledge, skills and attributes required to address wicked problems framed by UN SDGs. It was found that 8 out of the 17 UN SDGs are used in the DCHE curriculum with UN SDG No. 12 Responsible Consumption & Production being taught and utilised most frequently. This could be due to its relevance and application in the study of chemical engineering at the diploma level. Then, the CDIO Standards are used to conduct a gap analysis of its existing curriculum in sustainable development. Base on the learning gaps identified in this paper, there are more opportunities to integrate UN SDGs into the curriculum more cohesively in accordance to the complexity of the spiral curriculum and within the chemical engineering context by teaching and utilising UN SDGs more explicitly in Year 1 modules followed by applying UN SDGs in Year 2 and Year 3 modules. This will enable students to understand the relevance of UN SDGs to their chemical engineering studies. The terminal objective is to enable them to extend their learning to address multi-faceted sustainability issues.

Naoki KAKUDA

Department of Electronic Control Engineering, National Institute of Technology (KOSEN), Yonago College, Yonago, Tottori, Japan

kakuda@yonago-k.ac.jp

Abstract

For students to be socially and economically independent and begin fulfilling lives after graduation, it is critical that they be motivated and allocate their time and money to various self-investments from the moment they enroll in school. KOSEN provides numerous opportunities for students to showcase the results of their investments, such as programming contests. Participating in such events allows students to clarify their career goals. By improving their knowledge and skills, students can raise their expectations, allowing them to contribute more as engineers. Furthermore, improving their financial literacy boosts students’ sense of independence and motivation to pursue specialized subjects. Therefore, in this study, we conducted an engineering class incorporating career and financial elements to help students improve their expectations and awareness of self-investments and examined the educational effects of conducting this class.

The class was held during the second-year engineering subject “Electromagnetism” and the fifth-year subject “Electronic Devices.” First, a teacher explained the importance of life and career planning as career elements and self-analysis methods. Second, to specifically raise the students’ expectations, on the teachers discussed financial literacy, including how to protect and increase money, which is a substitute for value, as well as compound interest and discounted present value. Furthermore, to connect the students’ specialized subjects with financial literacy, the students were given an assignment to calculate the investment yield of solar power generation, which can be considered a financial innovation created by solar cells, one of the most important electronic devices. For this assignment, students created their own teaching materials that allowed them to measure the power generated by solar cells as well as the panel temperature indoors.

A questionnaire distributed to students who took the class revealed that KOSEN students are open about their careers and have a strong aptitude for finance. Furthermore, students demonstrated an understanding of the relationship between solar power generation principles and investment concepts. Furthermore, as a result of implementing this class, students’ preference for self-investment increased, with a high proportion of students studying specialized subjects, pursuing qualifications, and investing. As a result, it was clear that this class increased students’ motivation to study and their level of understanding of specialized subjects.

F. Teoh^*,a, A. Ng^a, C.H. Miin^a, C. Pang^b, T. Lim^b, K. Tan^c, S. Goh^c and E. Foo^d

^aNanyang Polytechnic, School of Applied Science, Singapore

^bNanyang Polytechnic, School of Business Management, Singapore

^cNanyang Polytechnic, School of Design & Media, Singapore

^dNanyang Polytechnic, School of Engineering, Singapore

^*Florence_Teoh@nyp.edu.sg

Abstract

Learning Experience Design (LXD) represents a paradigm shift in lesson design by advocating learner- and learning-centric rather than traditional content- and instruction-centric lesson design. LXD addresses emerging T&L challenges such as complex learning environments, accounting for learner diversity and the development of transferable and domain skills. In this research, case studies conducted by 8 educators across 5 diplomas in Nanyang Polytechnic (NYP) establish the effectiveness of employing an LXD methodology. The goal is to enhance learner engagement, through catering to diverse learners’ needs while addressing environmental challenges, so as to facilitate the achievement of learning outcomes in an efficient, effective and enjoyable manner. This research seeks to validate that the application of LXD principles improves learner engagement, as evidenced through 7 enhanced learning attributes, namely; Application, Problem-Solving, Collaboration, Autonomy, Confidence, Appreciation and Connection. These attributes contribute to Meaningful, Motivational and Memorable learning (3M). Over two semesters across 2021 & 2022, 8 educators from NYP applied LXD principles in the design of learning activities to address specific challenges of the learner and in the learning environment. Before and after the implementation of the designed activities, students participated in a survey. Educators kept a journal of the experience to reflect and record the experience. The LXD Methodology described in this paper was developed by NYP with reference to the school’s Effective and Engaging Teaching & Learning (EETL) model. This was complemented with a collation of best practices on learning design for learner engagement. A group of NYP educators applied this methodology strategically to address specific classroom or learner challenges and found that learner engagement was enhanced. Case studies compiling the educators' experiences and quantitative results validating the findings are presented in this research. When applied in a considered and consistent manner to address challenges of the learner and in the learning environment, the LXD Methodology fosters greater learner engagement.

W.H. Chiu^*†a, Nanoka K.M. Tse^†a, K.H. Cheung^†ab, Y.K. Yan^a and Jesse L.C. Shum^a

^aHong Kong Institute of Information Technology, Hong Kong SAR, China

^bUniversity of Sunderland in Hong Kong, Hong Kong SAR, China

^*cschiu@vtc.edu.hk

^†authors with equal contributions

Abstract

AI TutorHub is a platform that combines Artificial Intelligence (AI) with Mixed Reality (MR) technology to offer students' timely access to academic assistance through an AI Tutor. AI TutorHub is designed and developed to address educators' specific challenges in providing support to students, particularly those with Special Educational Needs (SEN).

Smart technology has become an invaluable tool for individuals with Autism Spectrum Disorder (ASD), which is one of the types of SEN, as demonstrated in previous researches, (Sharmin, et al., 2018) (Valencia, Rusu, Quiñones, & Jamet, 2019) (Racha, Chandrasekaran, & Stojcevski, 2023) (Cañete & Peralta, 2022). These studies emphasize the efficacy of smart agents, immersive environments, and machine learning algorithms in delivering personalized interventions and support.

AI TutorHub introduces several innovative features that revolutionize the learning experience. Firstly, it prioritizes accessibility and convenience by allowing students to connect with an AI Tutor at their convenience, eliminating the limitations of traditional learning channels and setup.

Secondly, AI TutorHub integrates MR technology to create an immersive learning environment. Through interactive simulations and visualizations, students actively engage with the AI Tutor, enhancing their understanding of complex concepts, improving comprehension, and increasing engagement.

The AI Tutor within AI TutorHub is equipped with advanced AI‑powered assistance capabilities. It can comprehend and respond to students' inquiries, providing detailed explanations and step‑by‑step guidance. The AI Tutor consistently refines its responses through continual machine learning, ensuring a high‑quality learning experience.

AI TutorHub actively collects students' feedbacks, enabling the AI Tutor to enhance its capabilities and tailor responses to meet individual needs as well as providing information back to teachers on the learning issues with the students. This iterative process ensures a continuously improving learning experience that could align with students' specific requirements.

By efficiently handling queries and offering timely assistance, AI TutorHub significantly enhances teaching and learning efficiency. It enables students to better catch up with the subject learning and thus, to equip the students to participate in the subjects' designed learning activities.

In conclusion, AI TutorHub strives to empower students with SEN, regardless of their learning styles and limitations, in promoting academic success and self‑confidence. By combining AI with MR technology, the platform provides an interactive and accessible learning environment. Students are encouraged to embrace this innovative approach and join AI TutorHub to unlock their full potential in their educational journey.

A. Lee^a*, J. Ho^b, C.K. Kiu^a and D. Kwok^a

^aCentre for Educational Development, Republic Polytechnic, Singapore

^bSchool of Sports, Health & Leisure, Republic Polytechnic, Singapore

^*allan_lee@rp.edu.sg

Abstract

With an increasing emphasis on inclusive education, especially for students with diverse learning needs, some research has proposed Universal Design for Learning (UDL) as a possible framework to cater for such needs. However, to what extent can UDL interventions provide for such needs? This study examines the differences in students’ perceptions of the three UDL principles: engagement (ENG), representation (REP), and action & expression (ACT), and their possible effects on the situational interests (SI) and self-efficacy (SE) of the students. This will address the gap in the paucity of studies on UDL in post-secondary settings in Asian educational institutions. The data collection involved 120 polytechnic students enrolled in the Biopsychosocial of Ageing module in a Polytechnic in Singapore, who completed pre- and post-UDL intervention questionnaires. The questionnaire, validated before the study, assessed UDL principles, SI, and SE. The results showed significant improvements in students' perceptions of ENG, REP, ACT, SI, and SE post-UDL intervention, highlighting the positive impact of UDL on students’ motivation. The study also revealed strong correlations between UDL principles, SI, and SE in the post-intervention, suggesting an interconnected nature of these variables. Multiple linear regression analysis showed that the UDL principles on REP and ENG were significant predictors of both SI and SE as dependent variables. Implications for practice include considerations for implementing UDL in curriculum design and teaching strategies, such as promoting active engagement, providing diverse representation of content, and facilitating varied modes of expression. In conclusion, this study provides valuable insights into the effectiveness of UDL interventions within a module in polytechnic education, emphasising its potential to improve students' motivations and learning experiences.

Zhengping Liow^*,a

^aSchool of Architecture and the Built Environment, Singapore Polytechnic, Singapore

^*liow_zhengping@sp.edu.sg

Abstract

Self-directed Learning (SDL) attributes are crucial in higher education, allowing individuals to manage their learning by planning and evaluating outcomes. SDL traits enable learners to adapt to new situations, especially in a volatile and rapidly changing world. Studies have posited that SDL skills can be developed with the support of tutors, who adjust their roles based on the learners’ readiness. This study explored the utilisation of first-year students’ levels of SDL characteristics through the School of Architecture and the Built Environment’s tutor-facing dashboard as a diagnostic tool that measures seven SDL attributes to surface students’ deficient SDL attributes for targeted pedagogical interventions. Students’ Motivation and Growth Mindset were flagged as the lowest-scoring SDL attributes during Datapoint 1. Henceforth, pedagogical scaffolding targeted self-regulation facilitations to improve these SDL traits, such as helping students in goal setting, self-monitoring, peer-to-peer, and self-evaluation, were operationalised through Social Support (teacher-student and student-student relationships). Students’ motivation improved significantly from Datapoint 1 (M = 10.067) to Datapoint 2 (M = 12.067), with a p-value of 0.0265. Although learners’ Growth Mindset improved from 8.467 to 8.934, the p-value of 0.307 reflects a statistical insignificance. The students’ academic scores increased significantly from 74.52% to 79.34%, with a p-value of 0.00079. Curiously, the other measured SDL variables yielded inconclusive results. This study demonstrates the potential benefits of identifying students’ weakest learning attributes early, encouraging tutors to tailor their pedagogical practices strategically.

X. Xu^a, L. Yan^b, M.H. Chow^c,1 and S.S. Lai^c,2 

^aCenter for Building Environment Test, Tsinghua University, Beijing, China 

^bTsinghua University High School, Beijing, China 

^cDepartment of Engineering, Hong Kong Institute of Vocational Education, Tsing Yi, HKSAR  

mhchow@vtc.edu.hk¹, sai9022@vtc.edu.hk²

Abstract

This study investigates the development and application of monitoring equipment for sound vibration in neuroscience, focusing on its effects on high school students' academic performance and psychological well-being. The premise of the research is based on the phenomenon where sound vibrations from speech induce vibrations in the cranial bones, which is hypothesized to improve cerebrospinal fluid circulation, thus enhancing nutrient exchange within brain tissues. This enhancement could potentially elevate cognitive capabilities, academic achievements, and reduce psychological stress among students.

To verify the effects of sound vibration on learning outcomes, controlled experiments were performed in schools located in Beijing and Henan, China. The study divided participants into groups based on their habit of reading aloud. In Beijing, an experimental group engaged in scheduled reading sessions was compared to a control group that did not practice reading aloud. The participants were students without a pre-existing habit of reading aloud, and the reading material covered subjects like language arts and English. The sessions were integrated into the school's daily schedule. A novel, wearable head-mounted device developed in collaboration with Tsinghua University's Architectural Acoustics Laboratory measured the sound vibration levels during these sessions.

The research findings reveal a significant correlation between the quantity of cranial vibration from reading aloud and improvements in students' academic performances. The experimental group exhibited notable grade improvements, especially in the subjects included in the reading sessions. Furthermore, the study examined the relationship between sound vibration from reading aloud and psychological stress by assessing changes in saliva cortisol levels before and after the reading activities. Results demonstrated a negative correlation between sound vibration levels and cortisol levels, indicating that increased cranial vibration from reading aloud could potentially lower psychological stress.

In conclusion, the study provides evidence that sound vibration reading positively influences high school students' academic achievements and reduces psychological stress. The development of a portable, head-mounted sound vibration monitoring device presents a new avenue for leveraging the benefits of sound vibration in educational and psychological interventions. This research contributes to the understanding of how physiological processes influenced by external physical stimuli, like sound vibration, can impact cognitive and psychological outcomes, offering a novel approach to improving student performance and well-being.

T. Kaneko^*,a and R. Hamada^b

^aNIT, Tomakomai College, Tomakomai, Japan

^bNIT, Asahikawa College, Asahikawa, Japan

^*t_kaneko@tomakomai-ct.ac.jp

Abstract

The Ministry of Education, Culture, Sports, Science and Technology (MEXT), defined entrepreneurship as "the spirit of creating new value by going beyond the boundaries of the given environment”. In recent years, entrepreneurship education has come into the limelight again. Various educational activities are being conducted. The National Institute of Technology, Tomakomai College established its "Frontier Course" several years ago, offering "specialized education plus entrepreneurship education". Ideas conceived through entrepreneurship must then be transformed them into successful businesses. Many systems support procedures for starting businesses, but entrepreneurs must also learn business management, which requires enormous amounts of time. Students not specializing in business need help understanding what to do and how to start. Although the authors can present and explain case studies of successful companies to students learning about corporate management, it is meaningful for students to learn more about difficulties with starting a business and to hear the experiences of people who have failed in entrepreneurial endeavours. The authors use analog business games in lectures to create opportunities for students to experience management in a simulated manner and thereby understand it in vague terms. The analog business games the authors have produced meet their educational objectives. The supply chain collaboration game (SCC game) used at Thammasat University in Thailand in 2014 and 2015 was translated into Japanese and was applied for class instruction. Merely enjoying the game might be fruitless, but they analyzed and presented their management results. Although the students managed a simulated company, corporate accounting tools such as balance sheets and profit and loss statements were also prepared, facilitating students’ understanding of information. These actions allow classes to share discussions of how management makes erroneous decisions. The authors verified these lecture methods as practical and as allowing students to learn business management while having fun.