Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Katuk, Norliza; Ryu, Hokyoung

doi:10.1109/delta.2011.12

Cited by 8 publications

(4 citation statements)

References 26 publications

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“…The first material was a WBL system for learning basic computer networks; a module in information technology (IT) fundamental course (Katuk and Ryu, 2010;Katuk and Ryu, 2011). The course comprised two chapters namely introduction to computer networks, and network devices and transmission media.…”

Section: Methodsmentioning

confidence: 99%

Progressive assessment of student engagement with web‐based guided learning

Katuk

2013

Interactive Technology and Smart Education

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The progressive application combines the best of web and mobile apps for student search records. It is a website built using web technologies for connecting server that acts like an app. So now days some problem raised how to student record is maintain user friendly. This problem is solved by using PWA enabled application. The user is given the advantages of accessing the webpage app-like by creating single keywords which eliminates the need for multiple clicks. The most important characteristic of this progressive app is that it must work on all devices and must enhance on devices and browsers that allow it. In this system we check the student records like marks, attendance, extra activity using the PWA search to the teacher and authorized person. Today students' attendance is become more important part for any institutions. In order to reduce time and human effort instead of manual attendance system we can use online attendance system. Hence, we design software for online attendance system. In this software, we can send message to student as well as to parent whose attendance is below 75% and who are absent. We are able to calculate percentage attendance when we required. In this software only staff has log in account and has right of making daily attendance and generating report

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Section: Methodsmentioning

confidence: 99%

Progressive assessment of student engagement with web‐based guided learning

Katuk

2013

Interactive Technology and Smart Education

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“…Then, the students are expected to browse the learning materials from the "notes page" by themselves. The systems had also been used in some other studies [26,27]. The fully-and partially-guided features are summarised in Table I. The system allowed me to control the whole learning process Q2-Attention Focus(AF) When using the system, I was totally absorbed in what I was doing Q3-Curiosity(CU) Interacting with the system made me curious Q4-Intrinsic Interests(II)…”

Section: Methodsmentioning

confidence: 99%

Students' experiences in guided computer-based learning: A progressive evaluation

Katuk

2012

2012 IEEE Symposium on Humanities, Science and Engineering Research

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This study investigated students' experiences in two types of instructional strategies (i.e., fully-guided and partially guided) and their learning experience patterns from the beginning towards the end of the computer-based interactions. An empirical study was performed on 41 students from a public university in Malaysia using two types of computer-based systems for learning Basic Computer Networks. The students' learning experiences were evaluated at three different stages of the computer-based learning sessions using self-report technique. The results showed that the students' learning experiences were changing over the period of the computer-based lessons either in positive or negative ways. The directions of changes were mainly influenced by the students' Information Technology (IT) prior knowledge. The results of this study suggest that computer-based guided learning systems should consider students' background of knowledge in their design to achieve effective learning. Further, the combination of the fully-and partially-guided features may create an adaptive computer-based learning system.

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“…Khribi et al, based on the history of active learners and the similarities and differences between learners' preferences and the content of learning resources, provided learning resource recommendations [7]. In 2011, Katuk et al [8] recommended appropriate learning paths for learners based on their learning experience and emotional engagement from the perspective of an "optimal learning experience". With the development of information technology, researchers have found differences between the recommendation of learning resources and the recommendation of commodities, and the recommendation of learning resources also needs to consider learners' preferences, learning styles, learning levels, cognitive abilities, etc.…”

Section: Research On Content Pushing Based On Learning Habitsmentioning

confidence: 99%

A Multi-Module Information-Optimized Approach to English Language Teaching and Development in the Context of Smart Sustainability

Gan,

Yang,

Alatas

2023

Sustainability

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With high-tech advancements, intelligent, sustainable development has become widespread in daily life. However, due to developmental differences among various regions, continuity in English language teaching can be challenging. The goal of teaching in the context of sustainable development is to tailor learning plans for students through intelligent intervention. In this paper, we address the issues of classifying students’ interests and jointly assessing the listening, reading, and writing modules in online English teaching. Our results demonstrate that an autoencoder can accurately recognize students’ interests in the four modules, with a recognition accuracy as high as 93.1%. Additionally, the mean squared error (MSE) between the comprehensive assessment and the teacher’s given grade under GRUs is only 0.63, significantly outperforming other RNN-type methods. Therefore, the proposed framework in this paper is crucial in promoting future research development in the sustainable development of English teaching intelligence and the problems of multi-module assessment problem and multi-information integration.

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Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Cited by 8 publications

References 26 publications

Progressive assessment of student engagement with web‐based guided learning

Progressive assessment of student engagement with web‐based guided learning

Students' experiences in guided computer-based learning: A progressive evaluation

A Multi-Module Information-Optimized Approach to English Language Teaching and Development in the Context of Smart Sustainability

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