Maiga Chang is a Full Professor in the School of Computing
and Information Systems at Athabasca University, Canada. His research mainly
focus on game-based learning, training and assessment; learning behaviour
analysis; learning analytics and academic analytics; intelligent agent
technology; health informatics; data mining; computational intelligence; natural
language processing; artificial intelligence; museum education mobile learning
and ubiquitous learning; healthcare technology, etc. Dr. Chang is now Chair
(2018~2023) of IEEE Technical Committee of Learning Technology (TCLT,
https://tc.computer.org/tclt), Executive Committee member of IEEE Computer
Society Special Technical Communities
Committee member of Asia-Pacific Society for Computers in Education (2017~2024,
APSCE, https://www.apsce.net/) and Global Chinese Society for Computing in
Education (2016~2025, GCSCE, http://gcsce.org/), Vice President (2022~) of
International Association of Smart Learning Environments (IASLE,
http://iasle.net/), and Chair (2021) of Educational Activities Committee, IEEE
Northern Canada Section. Dr. Chang is also a Steering Committee member (2020~)
for International Conference on Intelligent Tutoring Systems (ITS,
https://its2021.iis-international.org/) and chair (2014~) of Digital Game and
Intelligent Toy Enhanced Learning special interest group (DIGITEL SIG) for IEEE
TCLT. Dr. Chang is editors-in-chief (2019~) of Journal of Educational Technology
& Society (https://www.j-ets.net/, an Open Access journal included in Web of
Science's SSCI), editor-in-chief (2014~) of International Journal of Distance
Education Technologies (https://igi-global.com/ijdet, an Open Access journal
included in Web of Science's ESCI, SCOPUS, EI), and editor-in-chief (2020~) of
Bulletin of Technical Committee on Learning Technology
(https://tc.computer.org/tclt/bulletin/, an Open Access journal included in Web
of Science's ESCI). Dr. Chang also serves academic international conference
events include being program chair (2015, 2018 to 2020, 2022) of International
Conference on Smart Learning Environments (ICSLE), program advising chair
(2020~2022) and program committee chair (2019) International Conference on
Intelligent Tutoring Systems, general program chair (2017~2022) of IEEE TCLT
flagship conference International Conference on Advanced Learning Technologies
(IEEE ICALT), executive chair (2020) of inaugural English Paper Track (EPT) of
24th Global Chinese Conference on Computers in Education (GCCCE), consultant
(2020), IPC Coordination chair (2019) and co-chair (2018) of International
Conference on Computers in Education (ICCE),and steering committee member
(2017~2020) and advisory chair (2012~2016) of IADIS International Conference on
Mobile, Hybrid, and On-line Learning. Dr. Chang has given more than 110 talks
and lectures in different events; He has participated in more than 310
international conferences and workshops as a Program Committee Member; and, he
also has (co-)authored more than 235 book chapters, journal and international
conference papers. He is an IEEE member since 1996 and also a member of ACM
(2001-2017), AAAI (since 2001-2017), INNS (2004-2018), and Phi Tau Phi
Scholastic Honor Society.
Lesrning Style based Personal Study Guide via Behaviour Analytics
Abstract: This talk starts with the introduction of graph-based behavior pattern extraction method and Moodle plugin Behaviour Analytics, that my research team proposed and developed. With the help of patterns extracted and the associated learning objects analyzed, both of students and materials' learning style relevance scores can then be measured and calculated. The proposed Personal Study Guide is then capable of rearranging and recommending individual students weekly plan for their studying based on their learning style accordingly.
Dr. Ding teaches both undergraduate and graduate courses in
support of the educational technology programs (computer education license
addition, minor, certificate, elementary education concentration, MA in
Curriculum and Educational Technology, virtual instruction license addition, and
PhD in Educational Studies). Her research focuses on teachers' technology
integration practices, pedagogies, and professional development, especially for
literacy and language education. Specifically, she has explored the use of
reflective practice and coaching for teacher professional development and the
use of Problem-Based Learning (PBL) and Game-Based Learning (GBL) for classroom
teaching. Her dissertation is titled "Language Teachers’ Reflections on
Technology Integration through Online Text-Based and Video-Based Tasks." The
manuscript based on her dissertation received the Best Paper Award from the
American Educational Research Association (AERA) “Technology as Agent of Change
for Teaching and Learning” Special Interest Group. Currently, she is
investigating the use of a virtual reality game-based learning curriculum in
supporting middle school students’ science literacy development.
Dr. Kuo-Ting (Tim) Huang is a research assistant professor at the University of Pittsburgh’s School of Computing and Information. He studies the causes and consequences of the digital divide and the social, educational, and health impacts of technology use across the life course. He conducts community-based intervention studies designed to use emerging technologies (e.g., VR, AR, and digital games) to enhance various aspects of life. Most of his recent work has focused on designing and implementing health information technologies that may help reduce digital and health inequalities.
Incorporating Immersive Virtual Reality Games to Support the Vulnerable
Populations: Research, Theory, and Future Directions
Abstract: Virtual reality as an emerging technology tool is drawing great attention in different fields. Scholars and practitioners see its potential applications for addressing existing concerns in training, learning, and even mental health. In this talk, we share findings from two of our studies to discuss how VR games can be used to support the vulnerable populations such as older adults and students with racially and linguistically diverse backgrounds. We will discuss the theories beyond VR games and how the theories and research could inform our design and applications of VR. Finally, we will welcome discussions of the future directions of using VR games in various training contexts.
Dr. Jason R. Harron is an Assistant Professor of Instructional Technology at Kennesaw State University, USA, where he engages in research that focuses on the intersection of creativity, technology, and the arts. He holds a Ph.D. in Curriculum and Instruction from the University of Texas at Austin, where he co-founded the UTeach Maker micro-credentialing program and wrote his dissertation about interdisciplinary learning between artists and engineers. Dr. Harron is co-chair of SIG-Maker with the Society of Information Technology and Teacher Education (SITE). He has authored over 20 peer-reviewed publications, which include scholarship about the maker movement in K-12 education, social media as a shared space in MOOCs, agent-based modeling, and virtual reality in pre-service teacher education. Dr. Harron’s current research focuses on exploring computational thinking with in-service teachers, making digitally fabricated mathematics tools, and establishing the infrastructure needed for science, technology, engineering, arts, and mathematics (STEAM) teaching and learning in K-20 education.
Virtual Constructionism: Lessons Learned from Conducting Online Maker Education during the COVID-19 Pandemic
Abstract: For over a decade, making and the maker movement have served as an outlet for people to express their identities and interests through the creation of physical and digital objects that they share with others. Prior to the pandemic, maker education was gaining ground in K-20 education with the introduction of digital fabrication tools (e.g., 3D printers and laser-cutters) that make it possible for students, teachers, and faculty to bring their designs and ideas to life. However, in the spring of 2020, many of these tools became inaccessible due to the shift to online in response to the COVID-19 pandemic. This talk will share lessons learned from conducting online maker education during the pandemic and will look at the horizon to discuss how maker education can be used to lay the groundwork for science, technology, engineering, arts, and mathematics (STEAM) education.
Stavros A. Nikou is a Lecturer in Digital Education at the School of Education, University of Strathclyde, UK. Dr Stavros has a Computer Science and Physics academic background. He has many years of experience in ICT and STEM education. His research interests include technology-enhanced teaching and learning, technology acceptance, context-aware mobile learning and assessment, online and blended learning, AR/VR/MR. He is currently doing research on teachers’ competencies in AR, mobile and smart learning environments. Dr Stavros teaches Learning Technologies and Instructional Design and he is the Course Leader of the Postgraduate Certificate in Technology Enhanced Teaching and Learning (Digital Education) at the School of Education University of Strathclyde, a course that empowers teachers with technology-supported instructional design practices. He is section editor of the International Journal of Interactive Mobile Technologies, scientific committee member in several top-ranking international conferences, and he has published in high impact peer-reviewed academic journals. He is Senior Member of IEEE, Fellow of the Higher Education Academy (FHEA), and member of the Hellenic Physics Society, SERA, IAmLearn, and the International Association of Smart Learning Environments.
Mobile learning: What the Future Looks Like?
Abstract: Mobile learning has been around for many years. Mobile learning not only offers portability across contexts enabling learners accessing learning content without being tight to physical constraints, but it also provides numerous other opportunities such as personalized learning, situated and context-aware learning, communication and collaboration and seamless learning bridging formal and informal learning. However, despite all these affordances, research has reported many challenges. One challenge that may need to be further discussed is the pedagogical one. How pedagogies can be better addressed in the context of mobile learning? Have educators managed to take advantage of the mobile learning affordances by employing the appropriate pedagogies? Is there an optimal mobile learning pedagogy? And, to what extend students have benefitted by the unique pedagogical and learning opportunities that mobile learning can offer? The talk aims to present a few current directions in mobile learning research in terms of its acceptance and the various pedagogical approaches and learning outcomes.
Dr. Mariam Mohamad is a Senior Lecturer at Universiti Sains Malaysia, Penang Malaysia. Her research interest is in the field of mobile learning and mobile assistive technology. Dr. Mariam was acknowledged as one of the pioneers from Malaysia in mobile learning research, in the book entitled Mobile Learning in Higher Education in the Asia-Pacific Region published by Springer. Her work also referred by UNESCO in the publication entitled; Turning on Mobile Learning: Illustrative Initiatives and Policy Implications. Dr. Mariam has extensive experience in disseminating her work internationally. She actively involves presenting her work in international conferences with ISI Web of Science and SCOPUS indexed status. As one of the renowned researchers in mobile learning in Malaysia, she was elected as an exco member for Mobile Learning Association Malaysia. For her success in the field, in 2021, she was awarded with international grants which include Sumitomo Foundation and Japan Foundation to support her research in mobile assistive technology. For the community, she also devoted her time as the President for Dyslexia Association, Penang State and the Advisor for Special Need Students Association, University Sains Malaysia. She is also a committee member for Research & Development Unit, Malaysian Association for The Blind.
Mobile Assistive Technology for early Years Dyslexic Children: Japan as a Case Study
Abstract: Dyslexia is the most common learning disability that affects one’s ability to read and write. Many interventions methods are currently in use, however more studies need to be done to determine which interventions work best. Not much have been explored in previous studies regarding the implementation of tactile letters as multisensory approach together with the mobile application. There is a gap in combining both interventions approach to support dyslexic children. Therefore, this research is intended to add value to the knowledge and discovery of the framework for the combination of tactile letters with mobile application in teaching hiragana and katakana to Japanese dyslexic children. A qualitative approach was selected because the aim is to provide a rich picture of the experience of all involved during the study; parents and the dyslexic children. The output of the study was the establishment of the framework which includes content, activity and assessment regarding the integration of mobile learning and tactile letters which have the potential to be the guidance for the special need education in Japan. It is envisaged that the study will address the issues of inequalities among the disabled people and parallel to the needs of Industrial Revolution 4.0 in integrating digital technologies.