DCCSEDU 2019 Abstracts

Short Papers
Short Papers
Paper Nr: 1
Title:

Designing Learning Technology: An African HCI Approach
Authors:

Muhammad S. Adamu
Abstract: My research involves investigating, from an African, specifically Nigerian perspective, what exactly might constitute education technology design best practices that will bring about developing a knowledgeable individual? I have made substantive progress with regards to identifying gaps in the literature regarding the notion of education with technology in Africa, notably blended eLearning and some work on the relevance of indigenous knowledge and methodologies in providing us with some better understanding of the peculiarities of an African context. I have also completed initial fieldwork in Nigeria, thematically analyzed and interpreted the data; conducting a follow-up field work (a participatory observational study), and also evaluating and disseminating the early results from the initial analysis.
Paper Nr: 2
Title:

Identifying Best Practices for Teaching Machine Learning
Authors:

Becky Allen
Abstract: There is currently a distinct shortage of individuals skilled in machine learning to fill the increasing demand within the job market. To counteract this issue the Higher Education (HE) sector are offering more courses in machine learning and Artificial Intelligence (AI). However, there is a lack of research pertaining to best practices for teaching in this complex domain. This research aims to identify the threshold concepts within the topic of machine learning and AI along with identifying if two perceived cognitive barriers of maths anxiety and low self-efficacy hold true. We achieve this through the use of qualitative research methods such as questionnaires and observation. Counteracting strategies will be developed based on the analysis of the qualitative research. The outcome of this study will be creation of an online learning tool encompassing methods to alleviate the barriers students face when undertaking a machine learning or AI course.
Paper Nr: 3
Title:

A Personalised Feedback System for Computer Programming
Authors:

Ryan Crosby
Abstract: Assessment and feedback is an important part of the Higher Education experience, however, the results from surveys such as the National Student Survey (NSS) in the UK show that students are dissatisfied with their experience. Using an Assessment Experience Questionnaire developed by Gibbs and Simpson (Gibbs et al 2003), this research investigates the potential causes of this dissatisfaction at a UK university. Using the results from this questionnaire a personalised assessment system was developed to try to help students with the issues causing the dissatisfaction. The system aims to personalise the assessment via quizzes, goal setting and a personalised homepage to help identify weaker topics. A prototype of the system called Computing: Ipsative Assessment was given to students for testing. Following results of this testing we will evaluate the impact on student learning and assessment experience.
Paper Nr: 4
Title:

Measuring Learner Engagement to Create a Gameful Learning Environment
Authors:

David Williams, Simon Caton and Pramod Pathak
Abstract: If educators were to be skilled game designers, then they would be better equipped in designing engaging education scenarios. The importance of learner engagement within a learning environment is without question. Yet there can be an ongoing struggle to quantify learner engagement throughout teaching strategies. In the field of game design, engagement is a fundamental metric used to assess player participation throughout, often compared or interchanged with the term Flow. It is the aim of this research to investigate the potential for educators to leverage game design mechanisms, proposing that educators would then be better equipped in designing engaging educational scenarios for the classroom and able to adjust the accordingly. This research aims to offer a framework for designing educational scenarios, based around a core principle: we need to stop being educators dissecting and borrowing game elements, but rather that we are game designers building educational scenarios. This research will identify and define a framework for Gameful Learning by mapping engagement using established game development formats like that of Mechanics, Dynamics & Aesthetics (MDA) (Hunicke et al. n.d.). and Flow (Csikszentmihalyi et al. 2014) to established engagement metrics such as the Student Course Engagement Questionnaire (SCEQ) (Handelsman et al. 2005) providing a quantifiable outcome for use in class design.
Paper Nr: 5
Title:

Online Education using Blockchain and Smart Contracts
Authors:

Bakri Awaji and Ellis Solaiman
Abstract: Providing education and training to meet the changing requirements of modern society and to provide for the individual is extremely crucial. The traditional system of education, which has now been in place for a considerable time, has improved by means of involving technology. Online learning has become a recognised part of the broader landscape of education. Increasing numbers of students from different backgrounds and places are taking the opportunity to study online. However, online education in the current stage is facing considerable challenges due to lack of trust and accreditation, which could lead to undesirable consequences. The primary target of this research is to investigate the feasibility of using blockchain and smart contract as technologies to provide an infrastructure for online education that enhances trust, privacy, and security.
Paper Nr: 6
Title:

An Educational Robotics Training Program for Pre-service Primary School Teachers
Authors:

Despoina Schina
Abstract: Educational Robotics (ER) is gaining popularity among students and teachers in all educational fields and levels. To address the demand for learning and teaching (with) educational robotics from a solid pedagogical background, it is important to further look into how students actually learn (with) educational robotics and how teachers are expected to teach (with) educational robotics. Educational Robotics (ER) needs to be further examined as a pedagogical resource and so need the opportunities it offers for learning. For example, it could be studied whether it offers opportunities for interdisciplinary learning in the areas of STEM-STEAM and 21st century skills. ER’s potential opportunities for learning, also form opportunities for teaching that educators need to be able to take good advantage of. When teaching (with) ER, educators should make use of the ER as a pedagogical resource that goes beyond the mere teaching of robotics as a subject and extends to all disciplines and skills of the curriculum. This doctoral thesis proposes to further look into the potential opportunities for learning and teaching (with) ER with an ultimate goal putting forward a university training course in the area of Educational Robotics teaching for pre-service primary school teachers.