Hawaii International Conference on System Sciences

The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students' learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students' learning interest and attitude, but also improves their learning achievement.

/pdf/a-formative-assessment-based-mobile-learning-approach-to-3vx5bapysx.pdf

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

This book is an introductory text on design science, intended to support both graduate students and researchers in structuring, undertaking and presenting design science work. It builds on established design science methods as well as recent work on presenting design science studies and ethical principles for design science, and also offers novel instruments for visualizing the results, both in the form of process diagrams and through a canvas format. While the book does not presume any prior knowledge of design science, it provides readers with a thorough understanding of the subject and enables them to delve into much deeper detail, thanks to extensive sections on further reading. Design science in information systems and technology aims to create novel artifacts in the form of models, methods, and systems that support people in developing, using and maintaining IT solutions. This work focuses on design science as applied to information systems and technology, but it also includes examples from, and perspectives of, other fields of human practice. Chapter 1 provides an overview of design science and outlines its ties with empirical research. Chapter 2 discusses the various types and forms of knowledge that can be used and produced by design science research, while Chapter 3 presents a brief overview of common empirical research strategies and methods. Chapter 4 introduces a methodological framework for supporting researchers in doing design science research as well as in presenting their results. This framework includes five core activities, which are described in detail in Chapters 5 to 9. Chapter 10 discusses how to communicate design science results, while Chapter 11 compares the proposed methodological framework with methods for systems development and shows how they can be combined. Chapter 12 discusses how design science relates to research paradigms, in particular to positivism and interpretivism. Lastly, Chapter 13 discusses ethical issues and principles for design science research.

An Introduction to Design Science

Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020

Owing to the advancement of mobile and wireless communication technologies, an increasing number of mobile learning studies have been conducted in recent years. In a mobile learning environment, students are able to learn indoors and outdoors with access to online resources at any time. However, whether or not new learning scenarios that combine both real-world contexts and digital-world resources are beneficial to the students has been questioned. Moreover, it is also interesting to probe whether the existing e-learning strategies are effective when situated in those mobile learning scenarios. In this study, an in-field activity on an indigenous culture course of an elementary school with a formative assessment-based learning strategy was conducted to investigate the possible negative effects of mobile learning by analyzing the students’ cognitive load and learning achievement. It is interesting to find that, without proper treatment, the performance of students using those existing online learning strategies, known to be “effective,” might be disappointing or may even negatively affect the students’ learning achievements. Furthermore, the negative effects could be due to the heavy cognitive load caused by an improper learning design. Such findings offer good references for those who intend to design and conduct mobile learning activities.

https://www.jstor.org/stable/jeductechsoci.17.1.332

Potential Negative Effects of Mobile Learning on Students' Learning Achievement and Cognitive Load—A Format Assessment Perspective

At a time where increased costs and resource constraints are experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst the individual learning experience is paramount, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to all teaching staff. With this predicament in mind a computer-supported learning system (CECIL) was developed. It is a web-based teaching and learning resource and administration system. This paper describes the CECIL structure and discusses the potential benefits that a university-wide resource management system may have in terms of the educational flexibility and resource sharing.

A Web-Based Learning and Assessment System To Support Flexible Education.

With the increase in cost and resources constraints experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst mindful of the learning experience of the individual, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to every professor who has ever taught. With this predicament in mind the computer supported learning system (CSL) is a web-based teaching and learning resource and administration system, developed by the Business Education On-Line Unit of the Auckland Business School, at the University of Auckland (New Zealand). We call it Cecil. The paper describes the Cecil structure and discusses the potential benefits that a university wide resource management system may have in terms of the educational flexibility and resource sharing.

Computer supported learning. A large-scale, web-based learning and assessment system to support flexible education

Advanced visualization systems have been widely adopted by decision makers for dealing with problems involving spatial, temporal and multi-dimensional features. While these systems tend to provide reasonable support for particular paradigms, domains, and data types, they are very weak when it comes to supporting multi-paradigm, multi-domain problems that deal with complex spatio-temporal multi-dimensional data. This has led to visualizations that are context insensitive, data dense, and sparse in intelligence. There is a crucial need for visualizations that capture the essence of the relevant information in limited visual spaces allowing decision makers to take better decisions with less effort and time. To address these problems and issues, we propose a visual decision making process that increases the intelligence density of information provided by visualizations. To support this we propose a mechanism by which one could judge the intelligence density of visualizations. Furthermore, we propose and implement a framework and architecture to support the above process in a manner that is independent of data, domain, and paradigm. The system allows decision makers to create, manipulate, layer and view visualizations flexibly enabling the increase in the density of intelligence that they provide.

Visual intelligence density: definition, measurement, and implementation

The benefits of learning managements systems have been documented for more than thirty years. Coupled with the astounding potential of the internet they provided a compelling opportunity for “olde” mainframe and LAN developers to “have another go”. This paper describes how a small group of enthusiasts within The University of Auckland Business School built a computer supported learning system (CSL aka Cecil) that became, perhaps, the first of a new genre of web-based learning managements systems. Cecil has been independently compared with the market leaders, found superior, and is The University of Auckland’s sole LMS platform. Its features, functions and current performance will be described, followed by our “vision” for the future.

Cecil: the first web-based LMS.

As an essential component of knowledge management systems, visualizations assist in creating, transferring and sharing knowledge in a wide range of contexts where knowledge workers need to explore, manage and get insights from tremendous volumes of data. Knowledge visualization context may incorporate any information in regard to the decisional problem context within which visualizations are applied, the visualization profiles of knowledge workers as well as their intended purposes. Due to the inherent dynamic nature, these contextual factors may cause the changing visualization requirements and difficulties in maintaining the effectiveness of a knowledge visualization when contextual changes occur. To address the contextual complexities, visualization systems to support knowledge management need to provide flexible support for the creation, manipulation, transformation and improvement of visualization solutions. Furthermore, they should be able to sense, analyze and respond to the contextual changes so as to support in maintaining the effectiveness of the solutions. In addition, they need to possess the capability to mediate between the problem and the knowledge workers through provision of action and presentation languages. However, many visualization systems tend to provide weak support for fulfilling these system requirements. They do not provide adequate flexibility for adapting the visualizations to fit different knowledge visualization contexts. This motivated us to propose and implement a flexible knowledge visualization system for better aiding knowledge creation, transfer and sharing, namely, Contextual Adaptive Visualization Environment (CAVE). CAVE provides flexible support for (1) sensing and being aware of changes in the problem, purpose and/or knowledge worker contexts, (2) interpreting the changes through relevant analysis and (3) responding to the changes through appropriate re‑design and re‑modelling of visual compositions to address the problem. In order to fulfil the requirements posed above, we developed and proposed conceptual models and frameworks which are further elucidated through system‑oriented architectures and implementations.

Contextual Adaptive Knowledge Visualization Environments

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