ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings

Published on: March 15th, 2022

IICE2022 | January 06-09, 2022
The Hawai‘i Convention Center, Honolulu, Hawaii, United States and Online
ISSN:2189-1036

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Proceedings Contents

1–13
The Educational Values of E-Commerce Information Technology for the Law Protection of Citizens
Liliana Tedjosaputro
Emiliana Sri Pudjiarti
(DOI: 10.22492/issn.2189-1036.2022.1)
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15–24
Intellectual Property Legal Protection Against the Resilience of Start-Ups in Overcoming the COVID-19 Pandemic in the Millennial Generation
Sri Mulyani
Anggraeni Endah Kusumaningrum
(DOI: 10.22492/issn.2189-1036.2022.2)
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25–34
Legal Protection of the Millennial Generation Against the Issue of Junk Food During the COVID-19 Pandemic
Anggraeni Endah Kusumaningrum
Sri Mulyani
(DOI: 10.22492/issn.2189-1036.2022.3)
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35–41
Integrated Culture in Language Teaching
Cecilia B-Ikeguchi
(DOI: 10.22492/issn.2189-1036.2022.4)
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43–55
Recruiting and Managing Volunteers for Academic Libraries: Tips and Suggestions for Running Successful Programs
Michael Lorenzen
(DOI: 10.22492/issn.2189-1036.2022.5)
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57–76
Enhancing the Efficacy of Identifying Visual Patterns and Novel ‎Anomalies of Cyber-Defenders With 3D Immersive VR
David Passig
Reut Hochman
(DOI: 10.22492/issn.2189-1036.2022.6)
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77–79
Course Redesign Collaboration and Scaffolding
Jennifer Zaur
Allison Rief
Amy Johnson
(DOI: 10.22492/issn.2189-1036.2022.7)
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81–85
Student and Faculty Experience With a Redesigned Discussion Forum
Amy C. Johnson
Michelle Simecek
Bryan Aylward
(DOI: 10.22492/issn.2189-1036.2022.8)
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87–96
International Students’ Acceptance of Online Learning During Pandemic: Some Exploratory Findings
Tran Hoang Nam
(DOI: 10.22492/issn.2189-1036.2022.9)
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97–108
Development of Exploring Computer Science With Lynx for Student Learning Geometry and Logo Programming Code
Thomas Walsh Jr.
(DOI: 10.22492/issn.2189-1036.2022.10)
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109–125
Examining the File Renaming Errors Made by Japanese University EFL Students During the First Year of Emergency Remote Teaching
Brian G. Rubrecht
(DOI: 10.22492/issn.2189-1036.2022.11)
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127–135
Study of University Education in COVID-19: Considering Future Lectures Based on Survey Results
Mayumi Hori
(DOI: 10.22492/issn.2189-1036.2022.12)
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137–147
Awakened Schools: A Theoretical Framework for Engaging Students’ Interconnectedness
Amy L. Chapman
(DOI: 10.22492/issn.2189-1036.2022.13)
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149–155
The Development of Leaders: Being, Knowing, and Doing – Leading Through Self Mastery
Rajani Lata
(DOI: 10.22492/issn.2189-1036.2022.14)
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157–169
Vocabulary in Japanese EFL Textbooks: A Bidirectional Coverage Analysis
Shusaku Nakayama
(DOI: 10.22492/issn.2189-1036.2022.15)
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171–184
Preparing Empathetic Teacher Candidates’: A Cultural Simulation of Japanese Internment in Hawaiʻi
Jennifer F.M. Padua
Monica G. Smith
Doreen Elliott
(DOI: 10.22492/issn.2189-1036.2022.16)
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185–195
Engaging Students to Chinese Language Enhancement Classes With Communication-Intensive Components
Ming Wai Christy Chung
(DOI: 10.22492/issn.2189-1036.2022.17)
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197–200
Does Practice Always Make Perfect? A Study of Whether Psychotherapists Treating Older Adults Become More Efficient as They Gain More Experience
Lars Larsen
Morten Christoffersen
Anna Pacak-Vedel
(DOI: 10.22492/issn.2189-1036.2022.18)
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201–210
Teaching and Iterative Improvement: The Impact of Instructor Implementation of Courseware on Student Outcomes
Martha Hubertz
Rachel Van Campenhout
(DOI: 10.22492/issn.2189-1036.2022.19)
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211–220
Designing Outside of the Classroom: Branding Design for Thai Traditional Pottery
Wichanat Tiwasing
Benjamin Ames
Pattanapong Tiwasing
(DOI: 10.22492/issn.2189-1036.2022.20)
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221–231
Designing and Teaching High Impact Culminating Core Curriculum Seminars Centered on Vastly Contentious Topics
Ulrike Brinksmeier
(DOI: 10.22492/issn.2189-1036.2022.21)
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233–244
Supporting Mastery Learning Through a Multiple-Submission Policy for Assignments in a Purely Online Programming Class
Joseph Benjamin Ilagan
Marianne Kayle Amurao
Jose Ramon Ilagan
(DOI: 10.22492/issn.2189-1036.2022.22)
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245–255
Students’ Perceptions Toward Dyads and Triads in the English Classroom
Naoko Ichii
(DOI: 10.22492/issn.2189-1036.2022.23)
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257–262
Stress, Procrastination and Proactive Coping of Selected Foreign Psychology Students
Gina Lynn S. Salazar
Ma. Lea A. Ronda
(DOI: 10.22492/issn.2189-1036.2022.24)
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263–278
Why Teacher Led Instruction Really Works
Nicole Shammas
(DOI: 10.22492/issn.2189-1036.2022.25)
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279–285
A Multifaceted Approach to Complex Needs: Targeted Interventions for Gifted Students With Autism
Sacha Brayley
(DOI: 10.22492/issn.2189-1036.2022.26)
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287–296
A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults
Chang Liu
(DOI: 10.22492/issn.2189-1036.2022.27)
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297–306
Sandwich With a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation
Emily A. Dolan
Brittany L. Fleming
David P. Keppel
Jessica M. Covert
(DOI: 10.22492/issn.2189-1036.2022.28)
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307–318
An Empirical Investigation of Feedback Sequencing on Emotion Regulation Processes
Emily A. Dolan
David P. Keppel
Jessica M. Covert
Brittany L. Fleming
(DOI: 10.22492/issn.2189-1036.2022.29)
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319–332
Master of Engineering Management: A Reference Curriculum Development
June Ho
Viken Kortian
Nazmul Huda
(DOI: 10.22492/issn.2189-1036.2022.30)
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333–339
The Indian Odd: Women’s Rising Education and Declining Workforce Participation
Gauri Khanna
(DOI: 10.22492/issn.2189-1036.2022.31)
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341–353
Oral History Projects: Practicing a Foreign Language and Exploring Culture While Serving Local Immigrant Communities
Maria Grazia De Angelis
Audrey Edmondo
(DOI: 10.22492/issn.2189-1036.2022.32)
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355–369
Motivation in MOOCs: A Qualitative Study on the Design and Evaluation of an Online IELTS Course
Gleb Lantsman
Yu Hao
(DOI: 10.22492/issn.2189-1036.2022.33)
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371–379
A Reflection on Personal Bias to Create an Inclusive Learning Environment
Kim Peterz
Katy E. Hisrich
Amy L. Kelly
(DOI: 10.22492/issn.2189-1036.2022.34)
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381–393
Influence оf Regional Educational Policies оf Municipalities in The Republic of Bulgariа on Teacher Status-Role Models
Nadezhda Angelova Kaloyanova
(DOI: 10.22492/issn.2189-1036.2022.35)
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395–409
Concept Mapping Strategy to Improve Non-computer Science Students’ Learning Achievements in Logical Database Design
Lynda Farza
(DOI: 10.22492/issn.2189-1036.2022.36)
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411–420
Feedback Practices of School-Based Mentors in the Work Integrated Learning Programme in South Africa
Beatrice Ngulube
Patricia Mokgosi
Glory Chiloane
(DOI: 10.22492/issn.2189-1036.2022.37)
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433–439
The Effect of Praising and Mutual Trust on Student’s Learning
Yasmine Mostafa
(DOI: 10.22492/issn.2189-1036.2022.39)
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441–449
An AI-Enable Knowledge Graph and Student’s Agency in Productive Struggle During Problem-Based Learning in Cybersecurity Education
Inging Ratrapee Techawitthayachinda
Yuli Deng
Zhen Zeng
Huan Liu
Ying-Chih Chen
Dijiang Huang
(DOI: 10.22492/issn.2189-1036.2022.40)
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451–464
A Model-Based Inquiry Activity Using LEGO to Promote System Thinking of Grade 11 Students on Buffer Solution Topic
Warunee Khirirat
Wijitar Dungchai
Prempree Duangpummet
(DOI: 10.22492/issn.2189-1036.2022.41)
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465–470
Stakeholder Perceptions of Connecting ESP Courses With Graduation Seminar Topics
Darlene Yamauchi
Wendy M. Gough
(DOI: 10.22492/issn.2189-1036.2022.42)
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