Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, October 21-23, 2018)

Y

423

Learning Processes; Teaching Methods; Educational Technology; Technology Uses in Education; Learning Activities; Educational Games; Game Based Learning; Higher Education; Conventional Instruction; Online Courses; Environmental Influences; Special Needs Students; Mathematics Instruction; Computer Simulation; Learning Readiness; Interaction; Telecommunications; Handheld Devices; Computer Oriented Programs; Distance Education; Foreign Countries; Secondary Education; Instructional Design; Integrated Learning Systems; Teacher Leadership; Test Validity; Test Reliability; Communication Strategies; College Students; Faculty Development; Technological Literacy; Questionnaires; Computer Science Education; Adult Education; Social Influences; Cultural Influences; Visual Perception; Spatial Ability; Short Term Memory; Mathematics Skills; Grade 1; Elementary School Students; Homework; Video Technology; Blended Learning; Motion; Scientific Concepts; Academic Achievement; Ethnicity; Visualization; Language Skills; Skill Development; Ideology; Evaluation Methods; Cooperative Learning; Parent Child Relationship; Robotics; Workshops; Language Usage; Interdisciplinary Approach; Models; Programming; Learner Engagement; Goal Orientation; Student Motivation; Mathematics Education; Influences; Concept Mapping; Electronic Publishing; Coding; Computation; Problem Based Learning; Scaffolding (Teaching Technique); Creativity; Engineering Education; Competence; High School Students; College Bound Students; STEM Education; Females; Womens Education; Cognitive Processes; Early Childhood Teachers; Beliefs; College Mathematics; Parent Attitudes; Elementary Schools; Self Evaluation (Individuals); Computer Assisted Testing; Transfer of Training; Self Control; Video Games; Social Media; Entrepreneurship; Competition; Teacher Attitudes; Technology Integration; Media Literacy; Kindergarten; Reading Strategies; Reading Comprehension; Testing; Educational Innovation; Student Projects; Teacher Education Programs; Undergraduate Study

Ghana; Malaysia; Latvia; Japan; Russia; Sweden

978-989-8533-81-4

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.

ERIC

2019

ED600498