Technology in education : pedagogical innovations : 4th International Conference, ICTE 2019, Guangzhou, China, March 15-17, 2019, revised selected papers

This book constitutes extended papers from the 4th International Conference on Technology in Education, ICTE 2019, held in Guangzhou, China, in March 2019. The 27 full papers presented in this volume were carefully reviewed and selected from 109 submissions. They are organized in topical sections on blended bearning and computer-supported learning; virtual reality, augmented reality and game-based learning; open online courses and open educational resources; teaching and learning analysis and assessment; pedagogical, psychological and cultural issues. -- Provided by publisher Front Matter ....Pages i-xiii Front Matter ....Pages 1-1 Facilitating Students’ Learning Through Problem-Solving in a Computer-Based Expert-Supported Learning Environment (Bei Yuan, Jun Peng, Minhong Wang, Liang Kuang)....Pages 3-14 Using Corpus-Aided Data-Driven Learning to Improve Chinese EFL Learners’ Analytical Reading Ability (Manfei Xu, Xiao Chen, Xiaobin Liu, Xiaoyue Lin, Qiaoxin Zhou)....Pages 15-26 Secondary Students’ Views on Using Flipped Classroom to Learn Computer Programming: Lessons Learned in a Mixed Methods Study (Gary Cheng, Wing Shui Ng)....Pages 27-36 Enhance Lower Secondary Students’ Scientific Literacy and Conceptual Understanding of Tonicity Through Blended Learning (Kanjanaporn Seangdeang, Pratchayapong Yasri)....Pages 37-43 How Teachers’ Support Affects Learners’ Participation in Blended Learning (Su Mu, Jinxiu Qiao, Meng Cui, Xiaojin Wang, Dongmei Tang, Han Zhang et al.)....Pages 44-53 Effect of the Blended Learning Approach on Teaching Corpus Use for Collocation Richness and Accuracy (Zexuan Chen, Jianli Jiao)....Pages 54-66 Front Matter ....Pages 67-67 Online Gamified Learning Platforms (OGLPs) for Experiential Learning (Kenneth Ng, Ivan Ka-Wai Lai, Kwan-Keung Ng, Qi-Xuan Lyu)....Pages 69-78 Primary School Students’ Science Inquiry Learning and Behavior Patterns While Exploring Augmented Reality Science Learning (Xiao-Fan Lin, Qianyi Wu, Weipeng Shen, Qianyi Zhu, Jiahui Wang)....Pages 79-90 The Exploration on Interacting Teaching Mode of Augmented Reality Based on HoloLens (Cong Liu, Xinyi Chen, Shuangjian Liu, Xin Zhang, Shuanglin Ding, Yindi Long et al.)....Pages 91-102 Online Learning and Teaching Resource Management System Based on Virtual Reality Technology (Xiaodong Wei, Dongqiao Guo, Guodong Yang, Yang Liu, Qi Zhang)....Pages 103-115 A Mobile Game for Learning English Vocabulary with Augmented Reality Block Builder (Lap-Kei Lee, Chi-Pang Chau, Ki-Nam Tsoi, Nancy Ling Yang, Nga-In Wu)....Pages 116-128 Front Matter ....Pages 129-129 Analysis of Forum Interaction Behavior Based on Cloud Class (Mingzhang Zuo, Yanli Xu, Zhifeng Wang, Rong Zhao, Xiangyong Li)....Pages 131-145 A Study on the University Students’ Use of Open Educational Resources for Learning Purposes (Simon K. S. Cheung)....Pages 146-155 Syllabus Design for Teacher Education MOOCs (Massive Open Online Courses): A Mixed Methods Approach (Liyan Huang, Ming Xu, Zhixian Chen, Feifei Liu)....Pages 156-168 Empirical Investigation of E-learning Adoption of University Teachers: A PLS-SEM Approach (Xuelin Xian)....Pages 169-178 The Impact of Personal Innovativeness on the Intention to Use Cloud Classroom: An Empirical Study in China (Jijuan Cao, Yafei Shang, Qingmin Mok, Ivan Ka-Wai Lai)....Pages 179-188 Front Matter ....Pages 189-189 Mobile Learning in Health-Related Disciplines (2009–2018): A Review of Case Studies with the FRAME Model (Kam Cheong Li, Billy Tak-Ming Wong)....Pages 191-202 Undergraduate Student’s Acceptance of a Situational and Interactive Hotel English Learning APP: An Empirical Study Based on the Extension of UTAUT (Xiao-hong Wu, Sha Fang, Ivan Ka-Wai Lai)....Pages 203-212 Students’ Use Intention and Behavior Toward Knowledge Forum: A Survey Study from the Perspective of Diffusion of Innovation Theory (Yibo Fan, Shuhong Gong)....Pages 213-223 A Review on the Admission Policies of Hong Kong Universities for Non-local Students from Mainland China (Haoran Xie, Di Zou, Tak-Lam Wong, Fu Lee Wang)....Pages 224-234 Gender Differences in Eye Movements During Online Reading (Zehui Zhan, Jun Wu, Hu Mei, Patrick S.W. Fong, Muxiong Huang, Fangfang Shao)....Pages 235-243 The Relationship Between Online Learning Behavior and Metacognition Based on Structural Equation Model (Zihong Zhao, Xuehan Ren, Shiyin Yu, Jiayi Cai)....Pages 244-256 Front Matter ....Pages 257-257 An Exploratory Study on the Part-Time Teaching Staff Engagement on Canvas for Teaching and Learning in Higher Education (Kwan-Keung Ng, Davey Yeung, Hector V. Rivera, K. Y. Lee)....Pages 259-267 Teaching Mathematics Among Students with Learning Disability: Non-technological and Technological Approaches (Thanyaluck Ingkavara, Pratchayapong Yasri)....Pages 268-277 Cultivating K12 Students’ Active Learning and Enhancing Engaged Learning Through Content Creation (Angel Lu, Yan Keung Hui, Bo Mai, Lam For Kwok)....Pages 278-287 Intercultural Comparison of E-Learning Behaviors of Chinese vs. American Students (Shihua Chen Brazill)....Pages 288-299 Developing Critical Cultural Confidence Through Media-Assisted Problem-Based Learning in the Chinese Culture Class (Dai-Ling Chen)....Pages 300-311 Back Matter ....Pages 313-314 In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership. An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static. Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone’s responsibility – teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers. In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.