Abstract: Problem-based learning (PBL) is a student-centered pedagogy that originated in the medical field and has also been used extensively in other knowledge disciplines with recognized advantages and limitations. PBL has been used in various undergraduate engineering programs with mixed outcomes. The current fourth industrial revolution (digital era or Industry 4.0) has made it essential for many science and engineering students to receive effective training in advanced courses such as industrial automation and robotics. This paper presents a case study at Assumption University of Thailand, where a PBL-like approach was used to teach some aspects of automation and robotics to selected groups of undergraduate engineering students. These students were given some basic level training in automation prior to participating in a subsequent training session in order to solve technical problems with increased complexity. The participating students’ evaluation of the training sessions in terms of learning effectiveness, skills enhancement, and incremental knowledge following the problem-solving session was captured through a follow-up survey consisting of 14 questions and a 5-point scoring system. From the most recent training event, an overall 70% of the respondents indicated that their skill levels were enhanced to a much greater level than they had had before the training, whereas 60.4% of the respondents from the same event indicated that their incremental knowledge following the session was much greater than what they had prior to the training. The instructor-facilitator involved in the training events suggested that this method of learning was more suitable for senior/advanced level students than those at the freshmen level as certain skills to effectively participate in such problem-solving sessions are acquired over a period of time, and not instantly.
Abstract: The way e-learning effectiveness has been notoriously measured within an academic setting is by comparing the e-learning medium to the traditional face-to-face teaching methodology. In this paper, a simple yet innovative comparison methodology is introduced, whereby the effectiveness of next generation e-learning systems are assessed in contrast not only to the face-to-face mode, but also to the classical e-learning modality. Ethical and logistical issues are also discussed, as this three-way approach to compare teaching methodologies was applied and documented in a real empirical study within a higher education institution.
Abstract: Personalized learning becomes increasingly popular which not be restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability.The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT,it was found that, finding the most appropriate problem levels to each student include high and low level test items together is not a problem. Thus, the student abilities can be asses more accurately and fairly. Learners who experience more anxiety will affect a heavier cognitive load and receive lower test scores.Instructors are encouraged to provide a supportive learning environment to enhance learning effectiveness because Cognitive Load Theory concerns the limited capacity of the brain to absorb new information.
Abstract: In the package design industry, there are a lot of tacit knowledge resided within each designer. The objectives are to capture them and compile it to be used as a teaching resource and to create a video clip of package design process as well as to evaluate its quality and learning effectiveness. Interview were used as a technique for capturing knowledge in brand design concept, differentiation, recognition, rank of recognition factor, consumer survey, knowledge about marketing, research, graphic design, the effect of color, and law and regulation. Video clip about package design were created. The clip consisted of both the speech and clip of actual process. The quality of the video in term of media was ranked as good while the content was ranked as excellent. The students- score on post-test was significantly greater than that of pretest (p>0.001).
Abstract: Ecological ponds can be a good teaching tool for
science teachers, but they must be built and maintained properly to
provide students with a safe and suitable learning environment.
Hence, many schools do not have the ability to build an ecological
pond. This study used virtual reality technology to develop a webbased
virtual ecological pond. Supported by situated learning theory
and the instructional design of “Aquatic Life" learning unit,
elementary school students can actively explore in the virtual
ecological pond to observe aquatic animals and plants and learn
about the concept of ecological conservation. A teaching experiment
was conducted to investigate the learning effectiveness and
practicability of this instructional design, and the results showed that
students improved a great deal in learning about aquatic life. They
found the virtual ecological pond interesting, easy to operate and
helpful to understanding the aquatic ecological system. Therefore, it
is useful in elementary science education.
Abstract: The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to analyze the learning effectiveness of students on the game-based learning system and the major factors affecting their learning. A questionnaire survey was used to understand the students- attitudes towards game-based learning. The results showed that the game-based learning system can enhance students- learning, but the gender of students and their habits in using the Internet have no significant impact on learning. Game experience has a significant impact on students- learning, and the higher the experience value the better the effectiveness of their learning. The results of questionnaire survey also revealed that the system can increase students- motivation and interest in learning "World Geography".