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2024: ASCILITE 2024 Conference Proceedings

 

 

The proceedings of the 2024 ASCILITE Conference: Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies.

T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, & R. Vanderburg (Eds.), Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies. Proceedings ASCILITE 2024. Melbourne.

University of Melbourne, Melbourne, Australia

December 1-4 2024

ASCILITE2024 Conference Website https://2024conference.ascilite.org/

 

Published: 23 November 2024

Full Issue

ASCILITE Conference - Concise Papers

  • Investigating instructors’ and students’ perceived knowledge and attitudes in using generative AI tools for teaching and learning

    Choon Lang Gwendoline Quek, Qiyun Wang, Aishwarya Ramani, Yinhao Chen, Meng Xu

    This preliminary study surveys university instructors’ reported experiences of generative artificial intelligence (GenAI) knowledge and attitudes. The collective perceptual information from this study aims to provide the University with information on the type and level of support needed, from administrators to faculty members, in their teaching. Preliminary findings showed that in terms of knowledge of GenAI tools, most instructors perceived generally high mean scores of their readiness to use GenAI tools except for their low ability to use the GenAI tools. Although the instructors perceived the lowest threat of GenAI tools on their work, there are several teaching related and ethical concerns that were discussed in this paper. In terms of their attitudes towards GenAI tools, they perceived favourably the use of GenAI tools for their teaching.

    Read article: Investigating instructors’ and students’ perceived knowledge and attitudes in using generative AI tools for teaching and learning

  • Leveraging Classroom Polling and Artificial Intelligence to Enhance Learner Engagement and Metacognition in a First-Year Anatomy and Physiology Course

    Brad Hurren, Donna Thompson

    This paper explores the integration and impact of a polling solution (EchoPoll) enhanced with artificial intelligence (AI) in a first-year university anatomy and physiology course. The primary aim of this study was to evaluate the student and instructor perspectives of integrating this new polling tool into this course. The overall aims for the integration of the tool itself were to increase student engagement, provide real-time feedback, and facilitate deeper understanding of complex concepts in a subject area that has historically been taught in traditional and often didactic face-to-face modalities. Anonymous feedback gathered from two different cohorts of students from 2023 and 2024 regarding their experiences using the polling tool was overwhelmingly positive – particularly in terms of enjoying the interactivity, opportunities to improve comprehension of difficult subject matter in real-time and overall learning. This paper discusses the features of the polling tool itself, its application in different classroom scenarios such as lectures, laboratories and workshops, and how it supported both the students and the instructor to change their approaches to exploring anatomical and physiological concepts based on shared understanding and experiences.

    Read article: Leveraging Classroom Polling and Artificial Intelligence to Enhance Learner Engagement and Metacognition in a First-Year Anatomy and Physiology Course

  • Leveraging Oral Assessments to Enhance Learning and Integrity in Teaching Data Analytics

    Hasti Samadi, Geela Venise Fabic Chee

    The rapid advancement of generative AI tools, like ChatGPT, has significantly impacted academic integrity in higher education. This paper explores the integration of oral assessments with traditional project evaluation in data analytics courses to address these challenges. While oral assessments cannot completely prevent cheating, they enable examiners to probe students' understanding more deeply. We present an overview of our assessment design and processes rather than detailed student results. We compare the implementation of oral assessments in a fully online professional course and a face-to-face undergraduate course. Moreover, we compare results before and after oral assessment training and explore AI’s role in efficiently generating individualised questions. Our findings demonstrate that oral assessments reduce academic dishonesty, enhance comprehension, and increase assessment rigour.

    Read article: Leveraging Oral Assessments to Enhance Learning and Integrity in Teaching Data Analytics

  • Heutagogical-based mobile social media space: Exploring a framework to develop students’ intercultural communication competencies

    Yuwei Ni, Thomas Cochrane

    This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.

    Read article: Heutagogical-based mobile social media space: Exploring a framework to develop students’ intercultural communication competencies

  • Bridging the Visualization Gap: The Integrated VR Educational Technology Assessment (IVRETA) Framework for Enhancing Educational Technologies

    Fernando Jativa, Martin Reinoso, Romina Carrasco

    The integration of three-dimensional (3D) modelling tools in educational settings promises a transformative shift in teaching complex concepts. Despite their potential, the actual deployment of such tools faces substantial pedagogical and technical challenges, primarily due to the "visualization gap" between traditional 2D resources and 3D constructs. This gap can significantly hinder students' understanding and retention of complex spatial concepts critical in disciplines such as medicine, engineering, and architecture. To address these challenges, this paper introduces the Integrated VR Educational Technology Assessment (IVRETA) framework, designed to evaluate and guides the development of virtual reality (VR) and augmented reality (AR) tools in education. IVRETA assesses tools across three dimensions: Interaction and Usability, Learning Enhancement, and Authentic Pedagogy and Adaptability. Applying this framework, we evaluate 3D Whiteboard, a practical tool designed to facilitate dynamic interaction with 3D models and enhance educational outcomes through immersive learning experiences. The paper underscores the potential of the 3D Whiteboard in bridging the visualization gap and improving educational practices across various disciplines, demonstrating how IVRETA can guide the assessment and improvement of educational technologies. By providing a robust foundation for the development and enhancement of educational technologies, IVRETA supports ongoing innovation in educational settings.

    Read article: Bridging the Visualization Gap: The Integrated VR Educational Technology Assessment (IVRETA) Framework for Enhancing Educational Technologies

  • Enhancing Clinical Education Training with Immersive Reality (XR)

    Thomas Cochrane, Philippa Marriott, Vivienne Mak, Stephen Aiello, Ronan Sweeney, Tess Vawser, Dale Linegar, Timothy Allan, Jen Mizuik

    A core element of clinical education is the observed structured clinical examination (OSCE) that simulates real-life clinical practice. These OSCEs can be enhanced through combining the best elements of emerging technologies in the design of enhanced simulation environments to prepare healthcare graduates for changing clinical practice as it integrates new and emerging technologies. New and emerging immersive reality (XR) headsets that allow digital enhancement of practice with real tools and procedures can be combined with haptic feedback such as a high-fidelity manikin within an interactive immersive room that can replicate a wide variety of real-world scenarios at the touch of a button. In this way XR can enhance authentic learning in clinical and first responder practice by enabling exposure to critical elements of clinical simulation in a safe, contextual learning environment that is cost effective and scalable compared to the expense of simulations involving actors and physical real-life sets. In response this concise paper introduces the development of a framework for enhanced simulation practice using the Blended Learning Simulation Suite (BLISS).

    Read article: Enhancing Clinical Education Training with Immersive Reality (XR)

  • (Re)defining Mobile Learning in the Post COVID-19 and GenAI Era

    James Birt, Thomas Cochrane, Elisa Bone, Mehrasa Alizadeh, Paul Goldacre, Vickel Narayan, Todd Stretton, Robert Vanderburg, Tom Worthington

    Mobile learning, thrust into the spotlight during the COVID-19 pandemic, has a rich 40-year history with a robust body of research predating 2020. This concise paper revisits mobile learning in light of the accelerated technological advancements and shifting educational practices post-pandemic. By examining the evolution of mobile learning frameworks and integrating recent advancements in AI and wearable technologies, we propose a contemporary redefinition that emphasises an accessible mobile ecology. We further explore the theoretical foundations and emerging scenarios in mobile learning, focusing on authentic learning experiences with current trends.

    Read article: (Re)defining Mobile Learning in the Post COVID-19 and GenAI Era

  • Exploring the Role of AI in UX Research: Challenges, Opportunities, and Educational Implications

    Yueting Zhang, Arzoo Atiq, Winn Chow

    Presently, artificial intelligence (AI) is primarily utilized in user experience (UX) research for handling routine tasks like text conversion (e.g., transcription, survey preparation) to manage large volumes of data efficiently. However, its potential as a collaborative partner in generating ideas and insights remains largely untapped, possibly due to the limited AI education among UX researchers. There is a recognized need to enhance AI literacy among Human-Computer Interaction (HCI) students to effectively utilize AI tools in UX research for an AI-driven future. Despite its growing importance, the integration of AI literacy into HCI curricula remains insufficient. This study aims to explore AI’s potential in addressing current challenges in UX research and assess UX researchers’ readiness to adopt AI tools. Through in-depth interviews with five early-career UX researchers, it examined their experiences, challenges, and perspectives on integrating AI. Thematic analysis of the interview data uncovers insights, revealing that AI has significant potential to overcome challenges in collecting, interpreting, and synthesizing qualitative data, as well as in translating user needs into design concepts. The findings are intended to inform strategies for incorporating AI literacy into HCI education, aligning with industry demands for AI-enabled expertise in UX design.

    Read article: Exploring the Role of AI in UX Research: Challenges, Opportunities, and Educational Implications

  • Level up: Unlocking student engagement through gamification

    Bruce Mitchell, Mary Jesselyn Co

    This study explores the impact of gamification on student engagement in a first-year Managerial Communication unit at a large Australian university. Gamified elements such as points and leaderboards were integrated into online and classroom activities, aiming to enhance academic, cognitive, social, and affective engagement. Using a quasi-experimental design, the study employed pre- and post- gamification surveys and thematic analysis of student reflections. Results indicated significant improvements in cognitive engagement and social engagement with teachers, with students reporting increased motivation and satisfaction. While academic and social engagement with peers showed no significant differences, qualitative data revealed that competition and rewards fostered a sense of achievement and collaboration. These findings align with existing literature, suggesting that gamification can create a more interactive and supportive learning environment. This study contributes to the growing evidence on the efficacy of gamification in education.

    Read article: Level up: Unlocking student engagement through gamification

  • Reciprocal Teaching in tech with struggling university readers: A reflexive analysis

    Benjamin Halpin, Robert Vanderburg, Michelle Vanderburg

    Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in most Western countries, despite its relative importance to everyday life. As a result, university readers struggle with comprehension skills, which can impact their employment prospects. The present study explores the initial implementation of a potential solution to this issue. This study will focus on Phase 1 of a larger project and will implement a qualitative methodology of reflexive journaling to reflect on the initial curriculum design, pedagogical practice, and technological challenges and evaluate the construction and implementation of an online learning platform designed to assist students in improving reading comprehension.

    Read article: Reciprocal Teaching in tech with struggling university readers: A reflexive analysis

  • Reflections on Mentoring: Women in leadership with technology in mind

    Lynn Gribble, Jasvir Nachatar Singh, Sandra Barker

    This reflective narrative explores the experiences of a mentoring group of three involved with the ASCILITE Women in Academic Leadership program (WiAL). It considers the difficulties and isolation which women in academe can face, specifically where their interests align with Technology Enhanced Learning. It demonstrates how support builds resilience to develop impact statements to enable recognition through promotion and awards. Through these accounts, the value of lived experience and shared interest underpins the success of the mentoring program and highlights how the lack of power structures can enhance mentoring outcomes.

    Read article: Reflections on Mentoring: Women in leadership with technology in mind

  • Leadership in the Third Space: What Super-Powers Help Third Space Leaders Thrive?

    Scarlett Whitechurch, Meredith Hinze, Benedicte Rokvic, Oriel Kelly

    In higher education, the third space can be defined as a place where blended professional and academic roles and skills overlap to achieve common goals which primarily focus on student outcomes. This liminal space can be challenging to lead in as third space areas are typically complex, with a great need for problem-solving and resourcefulness. Career pathways for third space leaders do not follow a straightforward or linear trajectory and fit-for-purpose training and education opportunities for these roles are scarce. Examples of third space environments are educational design, learning design, learning technology and quality assurance. This paper explores common leadership traits and super-powers (key strengths or unique skills), which could contribute to a model for effective leadership in the third space.

    Read article: Leadership in the Third Space: What Super-Powers Help Third Space Leaders Thrive?

  • Marking ‘on the fly’ in interactive oral assessments in Business

    Adrian Norman, Stephanie Wilson, Alison Casey, Joanne Nash

    Interactive orals (IOs) are described as a pedagogically rigorous and authentic form of assessment. However, there is little research to-date on the assessor experience of facilitating a conversation and marking ‘on the fly’, nor the student experience of thinking ‘on the spot’. This paper investigates assessor and student experiences of IOs in the context of a large Australian business school where IOs were implemented in five courses from several sub-disciplines. Participant interviews confirmed what is already known about IOs and their place as an assured assessment of learning in the Artificial Intelligence (AI) age. This study contributes to new knowledge on the assessor experience and suggests that academics will need a distinct skillset to ensure reliable and valid ‘conversational’ assessments.

    Read article: Marking ‘on the fly’ in interactive oral assessments in Business

Showing 66–78 of 92 articles