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2019 a Selection of AACE Award Papers Education and Information Technology Annual – 2019 A Selection of AACE Award Papers Edited by Theo J. Bastiaens, Ph.D. Gary H. Marks, Ph.D. Published by AACE-Association for the Advancement of Computing in Education 1 Education and Information Technology Annual 2019: A Selection of AACE Award Papers (ISBN # 978-1-939797-40-7) is published by AACE, PO Box 719, Waynesboro, NC 28786, USA E-mail: [email protected] © Copyright 2019 by AACE www.aace.org Available at https://www.learntechlib.org/ebooks 2 Introduction The Association for the Advancement of Computing in Education (AACE), http://AACE.org, founded in 1981, is an international, not-for-profit, educational organization with the mission of advancing Information Technology in Education and E-Learning research, development, learning, and its practical application. AACE serves the profession with international conferences, high quality publications, leading- edge Digital Library (http://EdITLib.org), Career Center, and other opportunities for professional growth. We are proud to present to you this selection of 27 award winning papers from AACE’s conferences (http://AACE. org/conf). This year's selection includes papers from the annual conference of the Society for Information Technology & Teacher Education (SITE) in Washington D.C., the EdMedia + Innovate Learning World Conference on Educational Media (EDIL) in Amsterdam, the Netherlands, and the World Conference on E-Learning (E-Learn) in Las Vegas, Nevada. The decision to nominate a conference paper for an award was made by peer reviewers. All authors were honored during the conference and received a certificate that serves as testimony to their outstanding research and contribution to the conference. We hope that the reader enjoys this selection as much as we enjoyed working with these cutting- edge scholars. It is the eighth year that we publish this edition. We are grateful for all the feedback and all the nice comments we got on the 2012- 2018 books. We look forward to many new future editions of AACE’s award papers. Thank you very much for your support and participation in AACE events and activities. Theo J. Bastiaens, Gary H. Marks 3 4 TABLE OF CONTENTS Chapter 1 Supporting Cultural Connections, Collections, and Reflections through Technology in Short-Term Study Abroad Kevin M. Oliver NC State University, USA [email protected] Angela Wiseman NC State University, USA [email protected] Michael P. Cook Auburn University, USA [email protected] ............................................................................................................................................... 19 Abstract: A short-term study abroad program funded by a local foundation provides teachers with a professional development opportunity in an international context. The goal of the grant is to train teachers in technology-enhanced strategies that can better introduce their classrooms to diverse cultures and cultural perspectives. Teachers practice these strategies themselves in the context of a short-term study abroad program, before ideally applying some of the strategies with students in their own classrooms. In this paper, we describe projects in each area of the program--cultural connections, collections, and reflections. Then, we discuss how the program and embedded projects have improved technology skills and increased cultural awareness for teacher participants. Chapter 2 Effects of Integrating Computer Technology into Mathematics Instruction on Elementary Schoolers’ Academic Achievement: A meta-analysis of One-hundred and Sixty-four Studies from Taiwan Yuen-kuang Cliff Liao Center for Teacher Education, Chinese Culture University [email protected] Yung-hsin Chen National Taipei University of Education [email protected] ................................................................................................................................................ 27 Abstract: The potential benefits of integrating technology into mathematics instruction (ITMI) have been claimed, however research results comparing the effects of ITMI and other types of instruction in Taiwan are conflicting. In this study, a meta-analysis was performed to investigate the effect of ITMI on elementary schoolers’ academic achievement in Taiwan. We collected 164 studies which were published in Taiwan between 1993 and 2017. The research method used is the meta-analytic approach suggested by Borenstein et al. (2009), and Hedges’s d (1985) was used to calculate the effect size. In addition, 8 moderators were selected to examine their impacts on the overall mean Hedges’s d. The results indicated that ITMI produced a positive higher overall mean Hedges’s d of 0.372 than other types of instruction (e.g., traditional instruction) on students’ academic achievements. Moreover, 4 of the 8 moderators (i.e., year of publication, learning devices for students, teaching devices for teachers, and intervention duration) had a statistically significant impact on the overall mean Hedges’s d. The results suggest that the effects of ITMI are more positive than other types of instruction in Taiwan. The analyses of selected moderators also provided some important suggestions when applying ITMI in the educational settings. 5 Chapter 3 Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom Mohamed Ibrahim and Rebecca Callaway Arkansas Tech University United States [email protected] [email protected] ..................................................................................................................................................... 37 Abstract This study investigates the implications of flipped teaching strategy on preservice teachers’ self-efficacy and intention to integrate technology in future classroom. The researchers used the theory of planned behavior (TPB) as theoretical framework. Participants were 71 preservice teachers enrolled in graduate and undergraduate technology integration course. Multiple linear regression analysis and paired sample t-test were conducted to examine the preservice teachers’ intention to use of technology in future classrooms and the change in their self-efficacy level. The results of the predictor model were able to account for 41% of the variance in students’ intention to use technology and was statistically significant. The results also found that self-efficacy and perceived behavioral control are significant predictors of preservice teachers’ use of technology in future classroom. Furthermore, the results show that the mean of all three variables at the end of the course did not differ significantly compared to prior attending the course with flipped teaching method. Implications of these findings were also discussed. Keywords: flipped classrooms, theory of planned behavior (TPB), technology integration, preservice teachers' intentions Chapter 4 Personalized training by profiling learners to enhance cognitive flexibility Yelim Mun University of Twente, Netherlands [email protected] Liselotte M.J. Eikenhout University of Twente, Netherlands [email protected] Karel van de Bosch TNO, Netherlands [email protected] Esther Oprins TNO, Netherlands [email protected] Jan Maarten Schraagen University of Twente; TNO, Netherlands [email protected] ................................................................................................................................. 45 Abstract: People need to be cognitively flexible in order to be successful in the dynamic, ever changing society of today. Previous studies found that a carefully designed training program can help people to think and act in a more cognitively flexible fashion, leading to a better performance. This finding asks for more research into the instructional strategies that helps learners to utilize their cognitive flexibility. This paper presents a study investigating whether personalized instruction is more helpful than a standardized instruction. A pattern analysis was conducted on participants’ data from our previous training study. Three categories of learners were found: those having difficulty to detect that flexibility is needed; those who found it difficult to decide upon a flexible response; and proficient adapters. These categories were used to specify learner profiles with associated instructional strategies. A study is proposed to investigate the importance of personalizing learning. Implications, challenges and future directions are discussed. 6 Chapter 5 Evaluative Research on Virtual and Augmented Reality for Children Seonghye Yoon LET’s Lab, Seoul, Republic of Korea [email protected] JeeEun Jang Envisible, Inc., Seoul, Republic of Korea [email protected] JiYoung Lim Ewha Womans University, Seoul, Republic of Korea [email protected] ................................................................................................................................................ 53 Abstract: Recently, VR and AR technologies have attracted much attention in the field of education. The purpose of this study was to investigate the quantitative and qualitative aspects of learning experiences of the learners, the primary nurturers, and the experts using educational VR and AR content. Three kinds of AR and VR content were evaluated. Nineteen children, nineteen nurturers, and seven experts participated in the evaluation. We examined the quality of learning, usability, satisfaction, and wearability of a device for the children, as well as the educational
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