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 Tien-Chi Huang · Ting-Ting Wu ·
João Barroso · Frode Eika Sandnes ·
Paulo Martins · Yueh-Min Huang (Eds.)
LNCS 12555

Innovative Technologies
and Learning
Third International Conference, ICITL 2020
Porto, Portugal, November 23–25, 2020
Proceedings
Lecture Notes in Computer Science 12555

Founding Editors
Gerhard Goos
Karlsruhe Institute of Technology, Karlsruhe, Germany
Juris Hartmanis
Cornell University, Ithaca, NY, USA

Editorial Board Members

Elisa Bertino
Purdue University, West Lafayette, IN, USA
Wen Gao
Peking University, Beijing, China
Bernhard Steffen
TU Dortmund University, Dortmund, Germany
Gerhard Woeginger
RWTH Aachen, Aachen, Germany
Moti Yung
Columbia University, New York, NY, USA
More information about this subseries at http://www.springer.com/series/7409
Tien-Chi Huang Ting-Ting Wu
• •

João Barroso Frode Eika Sandnes

• •

Paulo Martins Yueh-Min Huang (Eds.)

•

Innovative Technologies
and Learning
Third International Conference, ICITL 2020
Porto, Portugal, November 23–25, 2020
Proceedings

123
Editors
Tien-Chi Huang Ting-Ting Wu
National Taichung University of Science National Yunlin University of Science
and Technology and Technology
Taichung City, Taiwan Douliou, Taiwan
João Barroso Frode Eika Sandnes
University of Trás-os-Montes Oslo Metropolitan University
and Alto Douro Oslo, Norway
Vila Real, Portugal
Yueh-Min Huang
Paulo Martins National Cheng Kung University
University of Trás-os-Montes Tainan City, Taiwan
and Alto Douro
Vila Real, Portugal

ISSN 0302-9743 ISSN 1611-3349 (electronic)

Lecture Notes in Computer Science
ISBN 978-3-030-63884-9 ISBN 978-3-030-63885-6 (eBook)
https://doi.org/10.1007/978-3-030-63885-6
LNCS Sublibrary: SL3 – Information Systems and Applications, incl. Internet/Web, and HCI

© Springer Nature Switzerland AG 2020

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 Preface

The International Conference of Innovative Technologies and Learning (ICITL 2020),

is a platform provided for those who are working on educational technology to get
together and exchange experience. Benefiting from using a variety of emerging
innovative technologies, the e-learning environment has become highly diversified
along the way. Diversified innovative technologies have fueled the creation of
advanced learning environments by adopting appropriate pedagogies. Moreover, those
technologies not only facilitate learning but also actively help students reach maxi-
mized learning performances. However, due to the rapid evolution of new technolo-
gies, how to make use of those technologies by complying with effective pedagogies to
create adaptive or smart learning environments has always been in demand. Therefore,
this conference intends to provide a platform for researchers in education, computer
science, and educational technology to share experiences of effectively applying
cutting-edge technologies to learning and to further spark brightening prospects. It is
hoped that the findings of each work presented at the conference can enlighten relevant
researchers and education practitioners to create more effective learning environments.
ICITL is always ready to the public to share their works.
Due to the unfolding COVID-19 outbreak and travel restrictions, this year’s con-
ference was held virtually and interactively. Therefore, all accepted papers in each
session were presented interactively in a virtual meeting room. This year, we received
127 submissions from 24 countries worldwide. After a rigorous double-blind review
process, 65 papers were selected as full papers and 2 paper were selected as short
papers, yielding an acceptance rate of 53%. These contributions cover the latest
findings in the areas, including: 1) Application and Design of Innovative Learning
Software; 2) Science, Technology, Engineering, Arts & Design, and Mathematics; 3)
Augmented and Virtual Reality in Education; 4) Augmented and Virtual Reality in
Education; 5) Educational Data Mining and Learning Analytics; 6) Emerging Issues
and Trends in Education; 7) Innovative Learning in Education; 8) Online Course and
Web-Based Environment; and 9) Technology-enhanced Learning. Moreover, ICITL
2020 featured two keynote presentations by renowned expert and scholars: Prof.
Yi-Shun Wang and Prof. Carlos Fiolhais. They brought insight into Educational
Technology Systems Success Models as well as Prophecies and Fulfilments in
Computer-aided Education.
We would like to thank the Organizing Committee for their efforts and time spent to
ensure the success of the conference. We would also like to express our gratitude to the
Program Committee members for their timely and helpful reviews. And last but not
least, we would like to thank all the authors for their contribution in maintaining a
vi Preface

high-quality conference – we count on your continued support in playing a significant

role in the Innovative Technologies and Learning community in the future.

November 2020 Yueh-Min Huang

João Barroso
Frode Eika Sandnes
Tien-Chi Huang
Paulo Martins
Ting-Ting Wu
 Organization

Honorary Chairs
Yueh-Min Huang National Cheng Kung University, Taiwan

Conference Co-chairs
João Barroso University of Trás-os-Montes and Alto Douro, Portugal
Frode Eika Sandnes Oslo Metropolitan University, Norway

Program Co-chairs
Tien-Chi Huang National Taichung University of Science
and Technology, Taiwan
Paulo Martins University of Trás-os-Montes and Alto Douro, Portugal
Ting-Ting Wu National Yunlin University of Science and Technology,
Taiwan

Program Committee
Ana Balula University of Aveiro, Portugal
Andreja Istenic Starcic University of Ljubljana, Slovenia
António Coelho University of Porto, Portugal
Arsênio Reis University of Trás-os-Montes and Alto Douro, Portugal
Chantana Viriyavejakul King Mongkut’s Institute of Technology Ladkrabang,
Thailand
Chi‐Cheng Chang National Taiwan Normal University, Taiwan
Claudia Motta Federal University of Rio de Janeiro, Brazil
Constantino Martins Polytechnic Institute of Porto, Portugal
Danial Hooshyar University of Tartu, Estonia
Daniela Pedrosa University of Aveiro, Portugal
Grace Qi Massey University, New Zealand
Gwo-Dong Chen National Central University, Taiwan
Hana Mohelska University of Hradec Kralove, Czech Republic
Hanlie Smuts University of Pretoria, South Africa
Hugo Paredes University of Trás-os-Montes and Alto Douro, Portugal
João Pedro Gomes Moreira University of Porto, Portugal
Pêgo
José Cravino University of Trás-os-Montes and Alto Douro, Portugal
José Alberto Lencastre University of Minho, Portugal
Jun-Ming Su National University of Tainan, Taiwan
Leonel Morgado Universidade Aberta, Portugal
viii Organization

Lisbet Ronningsbakk UiT The Arctic University of Norway, Norway

Manuel Cabral University of Trás-os-Montes and Alto Douro, Portugal
Margus Pedaste University of Tartu, Estonia
Paula Catarino University of Trás-os-Montes and Alto Douro, Portugal
Paulo Martins University of Trás-os-Montes and Alto Douro, Portugal
Qing Tan Athabasca University, Canada
Rustam Shadiev Nanjing Normal University, China
Satu-Maarit Frangou University of Lapland, Finland
Shelley Shwu-Ching Young National Tsing Hua University, Taiwan
Synnøve Thomassen UiT The Arctic University of Norway, Norway
Andersen
Tânia Rocha University of Trás-os-Montes and Alto Douro, Portugal
Ting-Sheng Weng National Chiayi University, Taiwan
Wu-Yuin Hwang National Central University, Taiwan
Yi-Shun Wang National Changhua University of Education, Taiwan
Yuping Wang Griffith University, Australia

Technology Support
Yu-Cheng Chien National Cheng Kung University, Taiwan
Pei-Yu Cheng National Yunlin University of Science and Technology,
Taiwan
Shih-Cheng Wang National Cheng Kung University, Taiwan
Hsin-Yu Lee National Cheng Kung University, Taiwan

Main Organizers

Co-organizers
 Contents

Application and Design of Innovative Learning Software

A Model of a Cooperative Learning Technique in a Flipped International

Marketing Management Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Noviati Aning Rizki Mustika Sari and Ting-Ting Wu

Combining EEG Feedback on Student Performance and Self-efficacy . . . . . . 13

Astrid Tiara Murti, Ting-Ting Wu, and Yueh-Min Huang

Design of Reciprocal Teaching-Collaborative Learning Approach

in Enhancing Students’ Reading Comprehension Skill . . . . . . . . . . . . . . . . . 23
Olivia de H. Basoeki, Ting-Ting Wu, and Yueh-Min Huang

Mathematic Learning Efficiency Analysis of Story-Based Situated Learning

in Low-Achieving Elementary School Students . . . . . . . . . . . . . . . . . . . . . . 33
Chih-Wei Huang, Hong-Ren Chen, Sen-Chi Yu, Yi-Lun Su,
and Chia-Chen Chen

Implementation of an Individual English Oral Training Robot System . . . . . . 40

Chen-Yu Lin, Wei-Wei Shen, Ming-Hsiu Michelle Tsai, Jim-Min Lin,
and Wai Khuen Cheng

Pilot Study of Information Literacy Competency of the Elderly:

A Case Study of Multimedia Instant Messaging Applications . . . . . . . . . . . . 50
Yi-Chen Lu and Ting-Ting Wu

Study on Development of Mobile App Design as Learning Media

in Student Internship Support: Toward Strengthening Tie and Realistic
Feedback in University-Industry Cooperation . . . . . . . . . . . . . . . . . . . . . . . 59
Andik Asmara and Ting-Ting Wu

Science, Technology, Engineering, Arts and Design, and Mathematics

3D Digital Design to Support Elementary School Students’ Spatial

Visualization Skills: A Preliminary Analysis . . . . . . . . . . . . . . . . . . . . . . . . 71
Pao-Nan Chou and Ru-Chu Shih

Developing the Scale of Technology Product Imagination Disposition . . . . . . 77

Yi-Jin Wang, Hui-Min Lai, Tien-Chi Huang, and Pei-ling Chien

Development of a VR STEAM Welding Project Course. . . . . . . . . . . . . . . . 84

Chih-Chao Chung, Chun-Chun Tung, Yuh-Ming Cheng, and Shi-Jer Lou
x Contents

Enhancing Students’ Learning Outcomes of a STEAM Permutations

Course Through a Game Based Visual Programming Environment
with Qualifying Rank Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Yu-Che Huang, Yueh-Ming Huang, and Andreja Istenic Starcic

A LUPDA Assessment Model for Activities in STEAM Education . . . . . . . . 100

Yu-Cheng Chien, Pei-Yu Chang, Hsin-Yu Lee, Tai-Yi Huang,
and Yueh-Min Huang

Augmented and Virtual Reality in Education

A Testing Case of Simulation Learning in Nursing by Virtual Reality -

Subcutaneous Injection Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
ChinLun Lai and Yu-mei Chang

Experiential Learning Through Controlling and Monitoring a Real-Time 3D

House Using LabVIEW in a Virtual Laboratory . . . . . . . . . . . . . . . . . . . . . 119
Bogdan M. Mîndruț and Claudiu A. Oprea

Students’ Attitude Toward Learning and Practicing English in a VR

Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Ying Ling Chen

The Impact of Applying Virtual Reality Technology to Spatial Ability

Learning in Elementary School Students . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Wen-Hung Chao and Rong-Chi Chang

Educational Data Mining and Learning Analytics

Competence Mining to Improve Training Programs . . . . . . . . . . . . . . . . . . . 147

Ildikó Szabó, Katalin Ternai, and Szabina Fodor

Personnel Learning Behavior in the Workplace: A Study of Workplace

Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Waristha Saengrith, Chantana Viriyavejakul, and Paitoon Pimdee

Required English Communication Skill Levels of Mechanical Engineers

at the Workplace in Taiwan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Judy F. Chen and Clyde A. Warden

Research on the Implementation Status and Learning Satisfaction

of Off-campus Internship Courses in the Department of Mechanical
Engineering of the University of Technology . . . . . . . . . . . . . . . . . . . . . . . 172
Dyi-Cheng Chen, Hsi-Chi Hsiao, Jen-Chia Chang, Su-Chang Chen,
Kuo-Cheng Wen, Jia-Yue Guo, and Yu-Chen Gao
 Contents xi

Reviewing the Changes in Core Competencies for Undergraduates

in Technological Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Jen-Chia Chang, Hsiao-Fang Shih, and Kuang-Ling Chang

Theoretical and Designing Framework of Constructivist Learning

Environment Model that Enhance Creative Thinking and Creative
Expression of Science for Medical Illustration Students . . . . . . . . . . . . . . . . 189
Kan Komany and Sumalee Chaijaroen

Tracking At-Risk Student Groups from Teaching and Learning Activities

in Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Christopher Chung Lim Kwan

Where Are the Students? A Study of Norwegian Technology Students’

Perceptions of Emerging Trends in Higher Education . . . . . . . . . . . . . . . . . 206
Frode Eika Sandnes

Emerging Issues and Trends in Education

A Study of Learner’s Computational Thinking Using Constructivist

Universal Design Learning Package for Kindergarten Education . . . . . . . . . . 219
Chinnaphat Junruang and Issara Kanjug

Constructing an Information Search Platform Using Data Mining

to Improve Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Shu-Chen Cheng, Yu-Ping Cheng, Yueh-Min Huang,
and I. Robert Chiang

Digitalization of a Systematic Literature Review Process – Lean Startup

and Data Analytics Solution for Scholars . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Zornitsa Yordanova

Effect of Facebook Use on Social Comparison Perceptions . . . . . . . . . . . . . 245

Fu-Rung Yang, Chih-Fen Wei, and Jih-Hsin Tang

Hands-on Statistical Methods: A Case Study with Hidden Markov Models

Using Simulations and Experiments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Steinar Thorvaldsen

Integrating Big Data in Introductory Statistics Education - Challenges

for Instructors and Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Jane Lu Hsu and You-Ren Chen

Integration of LUPDA Theory and STEAM with Computational Thinking

Concepts to Develop Assessment Principles for an AI Based STEAM
Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Chih-Hung Wu and Yueh-Min Huang
xii Contents

Project Management for Innovation Projects – State of Art. . . . . . . . . . . . . . 277

Zornitsa Yordanova

Innovative Learning in Education

A Comparative Study on Ethics Guidelines for Artificial Intelligence

Across Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Tony Szu-Hsien Lee, Shiang-Yao Liu, Yin-Ling Wei, and Li-Yun Chang

Analysis on the Application of AI Technology in Online Education Under

the Public Epidemic Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Shuijing Li, Ming Yan, Xin Zhang, and Zhe Li

Design Aspects of a Virtual Reality Learning Environment to Assess

Knowledge Transfer in Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Johanna Steynberg, Judy van Biljon, and Colin Pilkington

Research on Evaluation of Smart Learning Environment in Universities

Based on AHP-FCE: A Case Study of Central China Normal University . . . . 317
Zhicheng Dai, Mengting Wang, and Feng Liu

The Development of Simulation Web-Based Learning Environment to

Enhance Ill-Structured Problem Solving for Engineering Students . . . . . . . . . 328
Thawach Thammabut, Sumalee Chaijaroen, and Suchat Wattanachai

The Study of Learner Context for the Development of Constructivist

Learning Environment Model Combined with Mixed Reality Flipped
Classroom to Enhance Creative Thinking in Product Design for the High
School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Sathaporn Wongchiranuwat, Charuni Samat, Issara Kanjug,
and Suchat Wattanachai

Transparent Player Model: Adaptive Visualization of Learner Model

in Educational Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Danial Hooshyar, Emanuele Bardone, Nour El Mawas,
and Yeongwook Yang

Online Course and Web-Based Environment

A Study of Learner’s Mental Model and Motivation Using Constructivism

Online Learning Environment to Promote Programming in Rural School . . . . 361
Poramin Attane and Issara Kanjug

Building an Online Learning Question Map Through Mining Discussion

Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Hei Chia Wang and Ya Lan Zhao
 Contents xiii

Creating Interactive Non-formal Learning Opportunities

in Resource-Deprived Distant Learning Institutions . . . . . . . . . . . . . . . . . . . 373
Petra le Roux and Corné van Staden

Designing Framework of Constructivist Web-Based Learning Environment

Model to Enhance Creative Thinking in Engineering Design Process
for Grade 8th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
Pasatorn Puratep and Sumalee Chaijaroen

Designing Framework of Constructivist Web-Based Learning

Environments Model to Enhance Scientific Thinking for Secondary
Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Autsanee Seenonlee Maneeratana and Sumalee Chaijaroen

Development of Constructivist Web-Based Learning Environment Model

to Enhance Problem-Solving and Transfer of Learning on Student
in Industrial: Integration Between Pedagogy and Neuroscience . . . . . . . . . . . 399
Chan Singkaew and Sumalee Chaijaroen

Digital Accessibility of Online Educational Platforms: Identifying Barriers

for Blind Student’s Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Isolda Lisboa, João Barroso, and Tânia Rocha

Effect Analysis and Method Suggestions of Online Learning Under

the Public Epidemic Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Huimin Yuan, Ming Yan, and Zhe Li

Effective Blended Learning – A Taxonomy of Key Factors Impacting

Design Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Hanlie Smuts and Corlia Smuts

Effective Utilization of the Constructivist Web-Based Learning

Environment Model to Enhance Human Learning Efficiency Based
on Brain-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Wanwisa Wannapipat and Sumalee Chaijaroen

Effects of AI Scaffolding on ZPD in MOOC Instructional RPGs. . . . . . . . . . 453

Clyde A. Warden and Judy F. Chen

Survey Results of Learner Context in the Development of Constructivist

Learning Environment Model to Enhance Creative Thinking with Massive
Open Online Course (MOOCS) for Higher Education . . . . . . . . . . . . . . . . . 465
Benjaporn Sathanarugsawait, Charuni Samat, and Suchat Wattanachai

The Development of Constructivist Web-Based Learning Environments

to Enhance Learner’s Information Processing and Reduce Cognitive Load . . . 475
Nat Chaijaroen, Sarawut Jackpeng, and Sumalee Chaijaroen
xiv Contents

Theoretical and Designing Framework of Constructivist Web-Based

Learning Environment Model to Problem Solving . . . . . . . . . . . . . . . . . . . . 483
Pitchaya Pimsook and Sumalee Chaijaroen

Technology-Enhanced Learning

A Study of Students’ Context-Aware to Be Used as a Basis for Designing

and Developing a Model of Mobile-Based Learning Environment to
Enhance Computational Problem Solving in Programming for the High
School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Kanyarat Sirimathep, Issara Kanjug, Charuni Samat,
and Suchat Wattanachai

Assistive Technologies for Students with Dyslexia: A Systematic Literature

Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
C. Smith and M. J. Hattingh

Assistive Technology for ADHD: A Systematic Literature Review . . . . . . . . 514

Emily Black and Marie Hattingh

Chinese Students’ Motivations to Adopt E-Learning . . . . . . . . . . . . . . . . . . 524

James O. Stanworth

Designing Freirean-Inspired Community Relevant STEAM Curriculum

for Underserved Students in Pakistan Using Action Research Process . . . . . . 536
Midhat Noor Kiyani, Imran Haider, and Fahad Javed

Digital Natives and Educational Traditions. What Changes When

Exchanging Textbook Content with Internet Search? . . . . . . . . . . . . . . . . . . 547
Lisbet Rønningsbakk

Experiences Using Three App Prototyping Tools with Different Levels

of Fidelity from a Product Design Student’s Perspective . . . . . . . . . . . . . . . 557
Amanda Coelho Figliolia, Frode Eika Sandnes, and Fausto Orsi Medola

How Engineering Design Ability Improve via Project-Based Truss Tower

STEM Course? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
Wan-Hsuan Yen and Chi-Cheng Chang

Improving Student Learning Satisfaction in Lectures in English

as a Medium of Instruction with Speech-Enabled Language
Translation Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Rustam Shadiev, Narzikul Shadiev, Mirzaali Fayziev,
and Yuliya Halubitskaya

Model of Technology Enhanced Affective Learning . . . . . . . . . . . . . . . . . . 582

Satu-Maarit Frangou and Minna Körkkö
 Contents xv

Outcomes of Problem-Solving Using Constructivist Learning Environment

to Enhance Learners’ Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . 591
Sumalee Chaijaroen, Issara Kanjug, Charuni Samat,
and Piyaporn Wonganu

Removing Digital Natives from Technological Illiteracy with the Weblog . . . 598
Michele Della Ventura

The Use of E-learning Tools and Log Data in a Course on Basic Logic. . . . . 610
Peter Øhrstrøm, Steinar Thorvaldsen, Ulrik Sandborg-Petersen,
Thomas Ploug, and David Jakobsen

Towards a Knowledge Conversion Platform to Support Information

Systems Analysis and Design Industry Ready Graduates . . . . . . . . . . . . . . . 621
Marie Hattingh and Lizette Weilbach

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633

Application and Design of Innovative
Learning Software
 A Model of a Cooperative Learning Technique
in a Flipped International Marketing
Management Classroom

Noviati Aning Rizki Mustika Sari and Ting-Ting Wu(&)

National Yunlin University of Science and Technology,

Yunlin 64002, Taiwan, R.O.C.
[email protected]

Abstract. The great changes in education have shifted the use of the traditional
pedagogical approach to the techno-pedagogical approach. However, business
or management education merely postulates the traditional one by the teacher-
centered method. The techno-pedagogical approach will be designed to
emphasize the use of flipped classroom and Jigsaw II cooperative learning
approaches to optimize the learning process. Therefore, this research proposes a
design of an innovative pedagogical model of teaching methodology with the
Flipped-Jigsaw II Cooperative Learning approach in order to promote an
effective learning environment of the International Marketing Management
course which is later expected to activate the important skills as the element of
the projected outcomes of the course. A deep interview has conducted to three
interviewees in verifying the proposed model from the teachers’ perspective.
The result shows that the proposed model is projected to facilitate the learning
process in order to attain the course’s outcome better than the traditional ones.

Keywords: Jigsaw II cooperative learning
Flipped classroom
Design model

of pedagogical approaches
International marketing management

1 Introduction

Business or management education merely postulates the traditional pedagogical

approach by the teacher-centered method. Accordingly, the great changes in education
are mainly caused by the use of technology [1] that has encouraged educational action
improvement, increasing the motivation and availability of an extensive list of new
pedagogical approaches [2, 3]. In order to stimulate students’ autonomy, motivation,
and interaction in the learning process, a new pedagogical approach should be applied,
such as a techno-pedagogical approach [4–6].
The techno-pedagogical approach will be designed to emphasize the use of flipped
classroom learning focusing on the use of time when students are outside the classroom
to interact the content through digital platforms and tools generated by teachers [4] as it
enables students and teacher to engage in both synchronous and asynchronous com-
munication [7]. Jigsaw II cooperative learning approach as one of the cooperative
learning techniques will be used to optimize the learning process throughout in-class
activities as a part of the flipped classroom learning.
© Springer Nature Switzerland AG 2020
T.-C. Huang et al. (Eds.): ICITL 2020, LNCS 12555, pp. 3–12, 2020.
https://doi.org/10.1007/978-3-030-63885-6_1
4 N. A. R. M. Sari and T.-T. Wu

This research aims to propose a design of an innovative pedagogical model of

teaching methodology with Flipped-Jigsaw II Cooperative Learning approach in order
to promote an effective learning environment of International Marketing Management
course which is later expected to activate the important skills as the element of the
projected outcomes of International Marketing Management course.
These general suggestions lead to several specific questions to be discussed in this
study on regard to the importance of the proposed pedagogical approaches.
RQ1. How is the design of the Flipped-Jigsaw II Cooperative Learning approach in
promoting a better learning environment compared to the traditional pedagogical
approach in the International Marketing Management course?
RQ2. How is the design of the Flipped-Jigsaw II Cooperative Learning approach
likely to be implemented in an actual class?
RQ3. How do the teachers value the design of the Flipped-Jigsaw II Cooperative
Learning approach?

2 Literature Review

2.1 Flipped Classroom

An approach called flipped classroom is considered as a form of blended learning
combining two learning environments that are an in-class environment where the
communication between teachers and students is face-to-face, and an out-of-class
environment, an online environment [8]. It reflects a set of pedagogical approaches that
(1) move most information-transmission in the teaching process out-of-class, (2) use
class time on active and social learning activities, and (3) require students to complete
pre and post-class activities to benefit from in-class activity [9, 10].
In the flipped classroom, teachers intend to transform the sequence of learning
arrangements to be literally flipped, learners begin with a self-study phase before class
that is normally supported by multimedia material in which they acquire knowledge at
their own pace [11, 12]. It is able to free up valuable class time to promote more active
learning and higher-level cognitive tasks [13–15].
Teachers will have pre-class materials prepared, such as online videos, online
presentations, digital textbooks, etc. Switching up homework assignments and class
time is aimed at providing more assistance to the students who demonstrate a lack of
understanding and practice the setup skills from the course objectives. Teachers will be
able to incorporate activities whose learning strategies promote higher-order thinking,
social learning, and 21st-century skills [15, 16].
To conclude, flipped classroom learning involves the lower levels of learning in
Bloom’s taxonomy, in which remembering and understanding will occur outside the
classroom at the student’s own pace. While the higher levels of learning in Bloom’s
taxonomy, such as applying, analyzing, evaluating, and creating will occur inside the
classroom.
 A Model of a Cooperative Learning Technique 5

2.2 Jigsaw II Cooperative Learning

Cooperative learning is able to optimize the cognitive, social, and affective outcomes of
education [17, 18]. By learning cooperatively, it leads to the importance of support and
mutual concern over the task within the group, which later enhance motivation on
learning and increase students’ academic achievement.
Jigsaw, one of the cooperative learning techniques, is based on group dynamics and
social interaction. It is considered as one of the pure cooperative learning techniques
[19]. The jigsaw technique allows students to actively participate in the learning pro-
cess in which they are expected to feel more comfortable about their roles.
Jigsaw II was developed by Robert Slavin in 1980 as a variation of Jigsaw tech-
niques in which home group members are assigned by the same materials but focus on
different chunks of the materials. Besides increasing students’ performance, it is pro-
jected to promote students’ communication abilities and interpersonal relationships.
Additionally, it allows students to focus on peer interaction and the cultivation of
important abilities, for instance, critical thinking, problem-solving, and communication,
independent thought, active exploration and research, clear expression, and teamwork
[7].

2.3 International Marketing Management

Marketing turns out to be an integral aspect of modern society all over the world. Entire
systems and social institutions that include culture, politics, entertainment, education,
health care, religion, and others are affected by marketing processes, principles, and
tactics. Since marketing extensiveness in modern international society is considered as
an important practical and applied business subject, it is worthy of study as a pure
scholarly subject as well [20].
Marketing educators tailor curriculum offerings to enhance students’ knowledge
and skills as required in the course outcomes. At the end of the learning process,
students are expected to master the formation of abstract concepts, appreciation of
cultural experiences, critical thinking, analytical skills, social and emotional judgment,
independent thinking, leadership skills, and oral/written communication [21].
As discussed earlier, Jigsaw II cooperative learning combined with a flipped
classroom are the proposed model of the pedagogical approaches designed to provide
support and contribution to the International Marketing Management course.

Fig. 1. The proposed pedagogical approaches and course outcomes linkage.

The overall course design is projected to facilitate the learning process in order to
attain the goals or outcomes of the course. As illustrated in Fig. 1, there is a linkage
6 N. A. R. M. Sari and T.-T. Wu

between the benefits of the proposed pedagogical approaches and the goals or out-
comes of the International Marketing Management course that contributes to the cul-
tivation of specific skills, namely interpersonal relationship, communication abilities,
critical thinking, problem-solving analytical skills, independent thought, and
teamwork-leadership skills to be mastered by the learners.

3 Conceptual Model
3.1 A Conceptual Model Using a Flipped Classroom

Fig. 2. Flipped classroom model.

Figure 2 adapted from a model proposed by [15] shows that flipped learning focuses on
dividing its learning process into two different learning environments; home-based and
school-based learning environments. Normally, teaching materials in the basic flipped
classroom will be categorized by using online videos, online presentations, digital
textbooks, and any other forms of media in order to enact them to be way more
accessible to a home-based environment.
The process that takes place at home is called the pre-class. The pre-class session
will begin with chunking and separating teaching materials by teachers into shorter
online videos, shorter online presentations, split parts of a topic in digital textbooks,
and any other divided forms of media. Online platforms will be used as the course
management system in which teachers can distribute the materials to the students.
Then, students will be requested to learn the provided teaching materials on their own,
which means students will have a self-paced learning environment. Students are
allowed to keep track of questions and concerns on which they need clarification [15].
The pre-class will be followed by an in-class session which will take place at school
or later called a school-based environment. In-class session facilitates face-to-face class
time in which students can use it to complete follow-up assignments as they come to
the class by having the pre-class materials prepared. In this session, the old term of
teacher-centered learning has shifted to student-centered learning as well as changing
teachers’ roles from “sage on the stage” to “guide on the side”. Face-to-face instruction
incorporates activities promoting higher-order thinking, social learning, and 21st-
century skills cultivation [15, 16]. Moreover, the implementation of learning activities
in-class encourages students’ responsibility for operating both group and individual
tasks.
 A Model of a Cooperative Learning Technique 7

3.2 A Conceptual Model Using Jigsaw II Cooperative Learning

Approach
The Jigsaw II cooperative learning approach involves regular instructional stages of
activities. There are six instructional stages of activities that should be conducted in the
implementation [19], as shown in Fig. 3.

Fig. 3. Jigsaw II CL instructional stages of activities.

In this approach, each student needs to prepare a part of assignments outside the
classroom or later described as pre-work. Students organize pre-work as they already
assigned to groups. Each group represents a number of students that is called a home
group and has an obligation to cover the assigned subject provided by teachers. The
provided subject will be chunked into parts; thus, each member of the group will have a
responsibility to learn and understand the assigned part given to him or her. Then, in
the face-to-face class time, students will be split up from their original home group to
gather up in a new form of the group with other students from different groups who are
responsible for preparing the same parts of the assigned subject.
The new form of the group is called the expert group, in which students will have a
discussion on regard to the parts of the assigned subject to make it way more under-
standable for each other. Also, they prepare a plan on how they teach the subject to
their home group as well as preparing a report. Before going back to their home group,
each student will be assigned in a test which aimed at verifying their knowledge and
understanding the subject. The test can be performed in any kind of assessment format.
Afterward, they turn back to their home group to teach their subject and contribute to
preparing the report. In the last stage, teachers will facilitate learning activities by
evaluating and grading.

3.3 Roles of the Proposed Pedagogical Approaches in International

Marketing Management Course
The roles of the proposed pedagogical approaches with Jigsaw II cooperative learning
and flipped classroom in the International Marketing Management course are analyzed
through the proposed model, which is previously adjusted with referenced literature.
The roles of both pedagogical approaches [7, 19, 22, 23] are explained in Table 1.
8 N. A. R. M. Sari and T.-T. Wu

Table 1. Roles of the proposed pedagogical approaches.

No. Flipped classroom Jigsaw II cooperative learning
1 Students move at their own pace Raise the interdependence of students
and joint learning
2 Teachers have better insight into students’ Enhance interaction, competition,
difficulties and learning styles in class cooperation, and research in the
classroom
3 A more customize and update curriculum Promote students’ active participation
and a more effective and creative classroom and cooperation on their own roles
time
4 Increase the level of students achievement, Promote a sense of responsibility for
interest, and engagement students group performance
5 Learning theory supports the new Enhance the level of engagement and
approaches empathy
6 Appropriate technology usage for “21st- Promote specific skills cultivation
century learning”, and so forth

4 Course Design with Jigsaw II Cooperative Learning

Approach in a Flipped Classroom

4.1 Proposed Participants

This model of the Jigsaw II cooperative learning approach in a flipped classroom is
designed to be implemented in the actual class of the International Marketing Man-
agement course. The proposed participant will be one to two one-semester period
classes in a business or management department at a university, which includes one or
more teachers and a number of students. In these two classes, new pedagogical
approaches will be performed to support the learning activities in which teachers
deliver the International Marketing Management course.

4.2 Overall Design Procedure

Figure 4 exhibits the overall design procedure of the proposed model using two ped-
agogical approaches; Jigsaw II cooperative learning and the flipped classroom. Since
the course will be taught in the one-semester period, there are approximately eighteen
meetings in which different topics of materials have been prepared by the teachers. This
scenario of the proposed model will be applied in a week out of eighteen weeks with a
selected topic to be discussed. The major concern of this proposed model is the learning
environment offered; a self-paced at home and a student-centered at school.
Jigsaw II cooperative learning and flipped classroom will be combined together into
a harmonized pedagogical approaches in supporting learning activities. In the imple-
mentation, the very first process is the pre-class session. Students who already assigned
into groups are requested to perform an individual pre-work through a self-facilitated
trajectory of teaching materials in the form of online videos prepared by teachers,
 A Model of a Cooperative Learning Technique 9

Fig. 4. Overall design procedure.

which are distributed over online platforms. Each group, later called home group, will
divide the responsibility to cover a part of the chunked subject to each group member.
The following process is the in-class session. Students will have face-to-face class
time at school with a student-centered learning environment. Students from original
home groups will gather up in a new group called the expert group. In the expert group,
students will perform discussions in order to make the assigned subject more under-
standable. Then, they will have a test before leaving the expert group aiming at veri-
fying their knowledge and understanding over the subject. Students back to their
original home group to teach other group members and help to prepare the report. In
the end, teachers will facilitate the learning process to unify the class through evalu-
ation and grading supported by designed assessment tools. Score as the result of the
assessment will be given once to an individual student, then all group members’ scores
are averaged to generate a group score.

4.3 Teaching Materials and Assessment Design

Basically, the flipped classroom requires teachers to prepare teaching materials in
advance. Teachers organize class management through online platforms to distribute
teaching materials to the students outside the class. This proposed model adopts a
design of flipped classroom by using online videos. One-week topic out of the one-
semester course period will be chunked and separated into a much shorter video.
Since the proposed model will be conducted in a one-week topic out of the one-
semester course period, formative assessment will be used as a proper assessment tool.
Two stages in the Jigsaw II cooperative learning approach conducted in class require
suitable assessment tools to perform an appropriate evaluation by using peer assess-
ment and feedback to the team for expert group test stage and final report or presen-
tation for evaluation and grading stage.
10 N. A. R. M. Sari and T.-T. Wu

5 Result and Discussion

A deep interview has conducted to verify the proposed model of the Jigsaw II coop-
erative learning approach in a flipped International Marketing Management course.
There are three interviewees who participated in the interview, as described in Table 2.

Table 2. General information of the interviewee.

No. Participant Teaching institution Teaching Current teaching strategy
period
1 A Jendral Soedirman 4 yrs Case study and discussion
University
2 B Jakarta Global 2 yrs 21st-century learning
University
3 C Semarang State 29 yrs Teamwork, discussion,
Polytechnic and PBL

Three interviewees teach the International Marketing Management course in their

institutions. They would be explained the overall design model using the Jigsaw II
cooperative learning approach and the flipped classroom prior to the interview. Then,
they would be questioned in the interview, which is divided into three sessions with
fourteen questions in total. The first session of the interview is used to collect the
interviewees’ general information. While, the second and third sessions collect the
interviewees’ point of view toward the flipped classroom, Jigsaw II cooperative
learning, and the proposed design of pedagogical approaches.
The results of the interview show that three interviewees agreed that flipping the
learning process and using video lectures combined with Jigsaw II cooperative learning
are excellent approaches to be implemented. They believe that it will benefit both
teachers and students in accommodating learning activities and promoting higher-order
thinking, students’ autonomy, and learning effectiveness. Furthermore, they have the
intention to apply these fascinating approaches since students will have variation in the
learning process. However, they highlight the extra works teachers need to perform in
order to prepare materials for the pre-class session, and the effectiveness of this
approach may depend on the learning eagerness and readiness of both teachers and
students.

6 Conclusions

The overall course design with the Jigsaw II cooperative learning approach in a flipped
classroom is projected to facilitate the learning process in order to attain the goals or
outcomes of the course better compared to the traditional pedagogical approaches.
There is a linkage between the benefits of the proposed pedagogical approaches and the
goals or outcomes of the International Marketing Management course that contributes
 A Model of a Cooperative Learning Technique 11

to the cultivation of specific skills, namely interpersonal relationship, communication

abilities, critical thinking, problem-solving analytical skills, independent thought, and
teamwork-leadership skills to be mastered by the learners.
It is projected that the combination of both pedagogical approaches will work in
harmony together and contribute to performing better learning activities in the Inter-
national Marketing Management course from the teachers’ perspectives. The overall
course design promotes higher-order thinking. Moreover, this model is a prospect to be
implemented for its roles in accommodating learning activities as well as optimizing
cooperative learning. By these approaches, both teachers and students will be enriched
with knowledge and skills. Also, this approach promotes students’ engagement, cre-
ativity, activeness, self-efficacy, and autonomous learning.
Nonetheless, the learning eagerness and readiness of both teachers and students, as
well as the teaching facilities, would contribute to the successful accomplishment of the
proposed model. Teachers are advocated to perform extra works to have pre-class
materials prepared and to concern about technology and computer literacy issues.
However, it is projected that they will experience the benefit offered by this model as
their critical roles in the classroom will be shifted to be a facilitator and won’t be the
ones who deliver the teaching materials to the students any longer. Moreover, this
model plays an important role in optimizing cooperative learning and reducing the gap
in students’ knowledge and skills acquisition.

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 Combining EEG Feedback on Student
Performance and Self-efficacy

Astrid Tiara Murti1, Ting-Ting Wu1, and Yueh-Min Huang2(&)

1
National Yunlin University of Science and Technology,
Yunlin 64002, Taiwan, R.O.C.
2
Department of Engineering Science, National Cheng Kung University,
Tainan, Taiwan
[email protected]

Abstract. This study aims to investigate whether the feedback designed based
on EEG (electroencephalography) signals and mind-mapping contributes to
student attention, performance, and self-efficacy. The EEG headset was used to
collect and measure the participant’s attention levels. This study uses a mixed-
methods of quasi-experimental design. The participants were 30 graduate stu-
dents that randomly assigned to the control (non-feedback) group and experi-
mental (with-feedback) group. A random grouping was used to divide the
participants into two groups, control and experimental. The participants in
experimental group will receive both negative and positive audio feedback. The
research finding shows that the participants who receive the feedback had higher
attention state and significant influence of self-efficacy compared to those in the
groups without feedback. And the feedback does not influence the participant’s
performance. Meanwhile, participant’s mind-maps score and performance
between the two groups showed no significant influence. This study suggest for
future studies, to explore the effect of different types of feedback on students
attention.

Keywords: Electroencephalography
Feedback
Attention
Mind-maps

Performance
Self-efficacy
Plagiarism

1 Introduction

In the past, attention was measured using the attention scale and answered by partic-
ipants to measure their concentrations. Nowadays, researchers use a physiological
signal device named electroencephalography (EEG) to monitor and measure the
changes in the participant’s attention state [1, 2]. Depends on their states, different
types feedback signals were given [2, 3]. The feedback can help the participants to be
more conscious of the changes in their physiological states during the reading process,
and help them to improve the conditions. Previous studies have shown that EEG
feedback that is given according to participant’s levels of attention can improve the
attention in the reading process, which help them to achieve better reading performance
[1, 3–5]. Besides paying attention during the reading task, the participants also need to
organize the knowledge to generate ideas [6, 7]. Mind mapping is a note-taking method

© Springer Nature Switzerland AG 2020

T.-C. Huang et al. (Eds.): ICITL 2020, LNCS 12555, pp. 13–22, 2020.
https://doi.org/10.1007/978-3-030-63885-6_2
14 A. T. Murti et al.

proposed by Tony Buzan in early 1970 that helps to distinguish words or ideas into a
hierarchical tree format [8]. The mind mapping approach could be useful in developing
cohesive and organized writing texts. The visual illustrations of mind maps assist with
managing, though, directing learning, and making connections.
Plagiarism is a controversial problem among higher education students. It can be
described as presenting someone else’s work or ideas as your own, without their
consent and full knowledge. The main concern is to acknowledge others’ work or ideas
not only to text but also to computer code, illustrations, graphs, etc. To avoid pla-
giarism, students demanded to learn the principles of good academic practice from the
beginning of the study.
The purpose of the study is to investigate whether the feedback designed based on
EEG (electroencephalography) signals and mind-mapping contributes to student
attention, performance, and self-efficacy. This study aims to solve the following
questions:
1. Does the feedback mechanism cause different brainwaves states in participants’
attention?
2. Does the feedback mechanism contribute to student performance and self-efficacy?
3. Does mind-mapping contribute to student performance?

2 Literature Review

2.1 Sustained Attention and EEG Feedback

Maintaining attention among students during learning activity for an extended period of
time is a challenging task [1]. The difficulty of concentrating is a significant cause of
ineffective processes of learning, which include frequent inattentiveness and the
inability to employ sustained attention [2]. Sustained attention is the ability to focus on
specific stimuli in order to complete a task over a period of time [9]. If the students are
inattentive while reading, they were likely to be impatient and distracted, as well as
weaken their comprehension of the content.
EEG is a type of psychophysiological measurement used to examine the relation-
ship between the physical and physiological processes. It was widely used in health and
medical research, especially in epileptic seizures, sleep disorders, and attention-
deficit/hyperactivity disorder (ADHD) [10]. In recent years, EEG has been put into
other fields, including computer interfaces, computer game development, neuro-
marketing research, and more rarely educational research.
In a study conducted by [4] and [2], the researchers used EEG feedback to help
monitoring the participants while completing the reading task. Research related to the
reading task often involves monitoring and measuring the attention level to achieve
better learning outcomes. The feedback can be in the form of audio, visual, or a
combination. Mostly the feedback were given in the form of audio voice, which is a
less intrusive form of feedback, especially during learning activities. This study also
uses audio feedback, which is a more appropriate choice for a reading task.
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