ISATE 2024 Paper Presentation Session 2
Session 2, Track 1 (ST1) - T12302, 303
SP_11 ASKWHATCHER – A GENERATIVE AI ADAPTIVE LEARNING ASSISTANT TO ENHANCE SELF-DIRECTED LEARNING
Jasmine Tan (LSC)*,a, Adeline Koh (CLS)b, Janny Chan (SOC)c, Joe Yang (EEE)d, Mark Wan (EEE)d
aSchool of Life Skills & Communication (LSC), Singapore Polytechnic, Singapore
bSchool of Chemical & Life Sciences (CLS), Singapore Polytechnic, Singapore
cSchool of Computing (SOC), Singapore Polytechnic, Singapore
dSchool of Electrical & Electronic Engineering (EEE), Singapore Polytechnic, Singapore
Abstract
Generative artificial intelligence (Gen AI) has emerged as a transformative tool in education, offering novel opportunities to enhance students' self-directed learning (SDL). This paper examines the integration of Gen AI with exit polls to bolster SDL through the AskWhatCher application, which encompasses the AskCher 3-2-1 exit poll and the AskWhat chatbot. The efficacy of the application was assessed through pre- and post-usage surveys based on the Motivated Strategies for Learning Questionnaire (MSLQ) scales, complemented by insights from focus group discussions (FGDs).
A functional prototype, leveraging GPT-3.5-Turbo and trained on module-specific content within a secure ecosystem, effectively mitigates challenges such as hallucination and privacy concerns. This application enables students to generate their own questions and utilize exit polls for reflective learning at the conclusion of lessons.
By integrating quantitative data from the MSLQ surveys with qualitative insights from FGDs, this study provides a comprehensive analysis of how AskWhatCher supports SDL, in alignment with Singapore Polytechnic’s (SP) SDL model. The observed positive trends in key SDL areas suggest that, with continued use and further refinements, the app has the potential to significantly enhance students' SDL capabilities.
TP_03 AI FOR PERSONALIZED LEARNING SUPPORT FOR STUDENTS IN ENGINEERING: A JOINT-POLYTECHNIC COLLABORATION PROJECT
Kannurao Sudhaa, Kwan Eng Enga, Calaiselvya, Soon Hock Weib
, Udayakumar. Tc, Shanbhag Narayanc
aSchool of Engineering, Temasek Polytechnic, Singapore
bSchool of Engineering, Ngee Ann Polytechnic, Singapore
cSchool of Engineering, Republic Polytechnic, Singapore
Abstract
When students encounter difficulty in comprehending certain concept, they might need prompt help and support from their tutors. But tutors are not available round the clock to clarify their doubts. In this project, we explore the use of Artificial Intelligence (AI) based chatbot named as AskCher, for providing personalized learning support to the students when they need the most. AskCher was developed using Google Dialogflow, a Natural Language Processing (NLP) module that translates students’ queries during conversations to structured data and returns appropriate responses. AskCher, the chatbot aims at supporting students’ learning processes while providing real-time 24/7 assistance to the students. Students could access the chatbot from their laptop or handphone by clicking an URL, whereby the dialog window would pop up. In collaboration with School of Informatics and Information Technology (IIT) in Temasek Polytechnic, Singapore, AskCher chatbot was developed by School of Engineering (ENG) and deployed to 1000+ students from three participating polytechnics in Singapore. Leveraging on a single chatbot across institutions for the common modules contributes to collaboration and benchmarking. Effectiveness of the chatbot in supporting students learning needs is studied by analyzing the dashboard visualizations and from the student feedback and surveys. This paper shares the findings of this project on students’ attitude towards the chatbot, and how it helps them in the mastery of skills towards strengthening their competencies in the engineering domain, and in acquiring lifelong learning skills. By analyzing the contents of the student-chatbot interactions, staff can gain further insights to improve the subsequent versions of the chatbot to be used as another channel for supporting students through technology.
NYP_04 ENHANCING ONLINE LEARNING WITH TEXT TRANSCRIPTION AND SUMMARIZATION: AN EVALUATION OF RELIABILITY AND VALIDITY
KOH Noi Sian
School of Information Technology, Nanyang Polytechnic, Singapore
Abstract
In recent years, the landscape of education has undergone a transformative shift, predominantly driven by technological advancements. Traditional lectures have given way to online learning content, delivered through recorded or curated videos. While this transition has opened new opportunities for flexible learning, it has also introduced challenges related to content accessibility, comprehension and efficient revision. This study explores the significance of text transcriptions for online lecture videos and the utility of text summarization in enhancing the learning experience. Text transcriptions serve as a valuable resource, bridging the gap between auditory and visual learning and catering to diverse learning preferences. They are particularly beneficial for students who require additional support or those who prefer reading over watching videos. Text summarization goes a step further by condensing the lengthy content of lecture videos into concise and comprehensible summaries. These summaries not only save time but also provide a quick and effective means for learners to grasp the key concepts covered in the videos. They serve as invaluable tools for revision, enabling users to recap and reinforce their understanding of the subject matter. One of the aspects of our study is the evaluation of the reliability and validity of existing text transcription tools, with a specific focus on speakers with Asian accents. Accurate transcription is vital for ensuring that the textual representation of spoken content is faithful to the original. We assess the effectiveness of these tools in accurately transcribing lectures delivered by speakers with diverse linguistic backgrounds, thereby addressing potential biases in transcription accuracy.
Furthermore, we evaluate the validity and reliability of text summarization services or tools available in the market. This assessment aims to provide insights into the quality of summarization algorithms and their ability to distil essential information from diverse lecture content. In conclusion, this study highlights the importance of text transcriptions and summaries in the context of online learning, with a particular emphasis on accommodating diverse linguistic backgrounds. Our findings will contribute to the improvement of online education resources and the development of more inclusive and effective learning experiences.
RP_01 PREDICTIVE ANALYSIS OF STUDENT ACADEMIC PERFORMANCE AT MODULE LEVEL WITH MACHINE LEARNING ALGORITHMS
S. Chua*,a and M. Gujralb
aRepublic Polytechnic/School of Engineering, Singapore
bRepublic Polytechnic/Centre for Educational Development, Singapore
Abstract
This study aims to explore the use of machine learning (ML) algorithms to predict students at risk of failing Pre-Employment Training (PET) modules. It also seeks to identify the key factors that correlate strongly with students’ academic performance.
Students' data from the Academic Year (AY) 2021 Semester 1, which included academic performance-related data in four graded modules across two diplomas within the School of Engineering (SEG), in a polytechnic in Singapore was used in the analysis. Non-academic performance-related factors, such as students' admission qualifications and demographic data, were also incorporated into the analysis and prediction model.
Exploratory data analysis (EDA) was first carried out to identify highly correlated variables with the final module mark. It was found the cumulative Continuous Assessment (CA) mark, Mid-Semester Assessment (MSA) mark, normalised pre-poly result, family member count, and normalised posted choice number were all strongly correlated with the final module mark. These variables were used as predictors in the prediction model.
Three machine learning algorithms were then explored in building the prediction models: GPBoost, Mixed Effects Random Forests (MERF), and Artificial Neural Network (ANN). ANN performed significantly worse than GPBoost and MERF - GPBoost and MERF were comparable in the early prediction points before the MSA. After MSA, GPBoost performed better in all metrics, with an R-squared close to 70% and a recall score close to 60%. The GPBoost prediction model provides educators with a tool that allows at-risk students to be identified early in the semester such that timely intervention can be administered. In addition, there is a fairly strong correlation between the first CA mark (CA1) and the final module mark for many modules. Hence, CA1 marks can serve as an early alert to educators to indicate that a student requires more support.
Session 2, Track 2 (ST2) - LT12C
SP_16 UNLOCKING THE DIGITAL FOOTPRINTS OF SELF-DIRECTED LEARNERS: INSIGHTS FROM A MULTIMODAL STUDY
Tan Boon Yuen
Singapore Polytechnic/ School of Computing, Singapore
Abstract
In Singapore Polytechnic (SP), students are expected to grow as Self-Directed Learners as they learn using asynchronous content on Learning Management System (LMS). There were previous observations and feedback from lecturers and students that reading or video materials for asynchronous content were not sufficient for student engagement and learning. Students showed the lack of understanding from the asynchronous content when coming for the physical class. Online learning activities such as discussion forums, assignments or quizzes, are needed to engage students to a deeper thinking level for better understanding and learning. This study investigates the benefits of online activities such as discussion forums on self-directed learning (SDL), the influence of self-directedness components on student behaviour in online activities, and the indicators of student behaviour in online activities that correlate with learning outcomes in the School of Computing (SOC).
JP_20 DEVELOPMENT OF ROBOT CONTROL SECURITY EDUCATIONAL MATERIALS USING VIRTUALIZATION TECHNOLOGY
Kyosuke Kawai*,a, Satoru Yamadab, Tomoharu Kaeriyamac and Yuki Yamaguchia
aNational Institute of Technology Ishikawa College/Electronic and Mechanical Engineering, Kanazawa, Ishikawa, Japan
bNational Institute of Technology Ishikawa College/Electrical Engineering, Kanazawa, Ishikawa, Japan
cNational Institute of Technology Kisarazu College/Mechanical Engineering, Kisarazu, Chiba, Japan
Abstract
In recent years, everything used in our general lives has been connected to the Internet, increasing convenience, and making us more and more efficient. This growth will become increasingly rapid and integrated into the life of the city we pass. However, very few of us are operating with awareness of the security issues that are hidden behind the convenient aspects. As more things are connected to the Internet and more things are linked to the Internet in the future, attacks targeting their vulnerabilities will increase and bring negative aspects to our lives.
Even though a large number of people who engage in security are needed, there is a large shortage of them worldwide. To overcome such a situation, this study aims to create educational materials on security using robot control as an example. Since the robotics market has been expanding significantly in recent years and is expected to grow even more in the future, we thought that students and engineers outside the information security field, as well as junior high and high school students without specialized knowledge, would be easily interested in this field. We then aim to make them aware of this current situation and acquire new security personnel.
In this study, the robot control environment was built with “TurtleBot3 Burger”, a robot controllable by ROS (Robot Operating System). We have successfully launched a man-in-the-middle attack on this environment from a virtual machine that is assumed to be a third party and captured the contents of the communication. Although the captured contents should be encrypted, as shown in this study, a third party can easily steal them.
Taking this sequence of events as an example, this paper describes the process of creating educational materials that will lead to the acquisition of new human resources, as well as future issues to be addressed.
RP_10 EXAMINING LEARNERS’ EXPERIENCES OF MICROLEARNING-SUPPORTED FLIPPED LEARNING IN HIGHER EDUCATION THROUGH GAGNE’S NINE EVENTS OF INSTRUCTION
U. Maniar*,a and J. Periasamy b
aRepublic Polytechnic/Centre of Educational Development, Senior Lecturer, Singapore
bRepublic Polytechnic/School of Engineering, Senior Lecturer, Singapore
Abstract
Microlearning is perceived as a method of instruction which provides bite-sized chunks of content that can be learned in short time spans and at any place. Flipped learning affords active engagement with learning materials before class to allow subsequent deeper discussions, and application of knowledge. Microlearning integrated with flipped learning thus provides a rich basis for personalised learning against the background of typical problem-based learning or learner-centric classrooms. This study examines how learners experience microlearning-supported flipped learning in the context of learner-centric settings and provides valuable insights into how well-designed microlearning packages aligned to Gagne’s (1985) nine events of instruction can achieve the goals of flipped learning. Pre-readings were created using online SCORM and Kahoot microlearning packages for non-technical and technical modules respectively, which engaged learners prior to face-to-face lessons. In the design of the microlearning packages learners’ attention was captured using quotes and recap quizzes to activate prior knowledge, learners were guided in their exploration of concepts using short three-minute videos, real-life examples, PowerPoint slides, Padlet and Discussion Forum. Learning was consolidated using self-check questions and quizzes with real-time feedback. A total of 32 learners from a polytechnic in Singapore participated in the study where qualitative data was gathered through six focus group discussions and analysed using deductive thematic methods. Findings indicate that the learners experienced all of Gagne’s (1985) nine events of instruction whilst engaging with the microlearning packages. The main elements of flipped learning are depicted in the themes comprising preparatory engagement and guided exploration, which were covered by microlearning packages and followed by in-class collaboration and applications. The guided exploration features were most prominently experienced by learners, and this was followed by their preparatory engagement, thereby evidencing the assertion that creatively designed pre-reading microlearning packages prepares the learners for the forthcoming lessons.
JP_25 PBL-BASED AI EDUCATION PROGRAM WITH BOARD GAMES
Shota Hayashia, Junki Tomatsua and Koji Tajima*,b
aNIT(KOSEN), Gifu College, Gifu, Japan
bDept of Electrical Engineering and Information Engineering, NIT, Gifu College, Gifu, Japan
Abstract
The Department of Electrical and Computer Engineering of NIT Gifu College has been conducting Problem-based learning (PBL) classes for students to develop game AI since 2012. This paper describes the summary of this PBL class and the contents of the development in the academic year 2023 from the viewpoints of faculty members and students. This class is for fifth-grade KOSEN students, and the task is to develop AI for computer games. The games are mostly different each year, but we select either original games or existing analog games. Students develop a client program that communicates with a server program developed by the faculty members. This class begins in April and the competition are held twice, once in June and once in September.
The subject of the 2023 experiment was the card game En Garde by Reiner Knizia. Students played the game first and created several static algorithms based on their experience. After that, they tested these algorithms against each other and created an AI based on its probability. In this paper, we summarize the features of the AI created by the students, the results of playing against each AIs, and the analysis of the AI.
Session 2, Track 3 (ST3) - LT12D
VTC_05 MOTIVATION AND SUPPORT OF STUDENTS IN PROJECTS ON CONSTRUCTION INDUSTRY DIGITALISATION
Dr Augustus Yuen Fai LEE, FICE
Engineering Discipline, Hong Kong Institute of Vocational Education, Hong Kong
Abstract
In response to “Industry 4.0”, the Government of Hong Kong has launched “Construction 2.0” since 2018 to reform its construction industry. Innovation and digitalization are indispensable to driving forward productivity, efficiency, and enhanced project delivery outcomes. Subsequently, Building Information Modelling (BIM) is being mandated in all major capital works projects in the same year. The Construction Industry Council (CIC) BIM Standards also outline the potential BIM-related systems and integrations in the Construction Industry such as Geographic Information System (GIS), Digital Work Supervision System, and Digital Twin.
The Institute of Vocational Education (IVE), in response, has implemented BIM curriculums in all Higher Diploma (HD) programmes in the construction programme area and obtained accreditation from CIC. Close monitoring of final-year students’ academic performance has been carried out from 2018 to 2024. This paper compares batches of Industrial-Based Student Projects (IBSP) (previously known as final year projects) on the Construction Digitalization of aforementioned BIM-related systems (a spectrum of digital workflow in the construction life cycle) against non-digital / traditional topics.
After evaluation, support for software and hardware through the Virtual Desktop Interface for the massive graphic rendering and data size requirements in the BIM environment has been provided, with the aim to motivate the digital learning experience. At the end of this paper, a review is given on the use of AI avatars for the presentation assessment of IBSP. This digital reform of presentation enables students with lesser verbal skills or command of English to deliver projects in a controlled timeframe and friendly learning environment. A full digitalization of student IBSP is set up.
JP_19 HOW CAN WE SERVE OUR INTERNATIONAL STUDENTS BETTER? -RESULTS FROM PRELIMINARY DATA COLLECTION
A. Otsu, Ph.D. and S. Hamamoto, Ph.D.
National Institute of Technology (KOSEN), Ibaraki College, Hitachinaka, Japan
Abstract
Since the mid-1980s, more than 100 international students from 14 countries, mostly from Asian countries, have studied at National Institute of Technology (KOSEN), Ibaraki College in Japan (hereinafter referred to as “Ibaraki KOSEN”). There have been occasional reports on international students on campus, yet no continuous data collection was found, unlike regular annual survey for incoming and graduating students including both Japanese and international students. This paper introduces a feasibility study conducted by two researchers at Ibaraki KOSEN. Dr. Otsu (hereinafter referred to as “Otsu”) collected the quantitative data to investigate how international students’ experience on campus could predict their overall satisfaction. For the school year 2023-2024, 15 international students out of 23 completed the survey. Then six of the respondents volunteered for 2-hour individual interviews with Dr. Hamamoto (hereinafter referred to as “Hamamoto”) .
Descriptive statistics showed that the international students at Ibaraki KOSEN often engaged in academic activities and participated in cultural events on campus. They sometimes interacted with people on campus and used campus facilities. They were satisfied with their academic experience at school, interpersonal relationships on campus, and their campus services. They showed overall satisfaction with their campus, and if they could start over again, they probably would go to Ibaraki KOSEN. To measure international students’ satisfaction on campus, three major composite variables were employed; however, since the number of responses was small for this study, the results of regression analyses were not statistically significant.
Through the interviews, Hamamoto reconstructed the life histories of the international students, focusing on why they decided to study in Japan and how they had practiced Japanese language since entering Ibaraki KOSEN. They appeared to focus on indirect strategies to solve academic problems caused by their lack of Japanese language proficiency, although there seemed to be a critical correlation between Japanese language learning and specialized subject study.
In conclusion, to serve international students better, a continuous data collection, preferably both quantitative and qualitative, is necessary to capture their voice. Moreover, KOSEN teachers should collaborate horizontally for the sake of sharing problems and obstacles our international students might have encountered on campus.
JP_22 THE TEAROOM PROJECT: A PORTABLE TEAROOM TO PROMOTE INTEREST IN TRADITIONAL ARCHITECTURE AND CRAFTSMANSHIP
A.P. HIGASHINO*,a
aNational Institute of Technology /Architecture Department, Akashi College, Akashi, Japan
Abstract
The tearoom is a building type that expresses the essence of Japanese Culture's aesthetic ideals: wabi-sabi. However, most tearooms have restricted access and are closed to the public. This project started from the idea that to preserve and keep traditional culture alive, and it is necessary that young people, especially kids, should have access to those spaces. This paper describes the process of building a portable assemblable tearoom and its educational effect on the students who participated in the project and on the people who experienced space. The educational impact of the project on the students and the people who participated in the events was measured through surveys, interviews, and observation. The project had three phases: 1-learning about the tea ceremony, Japanese traditional Architecture, and planning the tearoom, 2-manufacturing the tearoom, 3-organizing and holding events using the tearoom. The students were involved in all different phases of the project. Various groups of students participated in the project. 5th-year architecture students, and the tearoom project was part of their graduation research. And a group of students of mixed age from all four departments. Most of the students from the second group did not know much about traditional Japanese architecture or tea ceremony, so they started by learning about it. They visited tearooms and participated in a "chashaku" (bamboo teaspoon) workshop. First, we explain how students learned about Japanese tea culture and tea architecture and its impact on the students. Then, we describe the designing and building process of the tearoom. Later, we will discuss the events organized by the students and analyze the event participants' survey results. The survey asked if the participants knew about tearoom architecture, how they were impressed by the interior space of the tearoom, what they would like to do inside the tearoom, and if the experience made them more interested in traditional architecture. The results were very positive, and most people answered they had never entered a tearoom before and that this experience instigated their interest in traditional Japanese architecture.
NYP_11 EXPLORING EDUCATORS' PERSPECTIVES ON USING STORIFICATION AS A PEDAGOGICAL TOOL
Kenneth Tan
Nanyang Polytechnic, School of Design & Media, Singapore
This exploratory case study examines the experiences of three educators at Nanyang Polytechnic (NYP) from different disciplines who implemented Storification as a pedagogical tool in their course design and delivery. Using semi-structured interviews and Interpretative Phenomenological Analysis, the study investigates educators' perceptions, implementation methods, and the impact on learner engagement. The findings reveal increased learner engagement, improved understanding of complex topics, and enhanced creativity. However, challenges such as time constraints, adapting to different learning styles, and aligning with assessment criteria were encountered. The study proposes several recommendations, including developing clear frameworks, balancing creativity and academic rigor, collaborating with IT staff, engaging in professional development, and conducting further research. The results suggest that Storification has the potential to transform traditional teaching methods and create a more inclusive and effective learning environment.
Session 2, Track 4 (ST3) - LT12A
NYP_10 LEARNING FROM ERROR ANALYSIS: IMPACT ON SELF-REGULATION AND ACADEMIC PERFORMANCE
Lilian Q. H. Huang
aNanyang Polytechnic, School of Applied Science, Singapore
Abstract
Within the engineering classroom, the conventional pedagogical approach often involves modelling - where tutors present correctly worked examples, followed by learners applying the concepts through rigorous problem-solving exercises. Based on the author’s teaching experience, a prevalent trend among learners is their strong familiarity with a specific problem-solving method, but often face challenges when confronted with questions that deviate from the typical format. The error analysis approach requires learners to identify, explain and correct conceptual errors using erroneous examples presented by the tutor. Similar error analysis approaches were used in the teaching of mathematics and programming; and there were improvements in learners’ learning effectiveness (McLaren et al., 2015; Beege et al., 2021). However, limited research involving error analysis approaches has been conducted for engineering modules. This study aims to add to the pool of knowledge by investigating learners’ self-regulation and academic performance through an error analysis approach in a chemical engineering module (“Reactor Systems”). A total of 42 learners from the Diploma in Chemical & Pharmaceutical Technology participated in this study, where a mixed-method design was used. This diploma program prepares students for careers within the chemical engineering industry. An equivalent time series research design was used since it determines if a pattern is developed over time. The aim of this research required an observation of the demonstration of self-regulation from the learners over a period of time. The treatment (error analysis) was administered three times, with a washout period in between each treatment. A post-test was conducted after each treatment. In the washout periods, the treatment was removed, and the conventional approach was employed. At the end of the study, a survey was conducted using items adopted from the Motivation Strategies for Learning Questionnaire to measure learners’ self-regulation. Learners' post-test and survey results were used to determine the impact of the error analysis approach on their self-regulation and academic performance. It was found that the post-test scores improved significantly from 28% (post-test 1) to 70% (post-test 3). This is attributed to their acquaintance with the error analysis approach. The survey results indicated that learners identified strongly with three of the domains (task value, control of learning belief and metacognitive self-regulation) found in the survey instrument. This is supported by learners’ feedback that although grasping the skill to perform error analysis proves challenging initially, they persevere in mastering it due to their appreciation for the skill.
JP_34 ESTABLISHING AUTOMATED ATTENDANCE CHECKING SYSTEMS THROUGH PROJECT-BASED LEARNING IN KOSEN-KMITL
Saung Hnin Pwint Oo 1,a, Thanyawarat Pawasopon*,a, Pirapat Tangsuknirundorna, Tanapon Keatsamarna, Krittanik Srithanasarna, Su Wai Myoa, Shashi Shaha, Hideyuki Kobayashia, Mio Kobayashia and Yuki Yoshikawaa
aComputer Engineering Department, KOSEN-KMITL, Bangkok, Thailand
1saunghninpwint.oo@kmtil.ac.th, * thanyawarat.pa@kmitl.ac.th
Abstract
Project-based learning (PBL) is effective in developing important skills in students, such as thinking, Problem-solving, collaboration, and communication skills, which will be valuable in their future work. PBL also motivates students to learn. As they tackle real problems, they develop a deeper understanding of what it means to learn and a self-directed learning attitude.
At KOSEN-KMITL, PBL is a feature of education and is adopted in the third and fourth years. In the third year, for a given problem, students experience solving the problem with the thinking skills they have learned before (Problem-base) and managing a project as a group work (Project-base). In addition, students create prototypes and evaluate them based on specifications. In the following fourth year, for real problems from companies or local communities, students try to solve them while communicating with stakeholders. At KOSEN-KMITL, the PBLs are linked to internship, followed by graduation research, and the curriculum allows students to put the skills they have learned into practice.
In this study, we introduce PBL for third-year students and report their learning outcomes. Beginning with PBL1 in the first semester of the third year, subsequent PBLs (PBL2 through PBL4) run in consecutive semesters. The aim is to undertake Artificial intelligence (AI)-based projects that meet identified problem requirements. In PBL1, student groups employ the Agile project management approach to plan and manage several projects, defining project scopes, exploring frameworks and methodologies, collecting and preprocessing data, and implementing pilot systems. They propose and develop automated attendance checking systems with diverse AI technologies. PBL2 extends PBL1, emphasizing website and software design with hardware components for deploying the proposed systems. Each group trains Machine learning and Deep learning models, predicts test data, evaluates accuracy, and conducts trials until the system is fully operational as a reliable AI-driven system, reducing manual tracking efforts in workplaces and schools.
By leveraging features such as face recognition, voice authentication, fingerprint detection, object detection, and IP address pinging, these systems optimize cost-effectiveness, time efficiency, and accuracy. Their results vary based on the distinct features of addressing the common goal in PBL2. In face recognition, for instance, one group achieved approximately 99% accuracy using transfer learning on a pre-trained Deep learning model (ResNet-18), which was trained on a dataset of 1634 images and tested with 479 images of 11 individuals.
The remaining tasks can be addressed through subsequent PBLs and senior projects in the final year.
VTC_06 INCORPORATING GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) INTO EDUCATION PEDAGOGY FOR ENHANCING STUDENT ENGAGEMENT AND CREATIVITY IN HONG KONG VOCATIONAL EDUCATION
W.T. Lau
Hong Kong Institute of Information Technology (HKIIT), Department of Information Technology, Hong Kong SAR, China
Abstract
Generative Artificial Intelligence (GenAI) is one of new innovation teaching and learning approach in Hong Kong vocational education, examined as a possible catalyst to increase students’ engagement and stimulate creativity in educational settings. Students' attention is often hard to capture and imagination is often hindered by traditional teaching methods. The potential of GenAI is a form of Artificial Intelligence (AI) that can generate a new content, including images, text, coding and multimedia, to achieve the tasks. In this paper, GenAI is examined in several aspects of education, including content creation and personalized learning, to create an interactive education experiences.
Content creation by GenAI can be created by educators and students. The use of GenAI in education can revolutionize the creation of content. Through AI algorithms, educators can produce diverse and interactive learning materials for the module of teaching and learning materials. These learning materials, such as interactive quizzes, case studies of scenario and image creation etc., can be stimulated students’ curiosity and creativity. While students learn the specialized modules, educators can teach them to use GenAI tools, enabling collaborative co-creation for assignments and projects. This fosters collective problem-solving and knowledge creation.
Personalized learning experiences can be achieved through the use of GenAI. Through AI data analysis and adaptive instruction, educators can tailor learning paths to each student's unique strengths, weaknesses, and learning styles or even tailor-made learning materials. As a result of this personalized approach, students are empowered to direct their own learning, and their learning outcomes are optimized. Simultaneously, educators can inspire teaching diversity among themselves and redefine and innovate teaching pedagogy.
By integrating GenAI tools and platforms, educators can create dynamic and immersive learning environments. Students are encouraged to participate actively, collaborate thus promoting an engaging and interactive classroom environment. Although GenAI has many benefits, it also poses ethical considerations and challenges when integrated into educational settings. The consideration of issues such as data privacy, algorithmic bias, and responsible AI use is crucial to ensure an equitable and inclusive learning environment.
TP_11 TRANSCENDING BARRIERS: STUDENT LEARNING THROUGH MULTIDISCIPLINARY PROJECTS
Kumbar Shankarappa and Raja Rangaswamy
School of Engineering, Temasek Polytechnic, Singapore
Abstract
This paper presents aspects of the planning and practice of multidisciplinary collaboration project at Institutes of Higher Learning (IHLs). In multidisciplinary projects (MDPs), student learns within a specific field and gains knowledge across various disciplines. This enables students to utilize their diverse knowledge when solving problems. It allows students to understand subjects thoroughly by incorporating knowledge and perspectives from other disciplines. The challenges we face in today’s complex world cannot be solved by a single engineering discipline. We need to leverage on different engineering field of studies. Hence, the collaboration between IHLs and the industry is increasingly becoming a norm to enhance students learning experience. The multidisciplinary collaborative projects are increasingly becoming a part of curricula in IHLs. These projects are based around real-world open problems. This paper examines facilitating MDPs with industry partners and students’ learning experience. The project provides a pedagogical way to apply higher order skills to solve complex problems in the industry. The authors will share strategies to facilitate MDPs in an effective way. The paper also describes the promotion of the teamwork competency acquisition through MDPs. The students involved in this project are from Computer Engineering and Biomedical Engineering. The student’s diverse expertise and perspectives can enrich the project outcome. However, managing a multidisciplinary team project can also pose challenges, such as communication, coordination, and integration. In this paper, we will explore methods that can help to manage a multidisciplinary team project effectively and efficiently. The team’s diversity and creativity help in generating innovative and quality solutions. The authors will also share pitfalls in the process of achieving innovative solutions. The successful outcome of such collaboration projects involves creating a communication and collaboration plan for the multidisciplinary team. This will help in ensuring the team members work together effectively and efficiently throughout the project. The authors also highlight the importance of promoting collaboration between IHLs and the industry. The student survey showed that most students positively rated the benefits of working on the MDPs.
Session 2, Track 5 (ST3) - LT12B
RP_07 EXAMINATION OF IMPACT OF INTERACTIONS IN ASYNCHRONOUS LEARNING ON LEARNERS’ PERCEIVED LEARNING AND LEARNING SATISFACTION
H. Y. LOKE*,a, W. XUa and W. C. LEEa
aRepublic Polytechnic/Centre for Educational Development, Singapore
Abstract
With the onset of the COVID-19 pandemic, many education institutions had to transition to online teaching in a very short space of time. Such transition happened at the time when many educators did not have the experience nor the full knowledge on how to design effective online lessons. Many challenges and issues were encountered by educators and learners in both the synchronous and asynchronous online lessons. With the experience and insights gained in designing and conducting online lessons during the COVID restriction, educators have continued to adopt online asynchronous learning in tandem with face-to-face lessons in their curriculum despite the easing of COVID restriction. While many lecturers are aware of the need to design meaningful asynchronous interactions, many question the impacts of these interactions on the outcomes of learning. This study aims to examine the impact of three types of online interactions (learner-content, learner-learner and learner-lecturer) in an asynchronous online lesson on learners’ perceived learning (PL) and learning satisfaction (SA). This study adopted a mixed-method approach by analysing both quantitative and qualitative data. A total of 96 polytechnic students were recruited for this study. The results showed that learner-content interaction, learner-learner interaction, learner-lecturer interaction had positive and significant correlations with perceived learning and learning satisfaction (r = 0.206 – 0.772, p < 0.01). Linear regression analysis shows that in combination, the three types of interaction accounted for 51.6 % of the variance of PL and 60.2 % of the variance of SA. Our analysis also revealed that among the three online interactions, learner-content interaction was the most significant and strongest predictor of PL and SA. The qualitative analysis of this study through open-ended responses in the survey and focus group discussion revealed similar trend where learners indicated that the well-designed asynchronous lesson materials facilitated their self-learning process without having to resort to seeking assisstance from their peers or lecturers. Despite the lack of interaction between learners and their peers and lecturers for many of the learners in this study, such lack of interactions did not seem to adversely affect their perceived learning and satisfaction significantly.
VTC_09 THE EXPERIENCE IN TEACHING AND LEARNING THROUGH INVESTIGATING THE PERCEPTIONS AND ATTITUDES TOWARDS GENERATIVE AI AMONG DISPENSERS AND STUDENTS FROM HIGHER DIPLOMA IN DISPENSING STUDIES IN HONG KONG
W.S. Cheung*,a, W.Y. Leea
aDepartment of Health and Life Sciences, Hong Kong Institute of Vocational Education (Chai Wan), Hong Kong
Abstract
Artificial intelligence (AI) technology is on the horizon and has garnered tremendous attention recently. The emergence of generative AI, augmented reality (AR) and virtual reality (VR) has lent credence to the current notion. Indeed, their applications appear to be multi-dimensional and deeply integrated among different industries.
Despite the technology advancement and its purportedly widespread applications, a basic and fundamental understanding of the acceptance of AI, the cornerstone of successful implementation of the technology in different disciplines, remains scarce.
In light of this, via the gruelling efforts of our 2nd year students in HD in Dispensing Studies in pursuing their final year project, we have gained invaluable insights as to the perception and attitude towards generative artificial intelligence (AI) from dispensers in Hong Kong and our students. This study aimed to: (1) To conduct a literature review on generative AI and (2) To perform a perception and attitude study via questionnaire. Notably, we intended to gain a thorough understanding of the capabilities and potential contributions of generative AI to our society via the comprehensive literature review (Objective 1). Our survey specifically probed the perception and the attitudes of the dispensers and dispensing students in Hong Kong towards generative AI (Objective 2) and thereby empowering us to reveal the potential applications of generative AI in the dispensing professions.
The result of the current study lays the foundation for the future successful implementation of generative AI in pharmacy operations for assessing competencies and to identifying misconceptions towards generative AI. In addition, it also points to the design rules regarding data privacy, ethics, work flows, training, and system maintenance etc. related to the implementation of AI in their workplace. Taken together, this study serves as a pre-integration research and analysis to be referenced by in the foreseeable AI era. Academically, the project provided a unique and sheer learning experience for students while also contributing to the development of innovative solutions that can benefit the healthcare industry.
JP_35 DEVELOPING ENGLISH SKILLS FOR COMMUNICATION THROUGH INTERACTIONS WITH COMMUNITY-BASED ORGANIZATION
Shuhey Suzuki
Department of Engineering for Innovation, National Institute of Technology, Tomakomai College, Tomakomai City, Japan
Abstract
The COVID-19 pandemic has had a significant effect on the practice of English language teaching. Due to the limitations on studying abroad, overseas training, and international exchange events, students have been unable to engage in face-to-face communication with others to improve their English speaking and listening skills. In response to these challenges, the National Institute of Technology Tomakomai College has been conducting extracurricular English activities in order to meet the interests of enthusiastic English learners.
For three consecutive years, the English camp has provided students with numerous opportunities to interact with Assistant Language Teachers (ALTs). Additionally, an after-school English conversation meeting is held once a week to help students maintain and enhance their fluency in English. These projects and activities have gained attention from various community-based organizations, enriching our school events.
Through collaboration with the local government, community-based English learning programs have been established, serving a more meaningful purpose in developing English skills. Participants in English Camps engaged in various group and teamwork activities to design ideal itineraries for one- or two-day trips around Tomakomai for potential foreign visitors. Their well-planned itineraries received high praise from the city tourism department.
Furthermore, in sister city exchange programs, students were asked to serve as interpreter-guides for guests from New Zealand. Last year, the America-Japan Society of Hokkaido invited students to a youth forum, where they engaged in English discussions with international-school students to foster cross-cultural understanding.
Thanks to these community-based organizations, students have been blessed with opportunities to learn and use English in authentic contexts. Each experience serves to boost their motivation to improve their English skills and participate in studying abroad programs. The establishment of a progressive English learning attitude has been achieved through the implementation of our initiative activities and events.
In this research, the processes and effects of our activities and projects are analysed in detail so that the proposed method can adapt to other classrooms around the world.
VTC_12 THE PURSUIT OF USER-FRIENDLINESS: THE DEVELOPMENT OF A GENERATIVE ARTIFICIAL INTELLIGENCE CHATBOT FOR LEARNING OUTCOME-BASED TEACHING AND LEARNING APPROACH
Y. LUN*,a, R.Y.S. LAM**,b
aCentre for Learning and Teaching, Vocational Training Council, Hong Kong
bCentre for Learning and Teaching, Vocational Training Council, Hong Kong
*tylorlun@vtc.edu.hk, * rechelllam@vtc.edu.hk
Abstract
Inspired by the rapid development of artificial intelligence (AI) in recent years that leads to various applications in different sectors, including education, this study documents the development of an in-house, domain-specific generative artificial intelligence (GenAI) chatbot, called the OBTL Chatbot, for consolidation of experience of facilitating the professional development of educators through pedagogical innovation. The chatbot is intended to serve as a valuable resource for learning about outcome-based teaching and learning (OBTL), supplementary to the text-based OBTL Guidebook. The study also aims to assess the technical efficiency of the development process, as well as the reliability and usability of the chatbot as an information retrieval tool.
For development simplicity, the chatbot utilises cloud-based Large Language Models (LLMs) and integrates a single document (the OBTL Guidebook). The chatbot responds to user enquiries by providing summaries, suggested answers, and practical examples with reference to the guidebook.
Apart from providing an account of the development process of the chatbot, a two-phased pilot test was conducted to collect data on the chatbot’s reliability and usability. Test results show satisfaction in terms of usability; however, flaws were found in response accuracy and precision by the expert group.
The System Usability Scale (SUS) was used to evaluate chatbot usability. The SUS is a well-accepted instrument in usability testing for hardware, software system, device or service. The overall usability score given by the pilot test users is 77.4. This score places it between “Good” and “Excellent” on the SUS adjective scale and corresponds to a grade of “B+”, indicating a high level of user satisfaction relative to systems in its category.
The study sheds light on the experience of facilitating the professional development of educators by confronting their knowledge with pedagogical innovation. The pilot test experience not only benefits the development of the chatbot but also enriches the understanding of test users regarding the role of AI in education and its effects on learning and teaching practices. Future research can extend this study by assessing the reliability of chatbots that incorporate multiple documents and addressing the challenges associated with LLMs, such as hallucination and sycophantic behaviour, in order to establish acceptable accuracy rates for internal information retrieval systems.
Session 2, Track 6 (ST4) - T12304
JP_24 A NEW COLLABORATION SYSTEM FOR RESEARCH, EDUCATION AND ENROLLMENT IN GRADUATE SCHOOL OF HIROSHIMA UNIVERSITY FROM ADVANCED COURSE OF KURE KOSEN COLLEGE
Naoto Yorino*,a, Jitsuro Masea, Mitsuo Yokonumaa, Yoshiko Kuniyasua, Yuko Kamochia, Yoshifumi Zokab, Yutaka Sasakib
aNational Institute of Technology (KOSEN), Kure College, Kure, Hiroshima, Japan
bHiroshima University, Higashihiroshima, Japan
Abstract
We have established a state-of-the-art collaboration system for promoting joint R&D and unified education between National Institute of Technology (KOSEN), Kure College (hereafter KC) and Hiroshima University (HU). On January 26, 2023, the agreement for the new system was established between the two institutes, making it possible for all research groups in KC and HU to join the research collaboration with/without prospective students in KC. The advanced course students of KC will have internship in the corresponding laboratories at HU during the first semester of their first year. This is essentially a part of the joint research activity, where each student shows his/her performance, which is to be evaluated by HU, concerning his/her abilities and skills for entering the graduate school of HU. The next step is in the second semester of the first year, when the evaluation result for the acceptance is informed to KC. Finally, the student will take the entrance exam in a special treatment, where they will receive an official acceptance in July of the first semester. This paper will describe important aspects of this system, including the preparation of students within KC, the details of how students will be evaluated at HU, and the time and requirements assigned to KC candidates before the admission to HU.
NYP_05 EFFECTIVENESS OF INTERNSHIPS IN IMPROVING LIFESKILLS FROM THE PERSPECTIVE OF THE BUSINESS MANAGEMENT LEARNER AND THE EMPLOYER
Khoo Lih-Han
School of Business Management, Nanyang Polytechnic, Singapore
Abstract
Internship offers a depth of teaching and learning new experiences and plays a pivotal role for learners to complete their business diploma courses. It provides an opportunity for learners to improve their level of lifeskills applicable in real-life situations. This paper seeks to analyse the effectiveness of internship programme for a sample group of learners from Nanyang Polytechnic School of Business Management on improving their lifeskills based on the learners’ assessment of their lifeskills competencies before and after the completion of the internship as well as the employers’ feedback on learners on lifeskills competencies after the completion of the internship. Data were collected from business diploma learners and focus group discussions were conducted. Based on the quantitative data collected, there has been a general increase in the level of lifeskills comparing the pre-and post-internship quantitative data. The data indicated that internships were more useful in improving skills such as communication/ engagement skills and self-awareness and mental resilience while there was less improvement in skills such as global perspectives and innovation. The quantitative and qualitative data collected from employers on the lifeskills that showed improvement by learners were representative of our analysis in relation to data collected from learners. From the quantitative data collected and focus group discussions conducted, there were three main themes that surfaced in relation to the challenges posed for internships to improve the level of lifeskills namely lifeskills gap, the need for mindset change and the self-worth of interns. The following are recommendations to address the challenges posed for internships to improve the level of lifeskills. First, institutions should update curriculum to competency based infusing lifeskills to address lifeskills gap. Secondly, there is a need to help learners transit to work life and to provide a catalyst for mindset change through more industry presence on campus. Lastly, there would be more opportunities for lifeskills improvement if employers elevate the status of interns by assigning more meaningful tasks. However, interns should be more self-aware in the workplace and prove their self-worth by accomplishing simple tasks before more of such tasks are entrusted upon them.
JP_56 COLLABORATIVE LEARNING WITH COMPANIES IN KOSEN – KMITL
A Sakonkanaponga, T. Luckanawata, S. Teewchima, T. Yamamota,b, and S. Kano*,a,b
aDepartment Mechatronics Engineering, KOSEN – KMITL, Bangkok, Thailand
bNational Institute of Technology, Japan, Hachioji, Japan
Abstract
The Thailand KOSEN Project, an essential part of Thailand's 20-year economic development plan that began in 2017, aims to develop practical and creative engineers (e.g., Ministry of Foreign Affairs, Kingdom of Thailand, 2019).
KOSEN aims to foster practical and creative engineers called “Social Doctors” in KOSEN education. To realize the development of social doctors, Thai KOSEN focuses on education that makes students aware of solving social problems during their school years. In particular, the institute collaborates with companies in Problem/Project-Based Learning (PBL), internship, and Final Year Projects (hereinafter referred to as FYP) in the upper grades to strengthen the cultivation of practical skills through solving real problems companies face.
In this report, we will discuss the results of questionnaires from students and companies regarding internships conducted in 2023 and 2024 at KOSEN – KMITL and report on the challenges in implementing such collaborative education with companies.
SP_27 HARNESSING FACULTY LEARNING COMMUNITIES FOR PROFESSIONAL DEVELOPMENT: AN IMPLEMENTATION MODEL FOR CDIO STANDARD 10
Geok Ling Soo-Nga, Zhengping Liow*,a, Mun Kin Leongb and Yiat Yam Leonga
aSchool of Architecture and the Built Environment, Singapore Polytechnic, Singapore
bSingapore Maritime Academy, Singapore Polytechnic, Singapore
*ngl@sp.edu.sg , liow_zhengping@sp.edu.sg
Abstract
This study offers a qualitative investigation and implementation of Faculty Learning Communities (FLC) as facilitators of Conceive, Design, Implement and Operate (CDIO) Standard 10 which emphasises the improvement of faculty teaching competence. This implementation of the LC approach, facilitated by a group of Teaching and Learning Mentors and Specialists (TLMS), aimed at fostering collaboration and professional development among teaching staff with activities like symposiums, monthly sharing sessions, book studies and curated hands-on workshops. The monthly Active Learning Community (ALC) sessions cumulate as a large-scale ‘Active Learning Symposium’ involving the School of Architecture and the Built Environment (ABE) and Singapore Maritime Academy (SMA). The 2024 Active Learning Community (ALC) symposium highlighted novel pedagogical strategies and assist academics in contextualising them into their teaching practices, highlighting the interdependent relationships of various Teaching and Learning (T&L) initiatives introduced over the years.
Participants’ reflections emerged as crucial themes related to pedagogy, teaching practices, and feasibility of pedagogical adaptation facilitated by CDIO standards 8 and 10 during the 2024 ALC symposium. Participants also expressed cautious optimism, appreciation, commitment to development, and encouragement for data-driven initiatives, further reinforcing the potential of organising future large-scale symposiums with a strong focus on contextualising CDIO frameworks in teaching strategies and curriculum development. The findings of this pilot study highlighted the importance of bridging educational gaps and enhancing teaching effectiveness while ensuring congruence with the outcomes-based education through the operationalisation of CDIO frameworks. This paper introduces a holistic approach and offers insights for implementing CDIO Standard 10 (through CDIO Standard 8) as a collaborative learning method, emphasising its potential to catalyse future transformative CDIO FLC in higher education teaching and learning.
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