A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

Behavioral Innovations in Computer Science and Computational Thinking in P-16 Education

This chapter is based on the behavioral innovations of students and teachers in P-16 education with regards to computer science (CS) and computational thinking (CT). Beyond racial and gender bias, the behavior of students and teachers towards new ideas has been noted to have a substantial effect on accessing of CS and CT. When students and teachers are presented with new ideas, a series of complex mental processes are always carried out in order to reinforce their acceptance or disregard of such ideas. With deep insights into concepts such as technological pedagogical content knowledge framework (TPACK), computer-mediated classroom, computer-oriented teachers, and computer-oriented students, this chapter will further anticipate the equity of computer science in P-16 education.

Teacher-Designed Games

Video games play an important role in education; however, the idea of teachers as designers of digital classroom games to support student learning has not been widely embraced. The purpose of this study was to gain a deeper understanding of why and how teachers used and designed games in teaching differently with various gaming background. This mixed-method case study involved a group of teachers who used and/or designed games for students. The four unique case groups were grounded in three regions and four school districts in Alberta, Canada. First and second cycle data coding and analyses were used to answer 1) what factors influenced the types of games teachers used and designed in teaching and 2) what factors influenced how and why teachers integrated game-based learning in teaching.

English Learners (EL) and Computer Science (CS) Learning

The national call to increase student participation in CS is widely adopted, but there is limited research that examines English learners (EL) on the agenda for K-12 CS education. This chapter contributes to the literature by analyzing the landscape of EL in computer science and highlighting the linguistic challenges that EL students experience in CS. By understanding significant themes that emerge from these challenges, we conclude with recommendations on how to support EL and future research and strategies for creating a more equitable playing field in CS education for English learners.

Educational Robotics for Creating Effective Computer Science Learning for All

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Flipping the Mathematics Instruction

The flipped classroom is a rotational model in which students move between teacher-faced practices in the classroom during the standard school day and out-of-school teaching they receive online for the related concepts. In recent years, with the proliferation of technology-supported education, flipped classroom practices have been used more in mathematics classrooms, and gained the attention of mathematics education researchers. This attention also triggered the studies examining the trends of flipped classroom practices on mathematics education. This chapter introduces the theoretical underpinnings of the flipped classroom and provides a recent literature review of the studies on flipped classrooms in mathematics education from various dimensions. Accordingly, several results obtained from the analyses as well as potential issues for future research are proposed in this book chapter.

Providing Near-Peer Mentorship to Increase Underrepresented Minority Youth Participation in Computing

Literature shows that mentors and role-models directly affect young students' self-efficacy and motivation to pursue specific academic fields and careers. To explore this further, this chapter describes a free, 9-Saturday programming camp for middle school students with near-peer mentors (first year, college student instructors) and local guest speakers. This camp served 28 underrepresented minority students (17 boys and 11 girls; grades 5-7) from a low-income, urban area. In a pre-camp survey, the middle school students predominately reported not having any role-models or mentors in computing. However, when asked again on the final camp day, these same students indicated developing strong connections with their near-peer mentors and even saw these older students and guest speakers, as role-models. These results highlight the need for young, underrepresented minority students to have more opportunities to interact with potential mentors and role-models, and the importance of providing resources to help develop and nurture these connections.

Female Enrolment in High School Computer Science Courses

Jane Margolis and Allan Fisher's book Unlocking the Clubhouse: Women in Computing presented computer education as a clubhouse for boys that was resulting in women and girls being left out of the computer science (CS) loop. This research reveals that now, almost 20 years later, a number of doors, walls, and windows still inhibit certain students from equal access and participation to the computing clubhouse and provides data from Ontario, Canada indicating that females make up only 26%, 21%, and 15.7% of student enrolled in the Grade 10, Grade 11, and Grade 12 high school courses, respectively. Considering the number of initiatives and money related to expanding CS education, including a revision of high school CS curriculum in Ontario and $60 million of additional CanCodes money provided by the federal government, a better understanding of the underrepresentation of females in high school CS is critical.

Leveraging VR/AR/MR and AI as Innovative Educational Practices for “iGeneration” Students

The use of virtual reality (VR), augmented reality (AR), mixed reality (MR), immersive experiences, and artificial intelligence technologies are more focused on innovative education technologies. Studies show that the use of these innovative technologies helps to improve the quality of education. It is essential to promote these new innovative techniques, which show an immense prominence in the improvement of education technologies. So, this chapter shows how these innovative technologies combined with games are a more effective way of transforming our education from a good old traditional way of teaching and learning to a tech savvy way of teaching. Since the students are not the same, and there has been a lot of evolution over the years, it is important for everyone in the education sector to rethink the methods of teaching and learning and the use of incorporating new education technologies to enhance learning.

A Systematic Review of Gamification Within E-Learning

The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.