ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings
Published on: June 29th, 2023
ERI2023, Virginia Tech Executive Briefing Center in Arlington, United States
Conference Theme: "Learning Beyond Boundaries"
Friday, April 21 - Monday, April 24, 2023
ISSN: 2435-1202
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Proceedings Contents
1–12
Digital Learning Object Based on Transition Design Methodology to Promote the Energy Efficiency Culture: An Interdisciplinary Development for STEAM Education
Gloria Janeth Murillo-Aviña
Sialia Karina Mellink-Méndez
Josué Aarón López-Leyva
Paola Monet Cañedo-Bobadilla
(DOI: 10.22492/issn.2435-1202.2023.1)
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13–25
Analysis of Time Management, Problem-Solving Ability and Automotive Electrical Competence
Heru Arizal
Suparji
Marniati
Bambang Suprianto
I Gusti Putu Asto Buditjahjanto
Ali Hasbi Ramadani
(DOI: 10.22492/issn.2435-1202.2023.2)
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27–36
Investigating the Impact of Educational Robotics on Underserved Students’ Career Interests
Jessica Drayer
Lauren Harter
Rachel VanCampenhout
(DOI: 10.22492/issn.2435-1202.2023.3)
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37–52
Digital Application Literacy and the Modern Classroom
LeAnne J. Schmidt
David W. Schmidt
(DOI: 10.22492/issn.2435-1202.2023.4)
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53–65
Lecturers’ Experiences in Teaching STEM Courses Online During COVID-19: Case of a Zimbabwean University
Sibusisiwe Dube
Belinda Mutunhu
Sinokubekezela P. Dube
(DOI: 10.22492/issn.2435-1202.2023.5)
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67–88
Critical Thinking (Ct) Skills Gap in Data-Driven Decision (Ddd) Making: An Exploration in the Banking, Financial Services, and Insurance (Bfsi) Industry
Anu Jossan
(DOI: 10.22492/issn.2435-1202.2023.6)
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89–100
Implementing Flipped Classroom for Chinese Intellectual Property Lawyers
Dan Liu
Marcelino M. Agnawa Jr.
(DOI: 10.22492/issn.2435-1202.2023.7)
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101–109
Virtual Reality (VR) Simulation of Chemistry Lab Using Blender and Unity
Belinda Mutunhu Ndlovu
Ngonidzashe Maphosa
Sibusisiwe Dube
(DOI: 10.22492/issn.2435-1202.2023.8)
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111–143
The Use of Mathematics Modules in Supporting Self-Regulation Among Junior High School Students in a Flexible Online Learning Environment
Rio Jane Diaz
Evelyn Songco
(DOI: 10.22492/issn.2435-1202.2023.9)
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145–164
The Effect of Educational Technology Program Approach on Students’ Attitude Towards Problem Solving
Sabariah Sharif
Thiwagar Muniandy
Muralindran Mariappan
(DOI: 10.22492/issn.2435-1202.2023.10)
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165–175
Transforming Undergraduate Research Experiences With Experiential Learning
Rachel Burcin
Vishwas Mruthyunjaya
John M. Dolan
(DOI: 10.22492/issn.2435-1202.2023.11)
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177–188
School for Social Justice: Pedagogical Reflections on Equity in Education in Gramscian Perspective With a Focus on the Italian Context
Valerio Ferrero
(DOI: 10.22492/issn.2435-1202.2023.12)
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189–197
The University and Postmodern Times
Alyson da Silva Leal
Virgínio Cândido Tosta de Souza
Kátia Rejane Rodrigues Leal
Carolina Rodrigues Leal
(DOI: 10.22492/issn.2435-1202.2023.13)
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199–210
The Role of Artificial Intelligence in the Development of Teaching Effectiveness: A Tool for Personalization of Learning in Higher Education
María Inés Valencia Chica
Mara Cabanilla Guerra
Galo Cabanilla Guerra
(DOI: 10.22492/issn.2435-1202.2023.14)
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211–221
Improving Master’s Students’ Information Literacy Through Online Instruction
Esther Argelagós
Consuelo García
Jesús Privado
Iwan Wopereis
(DOI: 10.22492/issn.2435-1202.2023.15)
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223–237
Double Didactics to Prepare Future Educators
Judith Hanke
(DOI: 10.22492/issn.2435-1202.2023.16)
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239–247
How Highly Achieved Students Differ From the Others? A Text-Mining Approach to Personal Learning Goals
Hilary K. Y. Ng
Lester C. H. Chan
(DOI: 10.22492/issn.2435-1202.2023.17)
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249–262
The Role of Knowledge Management Enablers in Higher Education Institutes on Institutional Accreditation: An Empirical Study of Business Graduation Association (BGA) Accreditation in China
Jing Wang
Kim Eunyoung
(DOI: 10.22492/issn.2435-1202.2023.18)
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263–272
Supporting Equity in Education for Underrepresented Learners
Imani Akin
Gail Claybrooks
(DOI: 10.22492/issn.2435-1202.2023.19)
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273–280
Tackling the STEM Recruitment & Retention Challenges at a Flagship, Research Institution With an Evidence-Driven, Innovative Hybrid Course
Sheila Tabanli
(DOI: 10.22492/issn.2435-1202.2023.20)
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281–293
The Survey on Online Learning for Secondary School Students During the COVID-19 Pandemic
Qi Zhu
Joyce Zhu
(DOI: 10.22492/issn.2435-1202.2023.21)
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