Saturday Onsite Presentation Session 3

Learner Experience Design

Session Chair: Dorit Olenik Shemesh

13:15-13:40

66648 | Intermediate Pupils’ Physical Activity Level in the Time of Pandemic

Sara Jane Sanclaria-Cruz, Rizal Technological University, Philippines

Mylene

Capino, St. Paul College Pasig, Philippines

The onset of the pandemic opened new challenges for everyone which transcends not just from the type of learning delivery and the curriculum to follow, but also to the extent of how the schools can sustain their learners by doing physical activities even at home. Being part of the objectives of Physical Education, it is essential that the school and its teachers know the physical activity level of the pupils and what barriers they face that hinder them to be physically active. Thus, in the course of this study, a survey was administered to the intermediate pupils in Pasig City, Philippines to reveal their physical activity levels. Using the predictive correlational design, it was discovered that both Grades 4 and 5 pupil-respondents have low physical activity while both Grade 6 pupils, showed average physical activity levels. The administered survey also showed that Grade 4 pupils are influenced by a Lack of Willpower that hinders them from being active. On the other hand, the Grade 5, Grade 6, and FLCS pupils all perceived that it is the Lack of Energy that prevents them from moving. With these data, it can be recommended that learners should be exposed to and encouraged to integrate physical activities in school through a structured Fitness Log Sheet and Physical Activity Moments during the Morning Rites, Homeroom-Advisory Period, and 5-minute before-class stretching. On the other hand, a look at the schoolwork loads should be reviewed to mitigate pupils' Lack of Energy.

13:40-14:05

69911 | Re-imagining Built Environment as Learning Experience

Fariha Hayat Salman, Iqra University, Pakistan

This study re-imagines the built environment as a learning experience design that ties in with the big vision of a sustainable future propelled by the global focus on the UN’s Sustainable Development Goals. It serves as an innovative way forward within a context where scholars have long lamented the absence of an integrated approach to sustainability education (McCullough, 2014; Salman & Riley, 2019; Schiller et al., 2012). The design is undergirded by an Augmented Reality Learning (ARL) platform that enabled a technologically mediated tour of a solar demonstration house for college and high school students (aged 15-20 years) to learn about sustainable engineering design concepts. Students were guided to focus on specific engineering design concepts and to respond to assessments on a mobile app on their touch screens while observing the physical features of the solar house. Methodologically, design based research (DBR) was carried out through several design iterations. For data collection and analyses, the study drew on digital ethnography and interaction analysis. Data sources included video recordings and open ended post interviews supported by pre-and post-tests, and analytics from the ARL platform. Data was analyzed using multimodal interaction analysis where learner interactions were examined through the three pronged theoretical lens of 'place-embodiment-meaning making'. Findings revealed that the embedded curricular frames of ‘analyze-design-evaluate’ allowed learners to notice and uptake design concepts. Moreover, learners coordinated their sensorimotor capacities (i.e., gaze, touch, speech, spatial positioning) and the technological content as a mutually constitutive strategy for design-focused learning.

14:05-14:30

68195 | An Educational Program for Coping With Preschoolers’ Aggressive Behaviors: The Impact of Digital Technology

Dorit Olenik-Shemesh, The Open University of Israel, Israel

Tali Heiman, The Open University of Israel, Israel

Karen Galloway, The Open University of Israel, Israel

The current study examined the impact of a digital educational program for prevention of aggressive behaviors and promotion of pro-social behaviors, among kindergarten children. For this purpose, a special education program for coping with children aggressive behaviors was modified into digital platform (tablets) and was imparted to kindergarten children by their kindergarten teachers, for a full academic year. It was hypothesized that among children who will be exposed to the digital program, there will be a decrease in aggressive behaviors and an increase in pro-social behaviors, compared to children who will be exposed to the traditional and control groups. One hundred and fifty two children (aged 4-5) were divided into three study groups: A digital intervention group, a traditional intervention group and a control group. The children aggressive behaviors and pro-social skills were evaluated by the kindergarten teachers, before and six months after the program was completed. Results revealed that after completing the program, the level of aggressive behaviors in the digital group decreased significantly compared to traditional and control groups, with similar results for three different types of aggression (proactive, reactive, mixed aggression). Furthermore, a significant increase was found in the level of pro-social behaviors in the digital study group, compared to the traditional group, while a significant decrease was found in the traditional study group. The effectiveness of a digital educational program in preventing and coping with aggressive behaviors and its' potential to enhance social learning, social skills and interpersonal behaviors in an early age will be discussed.