Conference Papers

A specialized photonic chip is demonstrated for unary European option pricing and quantum amplitude estimation is adopted to overcome classical computing bottlenecks. The chip achieves precise asset distribution modeling and prediction, significantly enhancing financial industry efficiency and services.

This paper explores the application of a framework for idea novelty in students’ discourse for knowledge building. Knowledge building promotes collaborative discourse among students and supports them in expanding collective community knowledge. However, students often go beyond the sharing of information, and they contribute novel ideas that are vital to deepening community knowledge and expanding collective inquiry. Novel ideas not only reveal the character and quality of the discourse but also show how the conversation may extend to deepen the understanding of a challenging topic. This study attempts to illuminate novel ideas from students as they engage in knowledge building using the analytical lens of novelty. Data analysis from exploratory analysis and multiple correspondence analysis revealed patterns of how students contribute novel ideas to sustain their conversation. Utilizing advanced Machine Learning techniques, this study effectively identified and quantified patterns of idea novelty and complexity in student discourses, enhancing the understanding of collaborative knowledge construction.

In an era where data reuse is increasingly central to research efficacy, this study delves into the granularity of data-centric work tasks and addresses task goals, the challenges researchers encounter (i.e., the gaps), and the essential resources for these tasks. Utilizing a systematic literature review, we articulate a classification framework that identifies four distinct goal families and twelve goal categories. Within the goal families of “Research” and “Data”, goals are further characterized as either exploratory, confirmatory, or balanced. Our results demonstrate that the nature of goals has implications for how researchers anticipate gaps and resources. Specifically, those with more defined (confirmatory and balanced) goals predict the hurdles they will face and are proactive in identifying resources, whereas those with exploratory goals show less foresight in challenges but seek a wider range of potential resources. This study enhances our understanding of the complex interplay among goals, gaps, and resources in data-centric research tasks, offering avenues for more targeted research support services.

Serious games have showcased tremendous potential in transforming the way we teach and learn. This paper explores the potential affordances of Augmented Reality (AR) game-based learning, specifically in the context of preserving school heritage. The AR game-based learning experience is proposed to increase students’ knowledge of their school’s heritage. By incorporating digital technology and story-telling, the game is also proposed to make the subject of school heritage more tangible for the enhancement of learning. The study involves 10 students playing an AR adventure role-playing game (RPG) which uses device location within the campus of Hwa Chong Institution, Singapore, to trigger in-game events. To assess the effectiveness of the AR game-based experience as a medium for learning, a general survey is used to collect feedback about the gameplay experience, while a Situational Interest survey collects data about participants’ situational interest, which emerges in response to the learning environment created, using the Situational Interest Scale (Chen et al., 1999). Results confirmed a positive correlation between players’ situational interest and absorption of information, shed light on the significance of game design elements in influencing the gameplay experience, and pointed to specific rooms for improvement for future AR game-based learning environments. It is hoped that this paper will contribute to an understanding of the wider effectiveness of game-based learning environments in educational contexts.

In this paper, we analyze a case of teacher-cross-community collaboration and knowledge-building professional development in an online space named Metaspace. Teachers from multiple regions of two countries, China and Singapore, shared their knowledge-building practices and student artifacts in metaspace. The analysis of teacher interviews illustrated how the metaspace design enhanced the professional development of teachers as a collaborative infrastructure. Researchers identified salient themes to review a more conceptual understanding of teacher knowledge-building, professional development, and network-building as a multi-level dynamic process.