Showing papers in "Educational technology research in 2010"

Compreensão de leitura e vocabulário em alunos de um curso de psicologia

Abstract: Esta pesquisa teve como objetivos comparar os resultados de um teste Cloze realizado por estudantes do 1o ano de Psicologia (18 do matutino e 42 do noturno), tendo em vista os erros de compreensao de leitura quanto a classificacao gramatical das palavras e as estrategias cognitivas usadas por eles no preenchimento das lacunas. Verificou-se que nao houve diferenca nos dois grupos, no tocante aos erros de vocabulario. Com relacao a classificacao gramatical, observou-se que os substantivos (43,78%) e os verbos (26,22%) foram os de maior incidencia. A pesquisa evidenciou que os alunos parecem desconhecer estrategias de vocabulario. Ha necessidade de um programa para desenvolver estrategias de leitura que possam auxilia-los nesta tematica.

Effectiveness of the 10-Principles Homework-Assignment System in Terms of Scholastic Attainment in Japanese High School English Education

Abstract: The present study was undertaken to verify the effectiveness of a homework-assignment system that employs the framework of' 10 principles first suggested in Takahashi (2007), which students und teachers unanimeusly perceived to be effbctive. The present study examined whether or not schelastic attainment will improve with the applieation of the framework to high school English education in Japan, The results indicated that the sysLem had, in fact, helped improve students' scholastic attainment. Thus, the homework-assignment system based on the 10-principles fi'amework can be considered functional and suitable for practical use in EFL pcdagogy in Japan.

Examiniee Identification in e-Test using Press Localized Arc Pattern Method

Abstract: We propose a method of authenticating an examinec by using answers written by the examinee on a pen tablet, to address the problem that ft is easy to impersonate someone taking an examination by e-testing over the Internet, and have evaluated the validity of the method. First of all, we confirmed by experiments that u lucalized arc pattern method for identifying a writer from characters written on paper can be applied to characters written on a pen tablet. We also propose a press localized arc pattern method that incorporates pen pressures that can be acquired from the pen tablet, and have confimned its validity by experiments. We applied the proposed method to answers given when examinees take an examination by e-testing, not just by character input, and evaluated the validity of the method, As a result, the proposed method judged that the examinee was the authorized examinee 86.1% of the time, with a 3.3% error rate in which another examinee was judged to be the authorized examinee. From this. , it is clear that the proposed press loealized arc pattern method has validity in examinee authentication.

Evaluation of Course Design and Student Comprehension in the International Learning Environment : A Panel Data Analysis

Abstract: We evaluated the effectiveness of learning and teaching processes by focusing on the course design and students’ learning performance. The case study analyzed here was a distance learning project, in which Thai and Japanese grade 10 students studied how to use MX Flash, a software application used for the creation of animations, from the introductory use to the ability to make a short animation. In designing the course prior to implementation, the theoretical frameworks such as Constructivism theory and Bloom’s taxonomy were examined and discussed. From these perspectives, effective learning-teaching methods were determined by course content, conditions of teaching and learning processes, and media usage. The whole course was divided into learning processes and the pedagogical goals in the learning processes were classified, with the following three learning processes determined: (1) a traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to evaluate the course with regard to the three domains of (1) comprehension, (2) cognitive load, and (3) motivation, using a 4-point Likert scale. Based on their responses, a panel data analysis was adopted to verify the appropriateness of the course design and to examine factors promoting or obstructing students’ learning performance.