Using Wearable Technology to Develop a Context-Sensitive and

Real-Time Adaptive Environment for EFL Learning

應用穿戴式科技開發情境感知與即時適性之 EFL學習環境Nian-Shing Chen, I-Ling Cheng, Sylvia Chew

E-Learning Research Center (ELRC)National Sun Yat-San University

The Focal Points of the Main Project

Explore Real-time Adaptive Situated Learning Design

Design & Build Cloud of Adaptive Context-Awareness

EFL Learning Environment

Real-Time Adaptive

mechanism

Context-sensitive

model

Wearable Tech.

Cloud of Adaptive Context-

Awareness

Classroom

Campus

After School

/field trip

https://www.youtube.com/watch?v=JMJXvsCLu6s

Explore Real-Time Adaptive Situated Learning Design

1-1: Exploring the Evolution of Adaptive Learning Ontology

1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

1-1: Exploring the Evolution of Adaptive Learning Ontology

• to use related adaptive learning dictionary and its evolution to understand adaptive learning ontology

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (1)

Purpose & Framework

Process

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (2)

Method • Build domain-related dictionary • Collaborative filtering (keyword from ET&S paper)

• Text Mining • Term-document matrix (Singular value

decomposition (SVD)/ Non-negative matrix factorization (NMF)

• Related adaptive learning dictionary• Evolution of adaptive learning years by years

(1, 2, 5, and 11 years)• Adaptive learning Ontology

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (3)

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (4)

Rank 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

 adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning adaptive learning

adaptive learning

adaptive learning

1social

context lcms automationindirect

instruction accountingdigital

environment plagiarismsituated learning

e-learning infrastructure decision tree

wireless networks

2online

interactionsemerging

technology literaciescontent

structurecomputer software domain model formal learning

intelligent tutoring

epistemological beliefs

internet-based

learning automation

3social

networkconceptual

modelsmobile

technologymathematics

teachingcognitive process

affective learning

enhanced learning

educational games

information architecture

academic success

content structure

4web

resourcesdesign

principles teacher rolelearning curve puzzles

game-based environment

pedagogical issues

classroom activities information literacy

enhanced learning

standardisation

5social

networks snalearning

motivationworkload sharing

related services

knowledge levels

human-computer interaction

social network cognitive structures eye tracking

online interactions

6technology integration

socio-cognitive conflict mobile phone

authentic learning

software engineering net generation course delivery

classroom environment nursing education

distance learning

english teaching

7 lesson plansocio-economic

statuslearning

effectivenessteaching

effectiveness

pair programmin

g low-achieverconstructive

learningteaching strategy ecology observation

vocabulary learning

rote-memorization

8 electricity data processingteaching strategy

pedagogical model globalization ict-monitoring timelines

concept maps learning curve

spatial abilities

knowledge building

9research

methodologyschool

improvementmultimedia

learning fuzzy logic youtheducational

policy spainlearning

objectives personality trait high schoolslanguage schools

10 annotationdisaggregated

data brainstorming peer review course blogword-

associationinformation

science self-reflection mobile phone ontologyevaluation

methodology

11recommenda

tioninformation

logisticsmobile

computing static mediavirtual

communitymultimedia

featurestechnology

usage video games semantic web storytellingself-

awareness

12blended learning

instructional planning reusability one-to-one

e-learning content

computer-aided learning

perceived playfulness ecology complex system

e-learning system

conceptual change

13online

communitieseducational

policydesign

principlescomputer networks

authoring environment cms

educational software

peer-assessment electronic portfolio

expert systems

game technology

14computer networks great britain

cognitive apprenticeshi

pevaluation

methodology hong kong second lifeweb-based education

primary school

mathematics education

virtual environment

web-based services

15lifelong learning

research methodology course design

strategic interaction reusability

networked learning adult students

entrepreneurship trustworthiness

learning models activity theory

16 reusability plagiarismformal

learninginformation

sharinggender

differencepedagogical

processlearning

preferencesacademic

performance technical writing metaphorlearning designs

17 ict training nursingtraditional teacher

wireless networks

recommender systems

face-to-face collaboration thinking styles

reading comprehensi

onweb-mediated

writingself-

reflectionsystem

dynamics

18 koreaeffective teaching

education-care

web-enabled srl large-scale online video

cognitive systems

learning design english teaching

instructional method museum

19course design sixth grade

learning achievement

search engine repositories

constructionism

teaching resources

computer self-efficacy video streaming

course design

mobile guidance

20 roboticse-learning platform

learning resource

video recordings

developing countries

conceptual development

bayesian networks sixth graders

knowledge representation

laptop computers

mobile computing

21authoring

environment quality controlsocial

sciences nursing medicinescience teaching domain model

lifelong learning

computer-mediated communication

machine learning

authoring environment

22 mpeg-4ubiquitous learning

authoring environment web 2.0 syntax stella software

pedagogical knowledge

learning community deep learning

online community

psychometrics

23 digital videomacromedia

flashsocial

learningindividual identity

technology adoption

constructive learning

instruction design

authentic learning teaching method

intelligent tutoring

feedback mechanism

24technology standards

human-computer interaction

personalization australia

alternative assessment

educational technologies

medical informatics

assessment criteria

secondary education.

digital literacy

affective learning

25education technology prompting

face-to-face learning

traditional teacher

remedial instruction

classroom activities

internet experience

learning satisfaction brainstorming

cost-effectiveness

controlled experiment

26conceptual framework

learning strategy laptop

vocabulary acquisition

online interaction

software engineering visual maps

distance learning study skills

teaching method

long-term benefits

27middle school automation orchestration

direct instruction ontologies

temporal patterns topic maps

computer games knowledge transfer tablet pc

data processing

28web-

conferencing learning models colleges least squaresphysical science digital natives

learning perspective

diagnostic test iwb technology

ict infrastructure

social aspects

29elementary education expressiveness

knowledge management syntax

user acceptance chile

instructional method

self-regulation automation video games

cognitive structures

30multiple

intelligence peer tutoring

evidence-based

practicestudent

outcomes automationprimary schools literacies

group learning sociology

self-awareness

student satisfaction

Adaptive learning

Standardized Distance

Keyword 1

Keyword 2

Keyword 3

Keyword 4

Keyword 5

Keyword 30

30 Keywords

Years 2005

2006 2007 2008

2009 2010

2011 2013 2012 20142015

………

Terms Continues 11 years in Adaptive learning

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (5)

?

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (5)

Top 10 Terms in 2015

Online interaction

Online interaction

Online interaction

Standardization; Wireless networks

Standardization; Wireless networks

automation

automation

Content structure, English teaching, evaluation meth, knowledge building,

Content structure, English teaching, wireless networks,

Wireless networks

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (4)

Rank 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

 adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning

adaptive learning adaptive learning

adaptive learning

adaptive learning

1social

context lcms automationindirect

instruction accountingdigital

environment plagiarismsituated learning

e-learning infrastructure decision tree

wireless networks

2online

interactionsemerging

technology literaciescontent

structurecomputer software domain model formal learning

intelligent tutoring

epistemological beliefs

internet-based

learning automation

3social

networkconceptual

modelsmobile

technologymathematics

teachingcognitive process

affective learning

enhanced learning

educational games

information architecture

academic success

content structure

4web

resourcesdesign

principles teacher rolelearning curve puzzles

game-based environment

pedagogical issues

classroom activities information literacy

enhanced learning

standardisation

5social

networks snalearning

motivationworkload sharing

related services

knowledge levels

human-computer interaction

social network cognitive structures eye tracking

online interactions

6technology integration

socio-cognitive conflict mobile phone

authentic learning

software engineering net generation course delivery

classroom environment nursing education

distance learning

english teaching

7 lesson plansocio-economic

statuslearning

effectivenessteaching

effectiveness

pair programmin

g low-achieverconstructive

learningteaching strategy ecology observation

vocabulary learning

rote-memorization

8 electricity data processingteaching strategy

pedagogical model globalization ict-monitoring timelines

concept maps learning curve

spatial abilities

knowledge building

9research

methodologyschool

improvementmultimedia

learning fuzzy logic youtheducational

policy spainlearning

objectives personality trait high schoolslanguage schools

10 annotationdisaggregated

data brainstorming peer review course blogword-

associationinformation

science self-reflection mobile phone ontologyevaluation

methodology

11recommenda

tioninformation

logisticsmobile

computing static mediavirtual

communitymultimedia

featurestechnology

usage video games semantic web storytellingself-

awareness

12blended learning

instructional planning reusability one-to-one

e-learning content

computer-aided learning

perceived playfulness ecology complex system

e-learning system

conceptual change

13online

communitieseducational

policydesign

principlescomputer networks

authoring environment cms

educational software

peer-assessment electronic portfolio

expert systems

game technology

14computer networks great britain

cognitive apprenticeshi

pevaluation

methodology hong kong second lifeweb-based education

primary school

mathematics education

virtual environment

web-based services

15lifelong learning

research methodology course design

strategic interaction reusability

networked learning adult students

entrepreneurship trustworthiness

learning models activity theory

16 reusability plagiarismformal

learninginformation

sharinggender

differencepedagogical

processlearning

preferencesacademic

performance technical writing metaphorlearning designs

17 ict training nursingtraditional teacher

wireless networks

recommender systems

face-to-face collaboration thinking styles

reading comprehensi

onweb-mediated

writingself-

reflectionsystem

dynamics

18 koreaeffective teaching

education-care

web-enabled srl large-scale online video

cognitive systems

learning design english teaching

instructional method museum

19course design sixth grade

learning achievement

search engine repositories

constructionism

teaching resources

computer self-efficacy video streaming

course design

mobile guidance

20 roboticse-learning platform

learning resource

video recordings

developing countries

conceptual development

bayesian networks sixth graders

knowledge representation

laptop computers

mobile computing

21authoring

environment quality controlsocial

sciences nursing medicinescience teaching domain model

lifelong learning

computer-mediated communication

machine learning

authoring environment

22 mpeg-4ubiquitous learning

authoring environment web 2.0 syntax stella software

pedagogical knowledge

learning community deep learning

online community

psychometrics

23 digital videomacromedia

flashsocial

learningindividual identity

technology adoption

constructive learning

instruction design

authentic learning teaching method

intelligent tutoring

feedback mechanism

24technology standards

human-computer interaction

personalization australia

alternative assessment

educational technologies

medical informatics

assessment criteria

secondary education.

digital literacy

affective learning

25education technology prompting

face-to-face learning

traditional teacher

remedial instruction

classroom activities

internet experience

learning satisfaction brainstorming

cost-effectiveness

controlled experiment

26conceptual framework

learning strategy laptop

vocabulary acquisition

online interaction

software engineering visual maps

distance learning study skills

teaching method

long-term benefits

27middle school automation orchestration

direct instruction ontologies

temporal patterns topic maps

computer games knowledge transfer tablet pc

data processing

28web-

conferencing learning models colleges least squaresphysical science digital natives

learning perspective

diagnostic test iwb technology

ict infrastructure

social aspects

29elementary education expressiveness

knowledge management syntax

user acceptance chile

instructional method

self-regulation automation video games

cognitive structures

30multiple

intelligence peer tutoring

evidence-based

practicestudent

outcomes automationprimary schools literacies

group learning sociology

self-awareness

student satisfaction

Focal point 1-1: Exploring The Evolution of Adaptive Learning Ontology (4)

Conclusion & Future Work

• ET&S database only • One year by one year results • Evaluation: 2, 5, 11 years from 2005-2015• Ontology

2015wireless networks

automationcontent structurestandardization

online interactionsEnglish teaching

rote-memorizationknowledge buildinglanguage schools

evaluation methodology

2005-2014  adaptive learning

1scorm2mobile devices3annotations4learning cell5learning process6learning sequence7learning designs8learning strategies9cognitive load

10web-based learning

Focal point 1: Explore Real-Time Adaptive Situated Learning Design

1-1: Exploring the Evolution of Adaptive Learning Ontology

1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(1)

• to understand the relationship between individual brainwave and different tasks

• to build an automated real-time adaptive learning system

Purpose & Framework

Brainwave Type Frequency Mental states & ConditionsDelta (δ) < 4 Hz Deep sleep, non-REM sleep, unconscious

Theta (θ) 4Hz to 8Hz Intuitive, creative, recall, fantasy, imaginary

Alpha (α) 8Hz to 12Hz relaxation, peaceful or stable situation

Beta (β) 12Hz to 30Hz relaxed yet focused, Alertness, agitation (emotional involvement)

Gamma (γ) > 30Hz higher mental activity, Motor Functions

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(2)

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(3)

Research Design

• RQ1: What are the differences in individual brainwave signals among the three different tasks (inter difference, i.e. Listening Music, Gaming, and Learning)?

• RQ2: What are the differences in individual brainwave signals between the two activities in each task? (intra difference)

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(4)

Research Questions (RQs)

Participants • 30 students, 14 females (47% of the sample) and 16

males (53% of the sample)

• Undergraduate (n=13, 43%) & graduate (n=17, 57%)

• Self-evaluation form (Eysenck Personality Questionnaire)

– 73% of the participants (n=22) have stable personalities

– 27% of them (n=8) are unable to control their emotional reactions and are easily nervous/ anxiety

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(5)

Results & Discussion (1/3)

• RQ1: What are the differences in individual brainwave signals among the three different tasks (inter difference, i.e. Listening Music, Gaming, and Learning)?

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(6)

EGG   TASKS Task1Music

Task2Gaming

Task3Learning

Delta Listen music   t=-2.6859, p=0.0072**

t=-2.8059,P= 0.0050**

Theta Learning t=2.0537, p=0.0400*

   

Alpha Gaming t=2.3523, p=0.0186 *

   

Gamma Learning   t= -2.2003, p= 0.0278*

 

Results & Discussion (2/3)

• RQ2: What are the differences in individual brainwave signals between the two activities in each task? (intra difference)

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(7)

Results & Discussion (3/3)

EEG brainwave Activities Listening Music Gaming Learning

α-music video

Rock music video Push Boxes Whack-A-Mole Southeast Asia Quiz

Delta α-music video t=-2.4058 p=0.0161*

t=-3.6021 p=0.0003*** t=-3.5121 p=0.0004*** t=-3.6837 p=0.0002***

t=-3.9936 p=6.522e-05***

Rock music video

t=-2.6907 p=0.0071** t=-2.6031 p=0.0092** t=-2.8678 p=0.0041**

t=-3.2658 p=0.0011**

Push Boxes t= -2.2207 p=0.0264* Whack-A-Mole t=-2.0198 p=0.0434 *

Theta α-music video t=-2.4271, p=0.0152* t=-3.0128, p=0.0026**

t=-3.1281 p=0.0017**

Rock music video

t=-2.1069, p=0.0351* t=-2.7729,p=0.0055**

t=-2.8864 p=0.0039**

Push Boxes t=-2.6293, p=0.0086**

t=-2.7073 p=0.0067**

Whack-A-Mole t= -1.9788 p=0.047846 *

EEG brainwave

Activities Listening Music Gaming Learning

α-music video

Rock music video

Push Boxes Whack-A-Mole Southeast Asia Quiz

Alpha α-music video

t=-2.1414 , p=0.0323*

t=-2.0129 P=0.0441*

Rock music video

t= -2.3528, p=0.01864 *

Gamma α-music video

t=2.3423, p=0.0192 *

t=2.5332, p=0.01131 *

t=2.2713 P=0.0231*

Rock music video

t=2.0199, p=0.0434*

Southeast Asia

t= -2.1975 p=0.0280 *

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(8)

Results & Discussion (3/3)• RQ2: What are the differences in individual brainwave signals between the two activities in each

task? (intra difference)

The participants’ Alertness of each tasks or activities are not significant different

The participants’ higher mental activity under some activities (e.g. listening/watching the alpha (α) music video or heavy metal/rock music video) are different from playing an exciting game, learning a subject, or taking a quiz.

The participants’ feeling and thinking states under the activities of the listening/watching the alpha (α) music video and having a quiz are somehow different.

Finally, the participants are playing a game has somewhat different brainwave signals from focusing on learning a subject only.

Focal point 1-2: Exploring the Difference in Brain Activities under Three Distinct Tasks

(9)

Conclusion

Thank you

Q & A