Collaborative learning (CL) is one effective way for children to learn. Because of the capability of computers to support CL, computer-supported collaborative learning (CSCL) has emerged. With the rise of mobile devices, boasting computing power nearly equivalent to traditional computers, mobile CSCL (mCSCL) has also emerged. Both CSCL and mCSCL have become platforms for mathematics. This position paper will discuss mathematics mobile collaborative learning (math mCSCL) and the issues in its implementation. The opportunities for potential research from the perspective of a Human-Computer Interaction re-searcher are also discussed.

This study attempted to determine the factors that contributed to the negative online learning academic self-concept of college students who took pure online learning classes. Toward this goal, 501 randomly selected college students answered an open-ended survey form. It was shown that all aspects of online ASC were negative. The results of thematic analysis disclosed that the negatively perceived ability to understand online course content was mainly attributed to domestic, interaction, personal, pedagogical, and technological factors. Students perceived that they exerted more effort in pure online learning classes because of assessment, pedagogical, consultation, technological, learning approach, and personal factors. The lack of interest in the new learning environment was attributed to interaction, technological, personal, personal physical learning space, pedagogical, assessment, and learning effectiveness issues relating to pure online learning classes. Of the three aspects of online learning self-concept (i.e., ability, effort, interest), interest had the most number of barriers. Recommendations and future research directions are offered.

This study reported the design and development of the initial prototype of a web-based virtual learning environment with a pedagogical agent. The pedagogical agent, named PIA 2.0 (subsequently referred to as PIA), exhibited synthetic facial expressions and body gestures. It could also provide textual feedback, hints, and encouragement messages. Grade 8, 9, and 10 students (n = 30) utilized the initial prototype of PIA. The interactions within the software were collected and analyzed through descriptive statistics and lag sequential analysis. It was revealed that students were engaged in the intervention and had a high probability of solving mathematics problems they were comfortable with, with a very small probability of changing the level of difficulty. These results were utilized to add a feature to PIA by recommending mathematics problems to be solved. The commercialization aspect of the software was also discussed. Conclusions and future research directions were provided.

The study aims to conduct an experiment to collect logs in a mobile learning ap-plication for linear equation. These logs will be used to develop a model detector for learned helplessness. Decision tree algorithm will be used to classify the tendency of students to exhibit learned helplessness. The experimentations and the proposed methodology are discussed.

This descriptive research determined the information-seeking behavior of computing students from two private and two public higher education institutions (HEIs) in the Philippines. Toward this goal, a total of 338 computing students answered a validated questionnaire. Both sets of students agreed that they sought a little help from other people, usually from their other teachers/staff and classmates. It is found that YouTube is the most preferred, most perceived useful, and most satisfying educational learning materials (ELM) while e-books and print textbooks are the least utilized ELM. It can be concluded that computing students prefer ELM that could provide quick information. While ELM offers users convenience for information-seeking, it still has limitations that contribute to its inherent inconvenience. Implications are also offered.

This descriptive study determined the predictors that influenced the online academic self-concept of 484 computing students. It was shown the participants of this study did not experience technical barriers. However, they perceived they had an intermittent Internet connection. There was almost an equal number of participants in terms of access or lack thereof to a personal physical learning space for online classes. It was revealed they prefer to be assisted by their teachers or their classmates to understand the course content. They perceived online learning as more difficult than the face-to-face mode and they would achieve a lower grade in online learning. They had low perceptions of their abilities for coping with online learning and had a negative interest in it. Pearson correlation analysis showed academic self-concept in terms of abilities and interests had a significant moderate positive relationship with perceived online academic performance. Multiple regression analyses showed personal learning space and year level were consistent predictors of online academic self-concept. Recommendations and implications are offered.

Despite the call to develop culturally-aware educational technologies, very few studies were conducted in the Philippines. In order to contribute to this body of literature, this study has been conceived. This paper intends to model the “stag-and-hare” hunt behavior of students in the light of cultural orientation of the participants. It will use the interaction data that will be gathered through Ibigkas! Math – a mobile-supported collaborative learning application. Based on the developed model, the mobile application will be revised to make it more adaptive to students’ academic needs. The proposed methodology and future works are discussed.

This study employed canonical correlation analysis to determine which of the possible combinations of student, web portal design, and objective measure-related factors might influence both frequency and satisfaction of use of the web portal information services (WPIS). Data gathered from the two studies revealed that usability of WPIS is a combination of self-initiative, commitment, content, availability, speed, esthetics, ease of use, and effectiveness of WPIS. Thus, the null hypothesis stating that the predictor variable set cannot explain any of the variance of the dependent variables was rejected. It was concluded that the WPIS usability was more sensitive to design-related factors than the student-related factors. It was likewise shown that effectiveness is a design consideration and not a dimension of usability in the context of web portal. Further, it was disclosed that initiative and commitment and not external pressure influence the usability of WPIS. Limitations and recommendations were also offered.

This study reported the development of Equation Sensei -- a mobile-assisted learning application in mathematics. Equation Sensei allows students to input their own problems or to solve problems generated by the application. It is capable of providing step-by-step guide in solving linear equations. Hints are provided whenever a wrong step is encountered. However, hints concerning arithmetic and fraction errors are not detailed in the software. The software has the capability of detecting different solution sets in any given linear equation problem. It collects log activities such as time spent usage, hints used, posted problems, problems solved, and problems unsolved. Future research directions are also presented.

This descriptive study determined the attitudes of students towards Capstone Project. Toward this aim, it investigated whether significant differences existed in the attitudes of the Capstone Project students when grouped according to gender and the stage of the course they were enrolled in. Five hundred eight students answered the Capstone Project Attitude Scales. The respondents perceived that the Capstone Project was useful and they showed confidence towards the course. They perceived that the course was also fit for female students. Independent i-test, at 0.05 level of significance, showed that the students in the final stage of the course had a higher perception than those in the proposal stage concerning the usefulness of the course and they had higher confidence towards the course. Female students had a higher perception than the male students on the suitability of the course for the women. Furthermore, the female students in the final stage had a higher perception than the female students in the proposal stage regarding the suitability of the course for the women. Conclusions, limitations, and recommendations for future research were also presented.

This study developed a University web-based election system and determined the factors that could predict its usability. Specifically, it aimed to understand the role of trust in web-based election system usability. Three steps of hierarchical regression analysis on the 400 data samples showed that trust towards the system was a consistent predictor of web-based election system usability. It was also shown that technical aspects (i.e., reliability, aesthetics, and user-friendliness) of web-based election design factors, though significant predictors, did not have much impact on the usability of the software. Trust had the highest beta coefficient among the three factors indicating that it contributed most in the usability of a web-based election system. Further, the predictors could capture 90% of the usability design of the system. Thus, the null hypothesis stating that web-design related factors and trust towards the software, singly or in combination, do not predict web-based election system usability is partially rejected. Recommendations were also presented.