CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: effective learning</title> <meta name="description" content="Search results for: effective learning"> <meta name="keywords" content="effective learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="effective learning" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="effective learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15492</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: effective learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15492</span> Creating Positive Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samia%20Hassan">Samia Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Fouzia%20Latif"> Fouzia Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many countries, education is still far from being a knowledge industry in the sense of own practices that are not yet being transformed by knowledge about the efficacy of those practices. The core question of this paper is why students get bored in class? Have we balanced between the creation and advancement of an engaging learning community and effective learning environment? And between, giving kids confidence to achieve their maximum and potential goals, we sand managing student’s behavior. We conclude that creating a positive learning environment enhances opportunities for young children to feel safe, secure, and to supported in order to do their best learning. Many factors can use in classrooms aid to the positive environment like course content, class preparation, and behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective" title="effective">effective</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive" title=" positive"> positive</a> </p> <a href="https://publications.waset.org/abstracts/21838/creating-positive-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15491</span> Item Response Calibration/Estimation: An Approach to Adaptive E-Learning System Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeniran%20Adetunji">Adeniran Adetunji</a>, <a href="https://publications.waset.org/abstracts/search?q=Babalola%20M.%20Florence"> Babalola M. Florence</a>, <a href="https://publications.waset.org/abstracts/search?q=Akande%20Ademola"> Akande Ademola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we made an overview on the concept of adaptive e-Learning system, enumerates the elements of adaptive learning concepts e.g. A pedagogical framework, multiple learning strategies and pathways, continuous monitoring and feedback on student performance, statistical inference to reach final learning strategy that works for an individual learner by “mass-customization”. Briefly highlights the motivation of this new system proposed for effective learning teaching. E-Review literature on the concept of adaptive e-learning system and emphasises on the Item Response Calibration, which is an important approach to developing an adaptive e-Learning system. This paper write-up is concluded on the justification of item response calibration/estimation towards designing a successful and effective adaptive e-Learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning%20system" title="adaptive e-learning system">adaptive e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20framework" title=" pedagogical framework"> pedagogical framework</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20response" title=" item response"> item response</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20applications" title=" computer applications"> computer applications</a> </p> <a href="https://publications.waset.org/abstracts/5647/item-response-calibrationestimation-an-approach-to-adaptive-e-learning-system-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15490</span> Effective Teaching without Digital Enhancement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20A.%20Carnegie">D. A. Carnegie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whilst there is a movement towards increased digital augmentation in order to facilitate effective tertiary learning, this must come with an awareness of the limitations of such an approach. Learning is best achieved in an environment that includes their learning peers where difficulties can be shared and learning enabled. Policy that advocates for digital technology in place of a physical classroom is dangerous and is often driven by financial concerns rather than pedagogical ones. In this paper, a mostly digital-less form of teaching is presented – one that has proven to be extremely effective. Implicit is anecdotal evidence that student prefer the old overhead transparencies to PowerPoint presentations. Varying and reinforcing assessment, facilitation of effective note-taking, and just actively engaging with students is at the core of a good tertiary education experience. Digital techniques can augment and complement, but not replace these core personal teaching requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20classroom%20engagement" title=" active classroom engagement"> active classroom engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20note%20taking" title=" effective note taking"> effective note taking</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcing%20assessment" title=" reinforcing assessment"> reinforcing assessment</a> </p> <a href="https://publications.waset.org/abstracts/39071/effective-teaching-without-digital-enhancement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15489</span> Gamification: A Guideline to Design an Effective E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattama%20Rattanawongsa">Rattama Rattanawongsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As technologies continue to develop and evolve, online learning has become one of the most popular ways of gaining access to learning. Worldwide, many students are engaging in both online and blended courses in growing numbers through e-learning. However, online learning is a form of teaching that has many benefits for learners but still has some limitations. The high attrition rates of students tend to be due to lack of motivation to succeed. Gamification is the use of game design techniques, game thinking and game mechanics in non-game context, such as learning. The gamifying method can motivate students to learn with fun and inspire them to continue learning. This paper aims to describe how the gamification work in the context of learning. The first part of this paper present the concept of gamification. The second part is described the psychological perspectives of gamification, especially motivation and flow theory for gamifying design. The result from this study will be described into the guidelines for effective learning design using a gamification concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a> </p> <a href="https://publications.waset.org/abstracts/30643/gamification-a-guideline-to-design-an-effective-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">524</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15488</span> Students Perception of a Gamified Student Engagement Platform as Supportive Technology in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pinn%20Tsin%20Isabel%20Yee">Pinn Tsin Isabel Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students are increasingly turning towards online learning materials to supplement their education. One such approach would be the gamified student engagement platforms (GSEPs) to instill a new learning culture. Data was collected from closed-ended questions via content analysis techniques. About 81.8% of college students from the Monash University Foundation Year agreed that GSEPs (Quizizz) was an effective tool for learning. Approximately 85.5% of students disagreed that games were a waste of time. GSEPs were highly effective among students to facilitate the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=gamified" title=" gamified"> gamified</a>, <a href="https://publications.waset.org/abstracts/search?q=Quizizz" title=" Quizizz"> Quizizz</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/149527/students-perception-of-a-gamified-student-engagement-platform-as-supportive-technology-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149527.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15487</span> Simulation versus Hands-On Learning Methodologies: A Comparative Study for Engineering and Technology Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20T.%20Taher">Mohammed T. Taher</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Ghani"> Usman Ghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20S.%20Khan"> Ahmed S. Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students’ learning outcomes? 2). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 3.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation-based%20teaching" title="simulation-based teaching">simulation-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20learning" title=" hands-on learning"> hands-on learning</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback-based%20learning" title=" feedback-based learning"> feedback-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/41173/simulation-versus-hands-on-learning-methodologies-a-comparative-study-for-engineering-and-technology-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15486</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15485</span> Metareasoning Image Optimization Q-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahasa%20Zahirnia">Mahasa Zahirnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to explore new and effective ways of optimizing satellite images using artificial intelligence, and the process of implementing reinforcement learning to enhance the quality of data captured within the image. In our implementation of Bellman's Reinforcement Learning equations, associated state diagrams, and multi-stage image processing, we were able to enhance image quality, detect and define objects. Reinforcement learning is the differentiator in the area of artificial intelligence, and Q-Learning relies on trial and error to achieve its goals. The reward system that is embedded in Q-Learning allows the agent to self-evaluate its performance and decide on the best possible course of action based on the current and future environment. Results show that within a simulated environment, built on the images that are commercially available, the rate of detection was 40-90%. Reinforcement learning through Q-Learning algorithm is not just desired but required design criteria for image optimization and enhancements. The proposed methods presented are a cost effective method of resolving uncertainty of the data because reinforcement learning finds ideal policies to manage the process using a smaller sample of images. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Q-learning" title="Q-learning">Q-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20optimization" title=" image optimization"> image optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Markov%20decision%20process" title=" Markov decision process"> Markov decision process</a> </p> <a href="https://publications.waset.org/abstracts/119650/metareasoning-image-optimization-q-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15484</span> Impact of Natural Language Processing in Educational Setting: An Effective Approach towards Improved Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Natural Language Processing (NLP) is an effective approach for bringing improvement in educational setting. This involves initiating the process of learning through the natural acquisition in the educational systems. It is based on following effective approaches for providing the solution for various problems and issues in education. Natural Language Processing provides solution in a variety of different fields associated with the social and cultural context of language learning. It is based on involving various tools and techniques such as grammar, syntax, and structure of text. It is effective approach for teachers, students, authors, and educators for providing assistance for writing, analysis, and assessment procedure. Natural Language Processing is widely integrated in the large number of educational contexts such as research, science, linguistics, e-learning, evaluations system, and various other educational settings such as schools, higher education system, and universities. Natural Language Processing is based on applying scientific approach in the educational settings. In the educational settings, NLP is an effective approach to ensure that students can learn easily in the same way as they acquired language in the natural settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20studies" title=" scientific studies"> scientific studies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20system" title=" educational system"> educational system</a> </p> <a href="https://publications.waset.org/abstracts/21292/impact-of-natural-language-processing-in-educational-setting-an-effective-approach-towards-improved-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15483</span> Evaluating Key Attributes of Effective Digital Games in Tertiary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roopali%20Kulkarni">Roopali Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuliya%20Khrypko"> Yuliya Khrypko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A major problem in educational digital game design is that game developers are often focused on maintaining the fun and playability of an educational game, whereas educators are more concerned with the learning aspect of the game rather than its entertaining characteristics. There is a clear need to understand what key aspects of digital learning games make them an effective learning medium in tertiary education. Through a systematic literature review and content analysis, this paper identifies, evaluates, and summarizes twenty-three key attributes of digital games used in tertiary education and presents a summary digital game-based learning (DGBL) model for designing and evaluating an educational digital game of any genre that promotes effective learning in tertiary education. The proposed solution overcomes limitations of previously designed models for digital game evaluation, such as a small number of game attributes considered or applicability to a specific genre of digital games. The proposed DGBL model can be used to assist game designers and educators with creating effective and engaging educational digital games for the tertiary education curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DGBL%20model" title="DGBL model">DGBL model</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20games" title=" educational games"> educational games</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a> </p> <a href="https://publications.waset.org/abstracts/147502/evaluating-key-attributes-of-effective-digital-games-in-tertiary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15482</span> The Relevance of Smart Technologies in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Olubukola%20Afolabi">Rachael Olubukola Afolabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immersive technologies known as X Reality or Cross Reality that include virtual reality augmented reality, and mixed reality have pervaded into the education system at different levels from elementary school to adult learning. Instructors, instructional designers, and learning experience specialists continue to find new ways to engage students in the learning process using technology. While the progression of web technologies has enhanced digital learning experiences, analytics on learning outcomes continue to be explored to determine the relevance of these technologies in learning. Digital learning has evolved from web 1.0 (static) to 4.0 (dynamic and interactive), and this evolution of technologies has also advanced teaching methods and approaches. This paper explores how these technologies are being utilized in learning and the results that educators and learners have identified as effective learning opportunities and approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immersive%20technologoes" title="immersive technologoes">immersive technologoes</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20learning" title=" technology in learning"> technology in learning</a> </p> <a href="https://publications.waset.org/abstracts/146219/the-relevance-of-smart-technologies-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15481</span> Using the Semantic Web Technologies to Bring Adaptability in E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Faiza%20Ahmed">Fatima Faiza Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Farrukh%20Hussain"> Syed Farrukh Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The last few decades have seen a large proportion of our population bending towards e-learning technologies, starting from learning tools used in primary and elementary schools to competency based e-learning systems specifically designed for applications like finance and marketing. The huge diversity in this crowd brings about a large number of challenges for the designers of these e-learning systems, one of which is the adaptability of such systems. This paper focuses on adaptability in the learning material in an e-learning course and how artificial intelligence and the semantic web can be used as an effective tool for this purpose. The study proved that the semantic web, still a hot topic in the area of computer science can prove to be a powerful tool in designing and implementing adaptable e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning" title="adaptable e-learning">adaptable e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=HTMLParser" title=" HTMLParser"> HTMLParser</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20extraction" title=" information extraction"> information extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/77268/using-the-semantic-web-technologies-to-bring-adaptability-in-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15480</span> Experiential Learning for Upholding Entrepreneurship Education: A Case Study from Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Randa%20El%20Bedawy">Randa El Bedawy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exchanging best practices in the scope of entrepreneurship education and the use of experiential learning approaches are growing lately at a very fast pace. Educators should be challenged to promote such a learning approach to bridge the gap between entrepreneurship students and the actual business work environment. The study aims to share best practices, experiences, and knowledge to support entrepreneurship education. The study is exploratory qualitative research based on a case study approach to demonstrate how experiential learning can be used for supporting learning effectiveness in entrepreneurship education through demonstrating a set of fourteen tasks that were used to engage practically the students who were studying a course of entrepreneurship at the American University in Cairo. The study sheds the light on the rational process of using experiential learning to endorse entrepreneurship education through the illustration of each task along with its learning outcomes. The study explores the benefits and obstacles that educators may face when implementing such an experiential approach. The results of the study confirm that developing an experiential learning approach based on constructing a set of well designed practical tasks that complement the overall intended learning outcomes has proven very effective for promoting the students’ learning of entrepreneurship education. However, good preparation for both educators and students is needed primarily to ensure the effective implementation of such an experiential learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20education" title="business education">business education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning "> experiential learning </a> </p> <a href="https://publications.waset.org/abstracts/119255/experiential-learning-for-upholding-entrepreneurship-education-a-case-study-from-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15479</span> Focusing on Effective Translation Teaching in the Classroom: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhi%20Huang">Zhi Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study follows on from previous survey and focus group research exploring the effective teaching process in a translation classroom in Australian universities through case study method. The data analysis draws on social constructivist theory in translation teaching and focuses on teaching process aiming to discover how effective translation teachers conduct teaching in the classroom. The results suggest that effective teaching requires the teacher to have ability in four aspects: classroom management, classroom pedagogy, classroom communication, and teacher roles. Effective translation teachers are able to control the whole learning process, facilitate students in independent learning, guide students to be more critical about translation, giving both positive and negative feedback for students to reflect on their own, and being supportive, patient and encouraging to students for better classroom communication and learning outcomes. This study can be applied to other teachers in translation so that they can reflect on their own teaching in their education contexts and strive for being a more qualified translation teacher and achieving teaching effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20observation" title=" classroom observation"> classroom observation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20teaching" title=" classroom teaching"> classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20translation%20teaching" title=" effective translation teaching"> effective translation teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20effectiveness" title=" teacher effectiveness"> teacher effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/62692/focusing-on-effective-translation-teaching-in-the-classroom-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15478</span> Efficient Deep Neural Networks for Real-Time Strawberry Freshness Monitoring: A Transfer Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mst.%20Tuhin%20Akter">Mst. Tuhin Akter</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharun%20Akter%20Khushbu"> Sharun Akter Khushbu</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Shaqib"> S. M. Shaqib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A real-time system architecture is highly effective for monitoring and detecting various damaged products or fruits that may deteriorate over time or become infected with diseases. Deep learning models have proven to be effective in building such architectures. However, building a deep learning model from scratch is a time-consuming and costly process. A more efficient solution is to utilize deep neural network (DNN) based transfer learning models in the real-time monitoring architecture. This study focuses on using a novel strawberry dataset to develop effective transfer learning models for the proposed real-time monitoring system architecture, specifically for evaluating and detecting strawberry freshness. Several state-of-the-art transfer learning models were employed, and the best performing model was found to be Xception, demonstrating higher performance across evaluation metrics such as accuracy, recall, precision, and F1-score. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strawberry%20freshness%20evaluation" title="strawberry freshness evaluation">strawberry freshness evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20neural%20network" title=" deep neural network"> deep neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20learning" title=" transfer learning"> transfer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20augmentation" title=" image augmentation"> image augmentation</a> </p> <a href="https://publications.waset.org/abstracts/177872/efficient-deep-neural-networks-for-real-time-strawberry-freshness-monitoring-a-transfer-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15477</span> Diagnostic Assessment for Mastery Learning of Engineering Students with a Bayesian Network Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingchen%20Yang"> Yingchen Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a diagnostic assessment model for Mastery Engineering Learning was established based on a group of undergraduate students who studied in an engineering course. A diagnostic assessment model can examine both students' learning process and report achievement results. One very unique characteristic is that the diagnostic assessment model can recognize the errors and anything blocking students in their learning processes. The feedback is provided to help students to know how to solve the learning problems with alternative strategies and help the instructor to find alternative pedagogical strategies in the instructional designs. Dynamics is a core course in which is a common course being shared by several engineering programs. This course is a very challenging for engineering students to solve the problems. Thus knowledge acquisition and problem-solving skills are crucial for student success. Therefore, developing an effective and valid assessment model for student learning are of great importance. Diagnostic assessment is such a model which can provide effective feedback for both students and instructor in the mastery of engineering learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=bayesian%20network%20model" title=" bayesian network model"> bayesian network model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20processes" title=" learning processes"> learning processes</a> </p> <a href="https://publications.waset.org/abstracts/95964/diagnostic-assessment-for-mastery-learning-of-engineering-students-with-a-bayesian-network-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15476</span> Avatar Creation for E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Najib%20Osman">M. Najib Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain"> Hanafizan Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Kusuma%20Wati%20Mohd%20Daud"> Sri Kusuma Wati Mohd Daud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Avatar was used as user’s symbol of identity in online communications such as Facebook, Twitter, online game, and portal community between unknown people. The development of this symbol is the use of animated character or avatar, which can engage learners in a way that draws them into the e-Learning experience. Immersive learning is one of the most effective learning techniques, and animated characters can help create an immersive environment. E-learning is an ideal learning environment using modern means of information technology, through the effective integration of information technology and the curriculum to achieve, a new learning style which can fully reflect the main role of the students to reform the traditional teaching structure thoroughly. Essential in any e-learning is the degree of interactivity for the learner, and whether the learner is able to study at any time, or whether there is a need for the learner to be online or in a classroom with other learners at the same time (synchronous learning). Ideally, e-learning should engage the learners, allowing them to interact with the course materials, obtaining feedback on their progress and assistance whenever it is required. However, the degree of interactivity in e-learning depends on how the course has been developed and is dependent on the software used for its development, and the way the material is delivered to the learner. Therefore, users’ accessibility that allows access to information at any time and places and their positive attitude towards e-learning such as having interacting with a good teacher and the creation of a more natural and friendly environment for e-learning should be enhanced. This is to motivate their learning enthusiasm and it has been the responsibility of educators to incorporate new technology into their ways of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/70568/avatar-creation-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15475</span> Students’ Perceptions of Using Wiki Technology to Enhance Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hani%20Mustafa">Hani Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Gonzalez%20Ruiz"> Cristina Gonzalez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Estelle%20Bech"> Estelle Bech</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing influence of digital technologies has made learning and interaction more accessible, resulting in effective collaboration if properly managed. Technology enabled learning has become an important conduit for learning, including collaborative learning. The use of wiki technology, for example, has opened a new learning platform that enables the integration of social, linguistic, and cognitive processes of language learning. It encourages students to collaborate in the construction, analysis, and understanding of knowledge. But to what extent is the use of wikis effective in promoting collaborative learning among students. In addition, how do students perceive this technology in enhancing their language learning? In this study, students were be given a wiki project to complete collaboratively with their group members. Students had to write collaboratively to produce and present a seven-day travel plan in which they had to describe places to visit and things to do to explore the best historical and cultural aspects of the country. The study involves students learning French, Malay, and Spanish as a foreign language. In completing this wiki project, students will move from passive learning of language to real engagement with classmates, requiring them to collaborate and negotiate effectively with one another. The objective of the study is to ascertain to what extent does wiki technology helped in promoting collaborative learning and improving language skills from students’ perception. It is found that while there was improvement in students language skills, the overall experience was less positive due to unfamiliarity with a new learning tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/144650/students-perceptions-of-using-wiki-technology-to-enhance-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15474</span> Students’ Perception of E-Learning Systems at Hashemite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities’ use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, this project aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This project critically evaluated the students’ perception of the e-learning system and recommended changes to improve students’ e-learning usage, through conducting questionnaire given to the students that have experience with e-learning systems. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. They seemed to value the resources tool and its contribution to building their knowledge more than other e-learning tools. However, they seemed to perceive a limited value from the audio or video podcasts. This study has shown that technology acceptance is the most variable, factor that contributes to students’ perception and satisfaction of the e-learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/15384/students-perception-of-e-learning-systems-at-hashemite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15473</span> The Role of E-Learning in Science, Technology, Engineering, and Math Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annette%20McArthur">Annette McArthur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional model of teaching and learning, where ICT sits as a separate entity is not a model for a 21st century school. It is imperative that teaching and learning embraces technological advancements. The challenge in schools lies in shifting the mindset of teachers so they see ICT as integral to their teaching, learning and curriculum rather than a separate E-Learning curriculum stream. This research project investigates how the effective, planned, intentional integration of ICT into a STEM curriculum, can enable the shift in the teacher mindset. The project incorporated: • Developing a professional coaching relationship with key STEM teachers. • Facilitating staff professional development involving student centered project based learning pedagogy in the context of a STEM curriculum. • Facilitating staff professional development involving digital literacy. • Establishing a professional community where collaboration; sharing and reflection were part of the culture of the STEM community. • Facilitating classroom support for the effective delivery innovative STEM curriculum. • Developing STEM learning spaces where technologies were used to empower and engage learners to participate in student-centered, project-based learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based%20learning" title=" project based learning"> project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/50071/the-role-of-e-learning-in-science-technology-engineering-and-math-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15472</span> Extent of I.C.T Application in Record Management and Factors Hindering the Utilization of E-Learning in the Government Owned Universities in Enugu State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roseline%20Unoma%20Chidobi">Roseline Unoma Chidobi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the extent of Information Communication Technology (ICT) application in record management and some factors militating against the utilization of e-learning in the universities in Enugu state. The study was a survey research the quantitative data were collected through a 30 – item questionnaire title extent of ICT Application in Record management and militating Factors in the utilization of e-learning (EIARMMFUE). This was administered on a population of 603 respondents made up of university academic staff and senior administrative staff. The data were analyzed using mean, standard deviation and t-test statistics on a modified 4 point rating scale. Findings of the study revealed among others that ICT are not adequately applied in the management of records in the Universities in Nigeria. Factors like wrong notion or superstitious believe hinder the effective utilization of e – learning approach. The study recommended that the use of ICT in record management should be enhanced in order to achieve effective school management. All the factors militating against the effective utilization of e-learning approach should be addressed for the maximum realization of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20communication" title=" information communication"> information communication</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institution" title=" tertiary institution"> tertiary institution</a> </p> <a href="https://publications.waset.org/abstracts/20759/extent-of-ict-application-in-record-management-and-factors-hindering-the-utilization-of-e-learning-in-the-government-owned-universities-in-enugu-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">525</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15471</span> Relationship between Effective Classroom Management with Students’ Academic Achievement of EFL of STKIP YPUP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to find out the effective instruction for classroom management, with the main identification of organizing and managing effective learning environments, to identify characteristics of effective lesson planning, identify resources and materials dealing with positive and effective classroom management. Knowing the effective instruction management is one of the characteristics of well managed teacher. The study was carried out in three randomly selected classes of STKIP YPUP in South Sulawesi. The design adopted for the study was a descriptive survey approach. Simple descriptive analysis was used. The major instrument used in this study were student questionnaire, teacher questionnaire, data were gathered with the research instrument and were analyzed, the research question were investigated and two hypothesis were duly tested using t-test statistics. Based on the findings of this research, it was concluded that effective classroom management skills or techniques have strong and positive influence on student achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20classroom%20management%20skills" title="effective classroom management skills">effective classroom management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20academic" title=" students academic"> students academic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20learning%20environments" title=" effective learning environments"> effective learning environments</a> </p> <a href="https://publications.waset.org/abstracts/29660/relationship-between-effective-classroom-management-with-students-academic-achievement-of-efl-of-stkip-ypup" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15470</span> An Automatic Method for Building Learners’ Groups in Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Bourkoukou">O. Bourkoukou</a>, <a href="https://publications.waset.org/abstracts/search?q=Essaid%20El%20Bachari"> Essaid El Bachari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The group composing is one of the key issue in collaborative learning to achieve a positive educational experience. The goal of this work is to propose for teachers and tutors a method to create effective collaborative learning groups in e-learning environment based on the learner profile. For this purpose, a new function was defined to rate implicitly learning objects used by the learner during his learning experience. This paper describes the proposed algorithm to build an adequate collaborative learning group. In order to verify the performance of the proposed algorithm, several experiments were conducted in real data set in virtual environment. Results show the effectiveness of the method for which it appears that the proposed approach may be promising to produce better outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20groups" title="building groups">building groups</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/78363/an-automatic-method-for-building-learners-groups-in-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15469</span> Learners’ Characteristics as Correlates of Effective English Language Teaching in English as a Second Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jimoh%20Olumide%20Yusuf">Jimoh Olumide Yusuf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various factors have continued to bedevil the effective teaching and learning of English Language in Nigeria and prominent among these factors are learners’ characteristics. Unfortunately, these particular factors seem to have recorded paucity of research efforts by scholars and the problem of lack of proficiency in the target language continues to linger. This study therefore investigates the relationship between specific learners’ characteristics and effective teaching of English as a Second Language (ESL) in senior secondary schools in Nigeria. To this end, Self-Determination, and Integrative Motivation Theories were applied to investigate motivation, language learning, learners’ characteristics and its relationship to language proficiency. A survey of 500 students and 100 English Language teachers across 20 schools was conducted. Descriptive statistics was used to analyze the data and findings revealed that; specific learners’ characteristics such as learners’ age, learning style and motivation significantly determine the performance of students in English Language. Specifically, students with appropriate school age, visual learning style and intrinsic motivation, demonstrated English Language proficiency; as they performed better than students with extrinsic motivation, audio and kinaesthetic learning styles. Moreover, teachers related factors such as teaching experience; teaching strategies and teachers’ extrinsic motivation also emerged as essential correlates of effective language teaching. The findings conclude that learning characteristics are significant factors that should be considered by the teachers and education planners for adequate, sequential and effective implementation of the ESL curriculum in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20secondary%20school" title="senior secondary school">senior secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title=" English as a second language"> English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kinaesthetic%20learning%20style" title=" Kinaesthetic learning style"> Kinaesthetic learning style</a> </p> <a href="https://publications.waset.org/abstracts/191699/learners-characteristics-as-correlates-of-effective-english-language-teaching-in-english-as-a-second-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15468</span> Understanding Learning Styles of Hong Kong Tertiary Students for Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20M.%20Wong">K. M. Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering education is crucial to technological innovation and advancement worldwide by generating young talents who are able to integrate scientific principles and design practical solutions for real-world problems. Graduates of engineering curriculums are expected to demonstrate an extensive set of learning outcomes as required in international accreditation agreements for engineering academic qualifications, such as the Washington Accord and the Sydney Accord. On the other hand, students have different learning preferences of receiving, processing and internalizing knowledge and skills. If the learning environment is advantageous to the learning styles of the students, there is a higher chance that the students can achieve the intended learning outcomes. With proper identification of the learning styles of the students, corresponding teaching strategies can then be developed for more effective learning. This research was an investigation of learning styles of tertiary students studying higher diploma programmes in Hong Kong. Data from over 200 students in engineering programmes were collected and analysed to identify the learning characteristics of students. A small-scale longitudinal study was then started to gather academic results of the students throughout their two-year engineering studies. Preliminary results suggested that the sample students were reflective, sensing, visual, and sequential learners. Observations from the analysed data not only provided valuable information for teachers to design more effective teaching strategies, but also provided data for further analysis with the students’ academic results. The results generated from the longitudinal study shed light on areas of improvement for more effective engineering curriculum design for better teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title="learning styles">learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20characteristics" title=" learning characteristics"> learning characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title=" Hong Kong"> Hong Kong</a> </p> <a href="https://publications.waset.org/abstracts/70160/understanding-learning-styles-of-hong-kong-tertiary-students-for-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15467</span> Effectiveness of Online Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shazi%20Shah%20Jabeen">Shazi Shah Jabeen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Jesse%20Thomas"> Ajay Jesse Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same. Multiple factors including use of the latest available technology and the skills that are trained by these online methods have been assessed. An attempt has been made to answer how each of the various language skills is trained online and how effective the online methods are compared to the classroom methods when students interact with peers and instructor. A mixed method research design was followed for collecting information for the study where a survey by means of a questionnaire and in-depth interviews with a number of respondents were undertaken across the various institutes and study centers located in the United Arab Emirates. The questionnaire contained 19 questions which included 7 sub-questions. The study revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment. They prefer classroom environment more than the online setting for language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills "> skills </a> </p> <a href="https://publications.waset.org/abstracts/29593/effectiveness-of-online-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">589</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15466</span> On the Effectiveness of Educational Technology on the Promotion of Exceptional Children or Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasrin%20Badrkhani">Nasrin Badrkhani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing use of educational technologies has created a tremendous transformation in all fields and most importantly, in the field of education and learning. In recent decades, traditional learning approaches have undergone fundamental changes with the emergence of new learning technologies. Research shows that suitable educational tools play an effective role in the transmission, comprehension, and impact of educational concepts. These tools provide a tangible basis for thinking and constructing concepts, resulting in an increased interest in learning. They provide real and true experiences to students and convey educational meanings and concepts more quickly and clearly. It can be said that educational technology, as an active and modern teaching method, with capabilities such as engaging multiple senses in the educational process and involving the learner, makes the learning environment more flexible. It effectively impacts the skills of children with special needs by addressing their specific needs. Teachers are no longer the sole source of information, and students are not mere recipients of information. They are considered the main actors in the field of education and learning. Since education is one of the basic rights of every human being and children with special needs face unique challenges and obstacles in education, these challenges can negatively affect their abilities and learning. To combat these challenges, one of the ways is to use educational technologies for more diverse, effective learning. Also, the use of educational technology for students with special needs has increasingly proven effective in boosting their self-confidence and helping them overcome learning challenges, enhancing their learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title="communication technology">communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20special%20needs" title=" students with special needs"> students with special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=raising%20the%20expectations%20and%20progress" title=" raising the expectations and progress"> raising the expectations and progress</a> </p> <a href="https://publications.waset.org/abstracts/187909/on-the-effectiveness-of-educational-technology-on-the-promotion-of-exceptional-children-or-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187909.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">14</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15465</span> Lifelong Education for Teachers: A Tool for Achieving Effective Teaching and Learning in Secondary Schools in Benue State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adzongo%20Philomena%20Ibuh">Adzongo Philomena Ibuh</a>, <a href="https://publications.waset.org/abstracts/search?q=Aloga%20O.%20Austin"> Aloga O. Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to examine lifelong education for teachers as a tool for achieving effective teaching and learning. Lifelong education enhances social inclusion, personal development, citizenship, employability, teaching and learning, community and the nation, and the challenges of lifelong education were also discussed. Descriptive survey design was adopted for the study. A simple random sampling technique was used to select 80 teachers as sample from a population of 105 senior secondary school teachers in Makurdi local government area of Benue state. A 20-item self designed questionnaire subjected to expert validation and reliability was used to collect data. The reliability Alpha coefficient of 0.87 was established using Crombach Alpha technique, mean scores and standard deviation were used to answer the 2 research questions while chi-square was used to analyze data for the 2 hypotheses. The findings of the study revealed that, lifelong education for teachers can be used to achieve as a tool for achieving effective teaching and learning, and the study recommended among others that government, organizations and individuals should in collaboration put lifelong education programmes for teachers on the priority list. The paper concluded that the strategic position of lifelong education for teachers towards enhanced teaching and learning makes it imperative for all hands to be on deck to support the programme financially and otherwise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20education" title=" lifelong education"> lifelong education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=tool" title=" tool"> tool</a> </p> <a href="https://publications.waset.org/abstracts/31678/lifelong-education-for-teachers-a-tool-for-achieving-effective-teaching-and-learning-in-secondary-schools-in-benue-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15464</span> Addressing Differentiation Using Mobile-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajda%20Osifo">Ajda Osifo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Elshafie"> Fatma Elshafie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academically%20responsive%20instruction" title="academically responsive instruction">academically responsive instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-assisted%20language%20learning" title=" mobile-assisted language learning"> mobile-assisted language learning</a> </p> <a href="https://publications.waset.org/abstracts/28587/addressing-differentiation-using-mobile-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15463</span> A Development of Personalized Edutainment Contents through Storytelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Kyeong%20Cha">Min Kyeong Cha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ju%20Yeon%20Mun"> Ju Yeon Mun</a>, <a href="https://publications.waset.org/abstracts/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, ‘play of learning’ became important and is emphasized as a useful learning tool. Therefore, interest in edutainment contents is growing. Storytelling is considered first as a method that improves the transmission of information and learner's interest when planning edutainment contents. In this study, we designed edutainment contents in the form of an adventure game that applies the storytelling method. This content provides questions and items constituted dynamically and reorganized learning contents through analysis of test results. It allows learners to solve various questions through effective iterative learning. As a result, the learners can reach mastery learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=edutainment" title=" edutainment"> edutainment</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20operating%20%20principle" title=" computer operating principle"> computer operating principle</a> </p> <a href="https://publications.waset.org/abstracts/2573/a-development-of-personalized-edutainment-contents-through-storytelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=516">516</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=517">517</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effective%20learning&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>