201901 Hokkaido Conference Proceedings (SS)

Psychology (1) / Communication (1) Wednesday, January 23, 2019 08:45-10:15 Lailic Session Chair: Prof. Yenming J Chen ISSSM-0301 Affection Assessment Using Non-Contact Photoplethysmogram Multi-Source Dynamics Yenming J Chen︱National Kaohsiung University of Science and Technology Wen-Hsien Ho︱National Kaohsiung University of Science and Technology ISSSM-0277 Assessing the Classroom Acoustical Environment on Drapery Installation: The Experimental Study Pasit Leeniva︱Bangkok University ISSSM-0344 Using Bifactor Exploratory Structural Equation Modeling to Evaluate the General and Specific Components of Problematic Internet Use Ching-Yun Yu︱University of Taipei Tsung-Jen Chang︱University of Taipei ISSSM-0290 Boosting Older Adults' Cognitive Functioning and Psychological Well-Being via the Chinese Tea Ceremony: A Preliminary Study Man Yee Ho︱City University of Hong Kong ISSSM-0286 Profile of the Proponents and the Determinants of a Successful Project in Japanese Crowdfunding Masako Nakamura︱Tokyo City University 48

ISSSM-0325 Behavioural Change: A Preliminary Study within a School Krishnasamy Susila︱Temasek Polytechnic Loh Gin Hin︱Temasek Polytechnic Leong Kok Fann︱Temasek Polytechnic ISSSM-0400 The Diversity of Naver News Articles on Me Too Movement in Korea- Based on the Theory of Resilience Na Young Kim︱Ewha Womans University Yun Jung Choi︱Ewha Womans University 49

ISSSM-0301 Affection Assessment Using Non-Contact Photoplethysmogram Multi-Source Dynamics Yenming J. Chen, Wen-Hsien Ho Department of Logistics Management, National Kaohsiung University of Science and Technology, Kaohsiung City, Taiwan E-mail: [email protected] Abstract Heart activities often reflect the physiological, pathological, and psychological state of a person. In a living space, unobtrusive monitoring is essential. Therefore, a low-cost remore photoplethysmography (rPPG) is used to measure heart movements in terms of simple devices, such as a facial camera. However, this method is also considered low-performance because it usually appears in poor signal strength, it is sensitive to illumination and motion variance, and it is difficult to capture the complex relations between cardiovascular contraction and the light reflection of hemoglobin concentration. On the same time, the psychological state in the mind of a person is subjective and subject to the narration of the person in experiment. Due to the above-mentioned noisy camera signals for PPG and possible mis-labeling in ambiguous fatigue states, the accurate assessment of fatigue through a casual installation of cameras is challenging. Existing PPG algorithms mostly focus on heart rate counting, lacking extensive discussion on wide range of physiological and psychological states. This study therefore aims to develop a robust fatigue index using a simple facial video. Robustness is considered a major contribution because we improve the containing algorithms to resist random motion and mis-labeling, that could significantly impair performance in previous studies. To confidently map the internal affection state of a person, we fuse multiple sources of rPPG to increase the sensitivity and specificity of the assessment. Based on our previous work on acquiring reliable signals, heart beating, breathing, and eye blinking can make the assessment more reliable and free of individual variation. The proposed algorithm was tested on a publicly available MAHNOB-HCI database. The experimental results demonstrate a superior reliability on assessing a person's mental state through a casually installed camera. In a moderate noisy situation, our approach matched the states of the subjects at least in 82%. Keywords: remote photoplethysmogram, boost regression, dynamic spatial warping ISSSM-0277 50

Assessing the Classroom Acoustical Environment on Drapery Installation: The Experimental Study Pasit Leeniva Department of Interior Architecture, School of Architecture, Bangkok University, Thailand E-mail: [email protected] Abstract This study is an experimental research, the objectives of which are to assess acoustical environment of a classroom and to examine the correlation between sound-absorbing surface area and three acoustical Indexes. The experiment took place in a large classroom with installed curtains. Variable of the study was the surface area of the curtain or Sound-absorbing Surface Area (SaSA). By controlling physical environment and sound simulation, the researcher changed the variables into four levels at 0%, 7.5%, 15% and 30% respectively in order to collect data about sound environment under three acoustical indices, namely, Background Noise Level (BNL), Reverberation Time (RT), and Speech Transmission Index (STI). Results showed that, when SaSA increases, BNL and STI move nearer to the standard level. The average RT was within the standard for the large-size classroom. Considering correlation between SaSA factor and BNL, RT, STI, it was found that each factor was highly correlated with 99% statistical significance. SaSA and STI were positively correlated, while SaSA and BNL & RT were negatively correlated. Moreover, the research found that BNL RT and STI were also correlated to each other at 99% statistical significance. It can be concluded from the study that installation of the curtain covering 30% of the total surface area of the room resulted in a suitable level acoustical environment of the class and produced good and clear level for speech communication. Keywords: Acoustical environment, Drapery installation, Curtain, Background noise level, Reverberation time, Speech transmission index 1. Background The physical environment of a classroom is an important factor affecting the acoustical environment of the room (Klatte and Hellbruck, 2010; Paradis, 2014). Factors of a room include the spatial component factors such as floor, walls, ceiling, as well as voids, doors, windows, furniture and room facilities. These factors affect acoustical characteristics and lead to either lively or deadly sounds. Another vital physical environment factor is sound absorption (Nijs and Rychtarikova, 2011; Leeniva and Upala, 2017a) which is dependent on the sound-absorbing surface area of that room. Therefore, suitable physics of sound in a room are dependent on changing of the sound-absorbing surface area (Bistafa and Bradley, 2000; Leeniva and Upala, 2017b). This rationale is the basis of this research, as shown in Figure 1. 51

The research questions are 1) what are the effects of drapery installation on room acoustical characteristics? And 2) which levels of sound-absorbing surface areas produce acoustical environment within the standard? These two questions have shaped the objectives of this research, that are, assessing acoustic environment when changes are made to the Sound-absorbing Surface Area (SaSA), and to examine the correlation, if any, between SaSA and three acoustical indices including Background Noise Level (BNL), Reverberation Time (RT), and Speech Transmission Index (STI). Fig. 1: Research conceptual framework 1.1 Acoustical Quality in a Class with Drapery Installation In arranging a classroom, one should pay attention to speech communication which is required for most teaching and learning activities. Speech communication is also vital for exchanging information for better communication and thus, understanding, between teachers and learners. Good sound quality, therefore, will help promote the effectiveness of learning activities. However, sound quality within a room is the result of the physical environment of the room itself. Physical environment, in turn, depends on the floor, walls, ceilings, and other factors within a room (Paradis, 2014; Zannin and Marcon, 2007). Most public universities in Thailand face the problem of the reverberant condition of class (Leeniva and Upala, 2017a) mainly due to the surface materials being chosen without consideration of sound absorption ability. The problem results from the use of materials that are easy for caring and cleaning, for example, smooth-surface materials, which negatively affects the acoustical environment. However, a sound absorbing material found in almost every classroom is a curtain or window light filter. Most curtains have the sound absorption coefficient between 0.4 and 0.7 depending on thickness of the material (ISO 354, 2003; Pieren, et. al., 2016) The previous study of Pieren and et al. (2016) studied the relationship between curtain and sound absorbing ability through a model which predicts Sound Absorption Coefficient of the curtain. The research concluded that fabric type and density affect sound absorption. Other significant factors include a method of installation and Sound-absorbing Surface Area. The finding is 52

consistent with that of Alonso and Martellotta (2016) which used Geometrical Acoustic (GA) software to study effects of drapery installation. They found that hanging curtains freely produces better sound absorption than fixing them to the wall. The study, however, was conducted through the semi-empirical approach in order to obtain empirical data while acoustical environment assessment should be done using in-field measurement. 2. Methods This study is an experimental research within a room with controlled physical environment factors and sound simulation. The experiment was divided into three steps: Step 1) Preparation for testing: the area of the room is approximately 288-566 cubic meters or the area for approximately 100-120 seats. In the room installed air-conditioners, with closed doors and windows in order to prevent external noises. There were no students or ongoing activities in the room, adjacent space, and space nearby. In addition, Impulse noise and STIPA signal were simulated from a sound generator, the position and the loudness of which were controlled. Step 2) Room acoustical measurement: involving the assessment of Acoustical environment using three acoustical indices, namely, Background Noise Level (BNL), Reverberation Time (RT), and Speech Transmission Index (STI). The changes of characteristics were the results of the of the Sound-absorbing Surface Area (SaSA) variable such as materials of the curtain. The findings were obtained by changing the surface of the curtain in 4 different levels at 0%, 7.5%, 15%, and 30% of the total surface of the room. Step 3) Data analysis: data analysis is divided into 2 parts: 1) comparative analysis of BNL, RT, and STI given the change of SaSA between 0% - 30%, the results of which were compared to the standard of each index; 2) Statistical analysis of correlation between SaSA and BNL, RT, and STI indices; and conclusion of research findings. 2.1 The Classroom for Experimentation The area of the room used in this experiment is approximately 288-566 cubic meters according to the standard of the American National Standards Institute (ANSI S12.60, 2002). The researcher implemented purposive sampling method by determining the following qualifications of the area: 1) shoe-box shaped room 2) volume of 288-566 cubic meters 3) the room is used lecturing 4) closed environment with installed air-conditioners installed, and 5) SaSA can be increased or decreased by 0 – 30% of the total room surface. The class used in this experiment is located in the area of the Faculty of Architecture of King Mongkut's Institute of Technology Ladkrabang (KMITL) which is a public university. The 53

volume of the room is 428.34 cubic meters (8.80 meters width, 14.75 meters depth, and 3.30 heights). It is categorized as ‘large’ according to ANSI and has a square shape or shoe box shape. The surface material of the room is the same as that of a lecture hall of most other public universities (Leeniva and Upala, 2015), that is, the choice of material which is easy for caring and cleaning such as terrazzo or smooth and glossy tiles, smooth-plastered ceiling and smooth-plastered walls or glass. Fig. 2: The large-size classroom for experimentation The pros of the aforementioned materials have are that they are easy to clean and care for. On the other hand, these materials do not have sound-absorbing characteristic and have a very low sound absorption coefficient (Larm, et. al., 2004). There is no sound absorbing materials on the walls or the ceiling of the room; only the curtains have such a characteristic. This type of curtain – the 18 ounces per yarded square fabric – is widely used in universities and have sound absorbing coefficient of 0.55-0.70 within the range 500-2000 Hz. of frequency (ISO 354, 2003; Pieren, et. al., 2016; Alonso and Martellotta, 2016) The class used for the experiment and data collection is shown in Figure 2. In adjusting Sound-absorbing Surface Area (SaSA), the researcher increased or decreased the number of curtains, as shown in Figure 3. SaSA was adjusted in 4 levels: 1) 0% means the room with no curtains, 2) 7.5% means the room with curtains hanged onto the wall at the back, 3) 15% means the room with curtains hanged onto the back wall and the back part of the side wall, and 4) 30% means the room with curtains hung onto the back and cover all area of the side wall. 54

Fig. 3: Fours levels of Sound-absorbing Surface Area (SaSA) Note. SaSA1=0% drapery installation, SaSA2=7.5% drapery installation, SaSA3=15% drapery installation, and SaSA4=30% drapery installation 2.2 Room Acoustical Measurement Room Acoustical Characteristics indicates three sound indices, namely, Background Noise Level (BNL), Reverberation Time (RT), and Speech Transmission Index (STI) (Zannin and Marcon, 2007). These indices have been held the standards in many countries such as the United States, Germany, France, and Brazil. In Thailand, the Public Control Department refers to the standard of American National Standards Institute (ANSI S12.60). Standard values of the indices for the large-size classroom are shown in Table 1. Table 1: Standard values of the acoustical indices Acoustical indexes Value Standards Years of definition ANSI S12.60 2002 Background Noise Level (BNL) 35 – 40 dBA ANSI S12.60 2002 IEC 60268-16 ed.4 2011 Reverberation Time (RT) < 0.7 second Speech Transmission Index (STI) > 0.60 Background Noise Level (BNL) or Ambient Noise is the value measuring the loudness of sound in the room in which there were no ongoing teaching and learning activities. An international standard of the unit used to express loudness of sound is A-weighted decibels (dBA). As for BNL value, the standard is 35-40 dBA according to the ANSI S12.60 standard for the large-size classroom. Yet, BNL of a classroom should not exceed 70 dBA. The BNL value may be affected by the external surroundings such as traffic, adjacent space or space nearby (ANSI S12.60, 2002) and in particular sounds from the internal environment such as sound from air-conditioning system, electronic system, as well as reverberation and echo. 55

Reverberation Time (RT) refers to the time period of reverberation of a sound in a room. It is measured in seconds. The term is shortly called RT60. RT60 refers to a method of measurement by which a sound at 60 dBA is generated by increasing the level of BNL of the room, then start timing until the sound fades and reverts back to its normal level. RT of a large-size class should not exceed 0.7 seconds (Fuchs, et al., 2001). Factors affecting RT include the volume of the room and its degree of sound absorption (Cabanaugh and Wikes, 1998). Speech Transmission Index (STI) is the index which indicates speech transmission quality. STI values fall between 0 and 1, with 0 meaning bad intelligibility of speech and 1 meaning excellent intelligibility. Meanings of each STI value can be seen from picture 2. Suitable STI values for a classroom should be at least 0.6 (IEC 60268-16, 2011; Sala and Viljanen, 1995). Factors affecting STI value include loudness, the level of background noise, and Reverberation Time in the classroom. 2.3 Tools and Equipment In measuring the BNL, RT, and STI values of this study using a mobile phone application named SPL APM tool and iSTI respectively. The application allowed for sound assessment through Dayton iMM-6 Calibrated Measurement Microphone. The international reference standard used by this application and of the microphone has been approved by the International Electrotechnical Commission (IEC), as can be seen from Table 2 showing details of the devices, the applications used for sound analysis and their details, as well as the reference standard. Other devices used for on-site data collection include adjustable microphone stand, loudspeaker stand, windscreen, recording form, computer, and mobile phone (iphone5s, iOS operating system version 9.3) Table 2: Sound measurement devices and applications for sound analysis Instruments and software Specification and details Standard or Certified Sound generator (Speaker) Roland, 6.5” neodymium speakers *2, European Directive 89/336/EEC 40 – 140 dBA, wide dynamic range, and flat eq. Dayton, iMM-6 iDevice Calibrated Measurement Microphone, Microphone (Receiver) for use with iOS, a true omnidirectional pattern with IEC 60268-4 calibrated flat frequency response BNL measurement SLA v2.2 by Toon.LLC, iOS application IEC 61672-1; 2013 & JIS C 1509-1 RT measurement APM Tool v2.0 by Suonoevita, iOS application IEC 61672 & ISO 3382 STI measurement iSTI by Embedded acoustics, iOS application IEC-60268-16; 1998 Guidance for sound generator installation and the measurement point: the point at which the sound generator was installed was marked by measuring the distance between the generator and 56

the position at which teacher stands, that is, in the middle of the room at the 1.50 meters high. The position at which the receiver was installed was marked by measuring the height from the ear-level of students sitting in a lecture, that is, at 1.20 meters high. Nine points of measurement were set around the room, with those near the wall being set 1.00 meters from the wall. Data collection was carried out in the afternoon during which there was no learning activities, no students in each building, and no other ongoing activities in the adjacent or nearby area. The weather at the time of data collection was normal; there was no rain, thunder, or strong wind. 3. Results 3.1 Comparative Analysis of Background Noise Level (BNL) The assessment of the BNL values of the classroom was conducted when there were no activities---air-conditioners and electricity were off, with closed doors and windows. For a large-size classroom (288-566 cubic meters), BNL value should be within the period of 35-40 dBA according to the ANSI S12.60 standards. Fig. 4: Comparing BNL and SaSA obtained from four different settings From Figure 4, it can be seen that the average BNL is 45.3 dBA in the room with no SaSA (SaSA 1), with the maximum value at 45.9 dBA. The background noise results from the surroundings such as traffic and birds singing. When SaSA increases, the BNL value decreases significantly to the lowest level at 3.8 decibels or approximately by 9.03%. In other words, with 30% level of SaSA in the room, the average BNL value is 42.6 dBA. However, the loudness of the sound is not within the standard range of 35-40 dBA. It can be concluded from the above information that an increase of SaSA of curtains lowers the background noise level. In a room with curtains covering 30% of the total surface area, background noise level can be decreased up to 10%. A room which produces a BNL value within the standard, therefore, requires an increase in the ability of the room to absorb sound, which can 57

be increased by other means such as changing flooring materials and using upholstered furniture. 3.2 Comparative Analysis of Reverberation Time (RT) In measuring RT value, the researcher simulated impulse noise by using balloon burst sound at BNL+60 dBA level. Then, the RT value was assessed using a smartphone application (APM tool V.2) via Calibrated Measurement Microphone. The unit of measurement is in seconds. The standard RT values for a large-size classroom should not (ANSI S12.60, 2002). The finding obtained for RT values was similar to that obtained for BNL values; that is, an increase of SaSA leads to a decrease of the reverberant condition. Fig. 5: Comparing RT and SaSA obtained from four different settings As can be seen from Figure 5, when SaSA in the room is at 0% level, the RT average RT value is as high as 1.45 seconds which is two times higher than the standard. With an increase of SaSA, the RT value decreases as a result. When SaSA of the room is at 30% level, the RT values met the standard for 0.7 seconds. From the above findings, it is clear that SaSA of a room affects the reverberant condition of the room significantly. The RT value decreases by 24% given SaSA at 7.5% level (SaSA 2) and can be reduced further to 59% given SaSA at 30% level (SaSA 4), In addition, the increase SaSA of the 3 walls results in the RT value of the room within the standard range. 3.3 Comparative Analysis of Speech Transmission Index (STI) Figure 6 clearly shows patterns of STI values. It can be seen that the 4 patterns are similar – the nearer position to the speaker gives a higher degree of intelligibility. Such intelligibility fades as we move further. It is therefore obvious that SaSA effects STI value, as can be seen, from SaSA 2. When there is SaSA at the back of the room, the STI value increases significantly. An 58

interesting point, however, is that the STI value is low at the right side of every picture - this is the position where air-conditioners are. Air-conditioners, therefore, affect background noise level which, in turn, affects intelligibility level within the room. Table 3 shows that the STI value of the room with no SaSA (SaSA 1) is 0.48, which means “poor” or quite “bad” intelligibility. When increasing SaSA, the average of STI also increases. When the SaSA of the room is increased to 30% level, the average STI value is 0.58 with the maximum level at 0.66 which is still within the standard for the classroom. Fig. 6: Comparing STI of four different SaSA levels using contour map 59

Table 3: Showing STI values are given four different SaSA levels SaSA types Percent of Absorbing STI values SD Surface Area Maximum Minimum Average 0.037 0.48 0.033 SaSA 1 0% 0.44 0.57 0.54 0.046 0.50 0.61 0.55 0.041 SaSA 2 7.5% 0.50 0.64 0.58 0.54 0.66 SaSA 3 15% SaSA 4 30% Note. SaSA=Sound-absorbing Surface Area 3.4 Correlation Analysis Pearson correlation analysis is a statistical method used to test the correlation between SaSA and three acoustical indices (BNL, RT, & STI). It employed 99% statistical significance level (*p <.01). From Table 4 and Figure 7, a clear correlation between variables can be observed. SaSA factor is highly correlated to the three acoustical indices (BNL, RT, & STI). The observed findings are statistically significant at 99% level and can be divided into variables which are negatively correlated and variables which are negatively correlated to STI (r=0.680). On the one hand, increasing SaSA in the room leads to higher speech intelligibility. On the other hand, the SaSA variable is negatively correlated to BNL (r=-.700) and RT (r=-.837). From this, it can be explained that increased SaSA results in decreased background noise level and reverberant condition. Table 4: Showing STI values are given four different SaSA levels Variable SaSA BNL RT STI 1 Sound-absorbing Surface Area SaSA 1 1 1 Background Noise Level BNL -.700** .622** -.596** Reverberation Time RT -.837** -.791** Speech Transmission Index STI .680** **. Correlation is significant at the 0.01 level (2-tailed). Considering the three acoustical indexes, it is found that they affect each other and their correlations are statistically significant at 99%. RT and BNL are highly positively correlated (r=.622), meaning that when reverberation time increases, background noise level in the room also increases. In contrast, RT and STI (r=-.596) are negatively correlated, meaning that when reverberation time in room increases, speech intelligibility decreases. The same applies to the correlation between BNL and STI (r=-.791). In other words, if one requires higher speech intelligibility, one should decrease reverberation time and background noise. 60

Fig. 7: Scatterplot-matrix showing correlations between SaSA and BNL, RT & STI 4. Conclusion and Implications This experimental research aimed at studying effects of the drapery installation on the acoustical environment of a room. The study was conducted with objectives to examine acoustical environment or a large-size classroom with drapery installation and to analyze relationship and correlations between Sound-absorbing Surface Area (SaSA) and the three acoustical indices: Background Noise Level (BNL), Reverberation Time (RT), and Speech Transmission Index (STI). The room used for the experiment is a lecture room of a public university. Controlled variable in this experiment was SaSA of curtains, which were changed into 4 different levels: at 0%, 7.5%, 15%, and 30% of the total surface area of the room. The in-field acoustical measurement used a smartphone application through the calibrated measurement microphone. The research findings have been divided into two parts according to the research objectives. The first part was a comparative analysis of the three acoustical indices when adjusting SaSA. It was found that the three indices (BNL, RT, and STI) moved nearer to its standard values when SaSA increases and the RT index was within the standard when SaSA reached 30% of the total surface area of the room, while the STI index was within the standard only in some part of the room, and the BNL index exceeded the standard by a little. The second part was an analysis of statistical correlations between SaSA and BNL, RT, & STI. It was found that SaSA and the 3 indexes were highly correlated at 99% significance level. Moreover, the three indexes were also correlated between themselves. It can thus be concluded that both excessive background noise level and 61

reverberation condition of a room affect speech intelligibility. This research aimed at studying effects of drapery installation or sound-absorbing materials on wall – an area easy for installation and not costly. The findings of this study can be applied to other classrooms or other rooms with sound quality problems. However, one should bear in mind that sound absorption level can also be increased by other means such as increase SaSA on ceiling or floor, as well as choosing the right furniture, material, or decoration items, all of which require further research to gain better understanding of suitable acoustical environment for each objective for which a room is used. 5. References Alonso, A., & Martellotta, F. (2016). Room acoustic modeling of textile materials hung freely in space: from the reverberation chamber to ancient churches. Journal of Building Performance Simulation, 9(5). http://dx.doi.org/10.1080/19401493.2015.1087594. ANSI-S12.60. (2002) American National Standard - Acoustical performance criteria, design requirements, and guidelines for schools. Bistafa, S., & Bradley, J. (2000). Reverberation time and maximum background noise level for classrooms for a comparative study of speech intelligibility metrics. The Journal of Acoustical Society of America, 107(2), pp: 861-875. http://dx.doi.org/10.1121/1.428268. Cabanaugh, W., & Wikes, J. (1998). Architectural Acoustics: Principles and Practice. New York: John Wiley & Sons, pp: 21-22. Fuchs, H., Zha, X., Zhou, X., & Drotleff, H. (2001). Creating low-noise environments in communication rooms. Applied Acoustics, 62, pp:1375-1396. IEC 60268-16 4th ed. (2011). Examples of STI qualification bands and typical applications. International Electrotechnical Commission. ISO 354 (2003). Acoustics – measurement of sound absorption in a reverberation room. Klatte, M., & Hellbruck, J. (2010). Effects of classroom acoustics on performance and well-being in elementary school children: A field study. Proceedings of the Internoise 2010, Lisbon, Portugal. Retrieved from http://www.spacustica.pt/internoise2010. Larm, P., Keranen, J., Helenius, R., Hakala, J., Hongisto, V. (2004). Acoustics in open-plan offices-A laboratory study. Proceedings of the Joint Baltic-Nordic Acoustics Meeting, pp: 2021-2025. Leeniva, P., & Upala, P. (2015). Integration of psychoacoustics and activities in learning environment. Proceedings of the European Network for Housing Research (ENHR), Lisbon, Portugal. Leeniva, P., & Upala, P. (2017a, January). Evaluation of sound absorption performance of large lecture rooms in public university. Proceedings of the International Symposium on Social Sciences and Management, ISSSM 2017, Hokkaido, Japan, pp: 366-377. Leeniva, P., & Upala, P. (2017b). Model of Thailand Speech Intelligibility (T-SI) in the Large 62

Classrooms from Public University. Asian Social Science, 13(7), pp: 69-82. https://doi.org/10.5539/ass.v13n7p. Nijs, L., & Rychtarikova, M. (2011). Calculating the optimum reverberation time and absorption coefficient for good speech intelligibility in classroom design U50. Acta Acustica united with Acustica, 97(1), pp: 93-102. https://dx.doi.org/ 10.3813/AAA. 918390. Paradis, R. (2014). Acoustic Comfort. Washington, DC: National Institute of Building Sciences, Whole Building Design Guide. Pieren, R., Schäffer, B., Schoenwald, S., & Eggenschwiler, K. (2016). Sound absorption of textile curtains – theoretical models and validations by experiments and simulations. Textile Research Journal, 86(17). http://dx.doi.org/10.1177/0040517516673337. Sala, E., Viljanen, V. (1995). Improvement of acoustics conditions for speech communication in classrooms. Applied Acoustics, 45, pp: 81-91. Zannin, P. H., & Marcon, C. R. (2007). Objective and subjective evaluation of the acoustic comfort in classrooms. Applied Ergonomics, 38, pp: 675-680. 6. Acknowledgement Researcher would like to highly acknowledge Bangkok University, my fund sponsor. I would also like to thank my project advisor and the acoustic specialist team that provided knowledge and understanding in data collection and analysis. Furthermore, I would like to acknowledge and send my regards to KMITL, which provided support for data collection and locations until completion. 63

ISSSM-0344 Using Bifactor Exploratory Structural Equation Modeling to Evaluate the General and Specific Components of Problematic Internet Use Ching-Yun Yua, Tsung-Jen Changb a Department of Psychology and Counseling, University of Taipei, Taiwan b Department of Education, University of Taipei, Taiwan E-mail: [email protected] a, [email protected] Abstract Davis (2001) proposed a cognitive-behavioral model of problematic internet use (PIU) and developed the Online Cognition Scale (OCS) (Davis, Flett, & Besser, 2002) with 36 items to measure the maladaptive cognitions caused by the excessive use of internet. The OCS had four dimensions: Diminished Impulse Control, Social Comfort, Distraction, and Loneliness/Depression, and these four subscales could be summed up to present a general score of PIU. Since then, the cognitive-behavioral model of PIU has gained growing popularity both in diagnosis and in therapy using the cognitive-behavioral approach (Przepiorka, Blachnio, Miziak, & Czuczwar, 2014, Blachnio, Przepiorka, Hawi, 2015). The study aims to assess the psychometric properties of the modified scale of OCS, and to investigate its general and specific components using bifactor exploratory structural equation modeling (bifactor-ESEM)(Morin, Arens, & Marsh, 2016). In Study 1, we administered the modified version of OCS to 289 fifth graders in the north region of Taiwan. Study 2 comprises a total of 2056 fifth graders sampled from 28 randomly selected schools within four regions (north, south, middle and east) based on the ratio of student population in each region. A stratified clustered sampling method was conducted to gather the data. We applied the bifactor-ESEM approach to analyze the two samples and compare it to other approaches, such as confirmatory factor analysis (CFA) and ESEM. Findings from both samples were similar. A bifactor-ESEM model with one-general and four-specific components presented a satisfactory fit to the data, and a general PIU score had high reliability and validity. Based on the results, practical suggestions for using the modified OCS and methodological suggestions for conducting factor analyses were provided. Keywords: Bifactor model, Exploratory structural equation modeling, Online cognition scale, Problematic internet use References Błachnio, A., Przepiórka, A., & Hawi, N. S. (2015). Exploring the Online Cognition Scale in a Polish sample. Computers in Human Behavior, 51, 470-475. Davis, R. A. (2001). A cognitive-behavioral model of pathological Internet use. Computers in human behavior, 17(2), 187-195. 64

Davis, R. A., Flett, G. L., & Besser, A. (2002). Validation of a new scale for measuring problematic Internet use: Implications for pre-employment screening. Cyberpsychology & behavior, 5(4), 331-345. Morin, A. J., Arens, A. K., & Marsh, H. W. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling: A Multidisciplinary Journal, 23(1), 116-139. Przepiorka, A. M., Blachnio, A., Miziak, B., & Czuczwar, S. J. (2014). Clinical approaches to treatment of Internet addiction. Pharmacological Reports, 66(2), 187-191. 65

ISSSM-0290 Boosting Older Adults' Cognitive Functioning and Psychological Well-Being via the Chinese Tea Ceremony: A Preliminary Study Man Yee Ho City University of Hong Kong E-mail: [email protected] Abstract Objective To investigate the effect of practising Chinese tea ceremony on the enhancement of cognitive functioning and psychological well-being among older adults in Hong Kong. Method Seventeen healthy older adults recruited from elder centers participated in a 4-session Chinese tea ceremony workshop. Pre-post measures on cognitive functioning and emotional well-being were used to examine the effect of practising Chinese tea ceremony on cognitive and emotional variables. Results The results of paired sample t-test revealed that there were a significant different between pre- and post-measures on cognitive functioning and emotional well-being. Specifically, older adults showed enhanced cognitive functioning and better emotional well-being after they practised Chinese tea ceremony. Conclusion hinese tea ceremony appears to be an effective strategy on healthy ageing. In particular, this innovative and culturally relevant strategy may be protective against cognitive ageing and decline, as well as boosting emotional wellness among older adults in Asian cultures. Keywords: Cognitive functioning, Psychological well-being, Chinese tea ceremony, Older Adults 66

ISSSM-0286 Profile of the Proponents and the Determinants of a Successful Project in Japanese Crowdfunding Masako Nakamura Faculty of Informatics, Tokyo City University, Japan E-mail: [email protected] 1. Background Crowdfunding (CF) has become a popular way for entrepreneurs, non-profit organizations, and local governments to gather financial support, leading researchers to investigate the factors behind successful CF proposals in various countries, including Japan (Mollick, 2014; Wang et al., 2018; Uchida, 2018). In addition to being a financial technology, CF can also be considered a communication and mobilization tool. This is because, as a platform that connects people, it has the potential to maintain and facilitate existing social networks and build new communities (Nakamura, 2017). Agrawal et al. (2015) pointed out geographical proximity as an important determining factor in the decision to support a project. Lin et al. (2014) also insisted that the proponent’s social capital influences the outcome of a project. Using interview methods, other researchers have found that proponents of CF projects intend not only to attain a financial goal but also to increase their motivation, establish good relationships with supporters, and obtain social approval (Gerber & Hui, 2013; Mollick, 2014b). On the other hand, supporters have motivations beyond getting some return; they support projects to help others and strengthen their ties with communities (Gerber & Hui, 2013). Bitterl and Schreier (2016) pointed out that supporters sometimes increase their commitment to projects through activities other than donating money. There are over 100 crowdfunding websites (CFs) in Japan comprising several types of services. General CFs accept various types of proposals, such as philanthropic or social value initiatives, projects for the city and community, development of new products, music, anime, arts and entertainment, donations for science research expenses and support for personal projects and challenges. Specialized CFs accept one or a few of the categories above. Although it is believed that some people use two or more CFs, this pattern of user behavior has not yet been clarified (Gleasure, 2013). Moreover, researchers tend to use quantitative data from one specific CFs, such as Kickstarter. However, in order to focus on the social and communication aspects of CF, it is necessary to 67

access the users themselves. 2. Methods Respondents who had experience using CFs as proponents and/or supporters were recruited in the large-scale online survey panel of a Japanese research company. Since data on supporters were previously analyzed in Nakamura (2018), this analysis comprised data on proponents. The survey was conducted from May 11 to May 13, 2018. Valid data included 999 individuals, of whom 376 had proposed a project at least once. Respondents were asked to answer several questions regarding demographics, CF-related experiences, and personal opinions on various aspects of CFs. The objective of this analysis was twofold. First, we endeavored to provide an overview of the actual state of the proponents of Japanese CFs. Second, determinants of a successful CF project were investigated. The following dependent variables were examined: the attainment of target amount, satisfaction with project results, and eagerness for future proposals. 3. Results 3.1 Overview of Japanese Crowdfunding Proponents 3.1.1 Overlap Between Proponents and Supporters There was considerable overlap between CF proponents and supporters (See Table 1). We tend to consider proponents and supporters as different clusters of people. However, this survey revealed that over twenty percent (21.6%) of the respondents have experience both in proposing their own projects and in supporting others’ proposals. In a previous similar survey, Uchida (2018) also pointed out that there is a certain number of users who participate in CF on both sides; in his report, this ratio was around ten percent. Our data confirm a cluster of such kinds of participants. There may be a reciprocal relationship among proponents (Obata, Hatayama, & Nakamura, 2016). 3.1.2 Repeated Use of CFs Forty-six percent of the proponents used a CF only once, which means that more than half of the proponents were repeat users. There are 65 persons (17.3%) who posted projects five times or more. Fifteen percent of the proponents started crowdfunding in 2015, and an additional 15% in 2016. Seven percent also started in 2018 (up to May). Thus, proponents are rapidly increasing in Japan. 3.1.3 Major Categories and Preferred CFs The most frequently chosen CF category by proponents and/or supporters was “new product development” (39.7% of total respondents), followed by “philanthropy” and “community support.” Each of these three categories was chosen by over 30% of the respondents in a 68

multiple-answer (MA) section of the survey (N=999). Though general CFs were the most popular, local CFs were chosen by around one fifth of the proponents. 3.1.4 Target Setting and Attainment Compared to Kickstarter statistics, Japanese CF proposals set lower target amounts. Among the respondents who remembered their target amounts, around one-fourth (24.7%) set them under a hundred thousand yen (approximately 890 USD) and only 10.3% set it over one million yen (approximately 8900 USD), while the average target amount of projects on Kickstarter is 9400 USD. On the other hand, a greater ratio of proponents of our survey succeeded in achieving their targets compared to Kickstarter proponents. Though the success ratio shown in Kickstarter statistics is 36.4%, this survey obtained 48.7%. Since failures have a highly negative impact on their reputation in the community, Japanese people tend to be very cautious about projects. This may be the reason why the average target amount set for CF projects in Japan is lower than in other countries. Furthermore, in contrast to previous studies, target amount and success rate were not statistically related in this study (See Table 2). 3.1.5 Efforts to Gather Support Online and Offline Previous studies focused mainly on the online behavior of CF users. However, our research investigated both online and offline activities. In addition to their various online efforts, such as enhancing the content of pledge pages, updating reports frequently, and posting comments on social networking services (SNS), proponents also strive to achieve their goals with offline actions. They often ask people to support their projects face-to-face and sometimes address the importance of the proposals during gatherings (See Table 1). Nakamura (2017) reported that some of the local CFs (community specialized CFs) hold meetings for their users, thus giving them opportunities to appeal for funding in person and direct efforts to get support in the real community. 3.1.6 After the Campaign We asked the proponents if there was any effect or change as a result of holding a CF project. Only one fifth of them said “nothing” (20.8%). Four out of five felt that something changed after experiencing a campaign. Thirty one percent of the proponents maintained contact with supporters. Around thirty percent (27.5%) also admitted that the project reinforced their motivation. Moreover, a certain number of respondents developed a better relationship with supporters, and one out of nine made new friends during the campaign. However, 5.7% declared that their relationship with some people worsened (See Table 1). 3.2 Determinants of Relevant Variables Multiple regression analysis was used to investigate three dependent variables – attainment of 69

target amount, satisfaction with project results, and eagerness for future proposals. Table 1: Overview of Japanese crowdfunding proponents 70

Experience with CFs Support only number percentage Proposal only 623 62.4 Both proposal and support 160 16.0 Total 216 21.6 999 100.0 Categories supported or proposed (MA) Philanthropy Community support 389 38.9 New product development 334 33.4 Art and entertainment 397 39.7 Support for someone 249 24.9 Othres 164 16.4 Total 13 1.3 999 100.0 Proposal categories (MA) Philanthropy Community support 103 27.4 New product development 110 29.3 Art and entertainment 123 32.7 Support for someone 67 17.8 Othres 46 12.2 Total 10 2.7 376 100.0 Type of CFs used for proposal (MA) General (grouped) Donataion 182 48.4 Local 32 8.5 Arts and sports 79 21.0 Proponent's site 28 7.4 Ohters 71 18.9 Total 5 1.3 376 100.0 Efforts made for success(MA) Adding content to pages Frequent page renewal 88 23.4 Face-to-face request 86 22.9 Approach in meetings 82 21.8 Request in SNS 82 21.8 Appeal to mass media 80 21.3 Instant reply 30 8.0 Communication with supporter 43 11.4 No efforts 37 9.8 Total 59 15.7 376 100.0 Project results New friends Reinforced motivation 49 13.2 Contact maintained with supporters 102 27.5 Better relationship with supporters 115 31.0 Worse relationship with supporters 73 19.7 No results 21 5.7 Ongoing campaign 77 20.8 Total *5 371 100.0 The independent variables were age and gender (demographic variables), social activities (participation in online and offline group activities and volunteer activity), offline target amount, proposal category, type of CFs used, staff organization (number of staff members, considering 71

whether the proponent worked alone, with other members, or as an organization), efforts made for success, and project results after the campaign. Table 2: Correlations between variables DEPENDENT VARIABLES abb. att sat future age gender goal cat1 cat2 cat3 cat4 cat5 Attainment of goal amount(8) att 1 Satisfaction with project results(5) sat 0.208** 1 Eagerness for future proposals(5) future 0.252**0.572** 1 INDEPENDENT VARIABLES Demographics Age(continuous) age 0.170** 0.004 0.065 1 Gender(2) gender -0.076 -0.031 -0.010 -0.112 1 Target amount Target amount(8) goal 0.077 -0.008 -0.079 0.072 -0.103 1 Proposal Philanthropy(2) cat1 -0.090 -0.212**-0.281** -0.064 0.106 0.015 1 categories Community support(2) cat2 -0.206**-0.169** -0.103 -0.106 0.031 0.057 -0.111 1 New product development(2) cat3 0.036 0.064 -0.049 0.063 -0.174**0.176**-0.216**-0.328** 1 Art and entertainment(2) cat4 -0.034 -0.041 -0.050 -0.073 -0.027 0.043 -0.080 -0.176** -0.139* 1 cat5 0.011 0.067 0.146* -0.091 0.044 0.002 -0.039 -0.108 -0.109 -0.003 1 Support for someone(2) CF1 0.056 0.028 -0.047 0.001 0.131* 0.073 -0.050 -0.018 -0.011 0.046 -0.048 CF2 0.131* 0.018 -0.036 0.124* -0.022 0.024 -0.012 -0.003 -0.066 0.062 -0.091 Donataion(2) CF3 -0.05 -0.015 -0.003 -0.043 0.073 -0.029 0.060 -0.115 -0.032 0.049 0.012 CF4 0.084 -0.048 0.031 0.183** -0.093 0.031 -0.039 -0.025 0.053 -0.003 -0.035 Type of CFs Local(2) used Arts and sports(2) Proponent's site(2) Staff Number of staff(4) staff 0.054 0.067 0.077 0.051 0.056 0.193** -0.098 0.081 0.070 -0.003 0.024 organization Efforts made Adding content to pages(2) effort1 -0.076 -0.398**-0.304**-0.132* 0.029 0.047 0.309** 0.036 0.054 -0.060 0.079 for success Frequent page renewal(2) effort2 -0.128*-0.187**-0.201** -0.036 -0.088 0.080 0.122 0.051 -0.044 0.118 0.150* Face-to-face request(2) effort3 -0.031 -0.200**-0.168**0.149* 0.048 -0.007 0.168** 0.076 0.017 0.002 -0.016 Approach in meetings(2) effort4 -0.089 -0.08 -0.059 0.028 0.062 0.190** 0.005 0.184** -0.026 0.011 -0.139* Request in SNS(2) effort5 0.063 -0.059 0.001 -0.009 0.016 0.133* 0.065 0.100 0.023 -0.008 -0.033 result1 -0.063 -0.414**-0.327** -0.045 0.005 0.032 0.413** 0.024 -0.016 -0.007 -0.011 New friends(2) result2 -0.185**-0.291**-0.293** -0.089 0.093 -0.007 0.037 0.234** -0.031 -0.070 0.053 Reinforced motivation(2) Contact maintained with result3 -0.135* 0.040 0.037 0.034 -0.042 0.051 -0.030 0.044 0.071 0.104 -0.172** supporters(2) Project results Better relationship with result4 0.154* 0.056 0.089 0.049 -0.031 0.144* 0.006 -0.028 -0.002 0.062 0.188** supporters(2) Worse relationship with result5 -0.056 0.061 0.007 -0.081 0.075 0.033 0.124* 0.047 0.062 0.100 0.095 supporters(2) DEPENDENT VARIABLES CF1 CF2 CF3 CF4 staff effort1 effort2 effort3 effort4 effort5 result1 result2 result3 result4 1 1 Donataion(2) -0.130* 1 Type of CFs Local(2) -0.051 -0.083 1 -0.097 -0.158* -0.061 used Arts and sports(2) Proponent's site(2) Staff Number of staff(4) -0.107 0.074 0.053 -0.037 1 organization Adding content to pages(2) -0.037 -0.048 -0.058 0.050 -0.082 1 0.020 0.005 -0.063 -0.047 -0.046 0.144* 1 Efforts made Frequent page renewal(2) -0.044 -0.059 0.038 0.097 0.070 0.033 0.030 1 -0.020 -0.029 0.031 0.028 0.112 0.011 -0.162** -0.006 1 for success Face-to-face request(2) 0.067 0.002 -0.057 -0.033 0.078 0.055 -0.006 0.078 -0.021 1 -0.082 0.079 -0.017 0.059 -0.047 0.503** 0.150* 0.178** 0.020 0.076 1 Approach in meetings(2) -0.011 -0.066 0.015 0.026 0.039 0.166**0.212**0.219** 0.064 -0.070 0.006 Request in SNS(2) New friends(2) 1 Reinforced motivation(2) Contact maintained with 0.047 -0.056 -0.052 0.088 -0.029 -0.092 -0.012 0.101 0.194** 0.023 -0.111 -0.300** 1 supporters(2) Project results Better relationship with -0.057 0.023 0.054 -0.077 0.217** -0.039 -0.058 0.067 0.047 0.232** -0.001 -0.097 -0.273** 1 supporters(2) Worse relationship with -0.065 0.034 0.163** -0.021 0.094 0.020 0.012 0.014 0.045 0.103 0.045 0.024 -0.113 0.075 supporters(2) Statistical significance: †=p>0.10, *= p>0.05, **=p>0.01, ***=p>0.001 The numbers of levels is within parenthesis. Coefficients above 0.300 are highlighted in yellow. Prior to the analysis, correlations between related variables were examined. Most independent variables were binary or dummy-coded. According to the result, some variables were dropped because of their high correlation with other independent variables (social activities, use of “General CFs”, and some of the efforts). However, because of the exploratory feature of this 72

analysis, we held some variables on purpose (See highlighted values in Table 2). Therefore, it is necessary to interpret the obtained partial correlation coefficients carefully. Data including at least one missing value in the variables were removed. 3.2.1 Determinants of Successful Attainment of Target Amount Respondents were asked to assess their attainment of target amounts according to an eight-graded rating system ranging from “200% or more” to “less than 25%.” As a result, the proposal categories were the most important variables, standardized coefficient of “community support” being the highest. Regarding efforts made for success, “frequent page renewal” tends to be important (significant only at a level of 10%). The total adjusted R-square was statistically significant but rather low (adjusted R square value was 0.087, p<0.01), which means that other factors tend to be more important to the success of a project. 3.2.2 Determinants of Satisfaction with CF The level of satisfaction of the proponents with project results was measured with a five-point scale. Surprisingly, the social and motivational results of the CF projects were more important for the satisfaction of the proponents than the financial success itself. The highest coefficient obtained was for the variable “new friends,” followed by “reinforced motivation.” Total adjusted R square value was 0.254 (p<0.001). 3.2.3 Determinants of Eagerness for Future Proposals Finally, the eagerness for future proposals was measured with a five-point scale. It depended mostly on the satisfaction level. As for eagerness, the proposal categories were also important. Respondents who chose “philanthropy” and “new product development” as CF categories were more eager to be proponents again. “Attainment of target amount” and “reinforced motivation” also had significant coefficients. Total adjusted R square value was 0.391 (p<0.001). Table 3: Determinants of the relevant variables Dependent variables Attainment of Satisfaction with Eagerness for target amount (8) project results (5) future proposals (5) standardized standardized Independent standardized coefficient coefficient variables coefficient 0.071 -0.032 0.012 -0.023 Demographics Age(continuous) -0.083 Gender (2) 0.067 -0.004 0.057 Target Target amount (8) -0.101 0.070 0.189 ** amount Philanthropy (2) 0.123 † 0.126 † 0.042 Community support (2) 0.273 *** 0.026 0.143 * Proposal New product 0.139 † 0.100 0.073 categories development (2) 0.104 Art and entertainment -0.037 -0.084 (2) Support for someone 0.002 (2) 73

Donation(2) -0.073 -0.002 0.076 Type of CFs Local(2) -0.124 † -0.017 0.074 0.001 used Arts and sports(2) 0.047 0.041 -0.031 -0.037 Proponent's site(2) -0.080 0.013 0.057 Staff Number of staff (4) -0.055 -0.054 0.139 * organization -0.027 -0.026 Adding content to -0.001 -0.025 pages(2) 0.119 * 0.435 *** Frequent page 0.115 † 0.391*** (N=257) Efforts made renewal(2) -0.002 for success Face-to-face request(2) Approach in 0.077 meetings(2) Request in SNS(2) -0.077 New friends(2) 0.385 *** Reinforced 0.265 *** motivation(2) Contact maintained 0.035 Project results with supporters(2) Better relationship with 0.016 supporters(2) Worse relationship with -0.107 † supporters(2) Target Attainment of target 0.108 † attainment amount(8) Satisfaction Satisfaction with project results(5) Adjusted R2 0.087** (N=257) 0.254*** (N=257) Statistical significance: †=p>0.10, *= p>0.05, **=p>0.01, ***=p>0.001. Although we have tended to believe that CF supporters and proponents are different clusters, our results indicate that we should consider the ecology of CF as being more complex than imagined. We cannot understand local human relationships without users’ individual data. Differences among the strategies of CF managers also need further consideration. As Nakamura (2017) noted, the ways of advising and assisting proponents differ between general and community-featured CFs. Although CF online systems are similar, it may be the invisible behind-the-screen communication efforts that make the difference. *This work was supported by JSPS KAKENHI, Grant Number JP16K04105. 4. References Agrawal, A., Catalini, C., & Goldfarb, A. (2015). Crowdfunding: Geography, social networks, and the timing of investment decisions. Journal of Economics & Management Strategy, 24(2), 253-274. Bitterl, S., & Schreier, M. (2016). More Than Just the Money: Psychological and Behavioral Consequences of Participating in Crowdfunding. ACR North American Advances. Gerber, E. M., & Hui, J. (2013). Crowdfunding: Motivations and deterrents for participation. ACM Transactions on Computer-Human Interaction (TOCHI), 20(6), 34. 74

Gleasure, R. (2013). Crowdfunding Research: A State of Islands. Workshop on Openness and Transparency Research (ICIS 2013) December 15, 2013, Milan, Italy Lin, Y., Boh, W. F., & Goh, K. H. (2014). How different are crowdfunders? Examining archetypes of crowdfunders and their choice of projects. (https://ssrn.com/abstract=2397571) Mollick, E.(2014). The dynamics of crowdfunding: An exploratory study. Journal of business venturing, 29(1), 1-16. Nakamura, M. (2017). Crowdfunding system as an artifact for empowerment of local citizen activities in Japan. in International Society for Cultural-historical and Activity Theory (ISCAR) 2017, Quebec (Canada) 2017.8.28-9.1 Nakamura, M. (2018). An empirical study of Japanese crowdfunding supporters on a large scale online survey. in the proceedings of National Conference of the Society of Socio-Informatics (SSI) 2018.9.9 in Shimane. Pp.189-192 (in Japanese) Obata, R., Hatayama, Y. & Nakamura, M. (2016) .Support networks for crowdfunding projects: Focused on community based crowdfunding websites. Journal of information studies, Tokyo City University Yokohama campus, no.17, 56-65 (in Japanese) Uchida, A(2018). An empirical study of project design in crowdfunding. in proceedings of the Spring National Conference of The Japan Society for Management Information (JASMIN) pp. 104-107 (in Japanese) Wang, N., Li, Q., Liang, H., Ye, T., & Ge, S. (2018). Understanding the importance of interaction between creators and backers in crowdfunding success. Electronic Commerce Research and Applications, 27, 106-117. ISSSM-0325 Behavioural Change: A Preliminary Study within a School Krishnasamy Susilaa, Loh Gin Hinb, Leong Kok Fannc a,b School of Applied Science, Temasek Polytechnic, Singapore c Asia Pacific Methods, Singapore E-mail: [email protected] a Background In 2016, a school within the polytechnic envisioned a structural and organisational change. Change is situational hence it can be handled but managing transitions is psychological and a challenge (Baum, 2000; Bridges, 2009). With the hope of coping with the organisational and structural changes, the school decided to ‘engage’ the expertise and advice of Mr Leong Kok 75

Fann, MD of Asia Pacific Methods (APM). After several discussions over the make-up of the school and the pressing issues like people working in silos and their refusal in sharing resources; encouraged the team to target at the behavioural levels (Atkinson, 2005) to strengthen people’s acceptance of the major changes. Both parties aimed to strengthen the school’s collaborative elements with the intention of enabling staff to work together collaboratively and willingly. This resulted in this collaborative venture with APM. A team of fifty-one staff members comprising school management, section heads and seven change agents whom the taskforce identified as School Ambassadors who would be able to sense ground sentiments and also work in engaging with the ground better was in this project. The task force together with the seven Ambassadors and APM further clarified that three key behaviours should shape the behavioural change in the school. These are active listening, showing appreciation for others, and sharing resources and knowledge. The three positive collaborative behaviours were then encouraged through a pilot programme amongst fifty-one participants via a proprietary social platform known as Peoplecart To us Peoplecart served as a platform as it is known to motivate and engage employees through gamification at the workplace. Effort is recognised and rewarded through a redemption system. The school adopted by customising the identified three key behaviours and aptly named this project, ‘Recognising and Rewarding Behaviours (RRB)’. The fifty-one participants could recognise any of the three key behaviours and send a reward using the web-based or mobile app. To encourage the participants to freely engage in this, monthly birthday celebrations were accompanied with updates where staff were informed of the ‘progress’ in this project; namely how they fared in terms of giving appreciation. After six months, the pilot project was ‘opened’ to the whole school (130 participants) through a whole-school approach training facilitated by Mr Leong. What started with fifty-one participants has now morphed to encompass the whole school which is at Phase 2. Methods Peoplecart, was used by the participants to recognise any of the three key behaviours and to duly reward by awarding badges. Quantitative data in terms of these three key behaviours was collected on a monthly basis and analysed. Adapting Roger’s (2003) diffusion of innovations theory the taskforce identified early adopter, late adopter and laggards. Semi-structured interviews were conducted with these three groups. From these interviews and qualitative data, key themes were uncovered to support the behavioural development of the staff. 76

Expected Results/Conclusions The data collected through monthly records revealed that the participants (givers) who ‘gave’ the most appreciation to the team members were also the high “receivers” meaning they were the ones who received the highest appreciation. This theme was apparent through the six months with different people topping the ‘Giver’ and ‘Receiver’ leader board. One key theme, that with continuous rewarding of other people earned the appreciation of others in return, was uncovered. There are overtones of Grant’s (2013) ‘give and take’ theory in this theme. The other key theme that surfaced from the semi-structured interviews was the interest in wanting to show appreciation but without using the platform. Through the qualitative comments, it was revealed that participants were more willing to show appreciation than before but preferred to do this on a personal basis. This theme was uncovered from the qualitative feedback of the late adopter who shared that using the app was not intuitive. As others awarded this interviewee badges, the interviewee felt encouraged to award in return to those participants albeit sans Peoplecart app. The interviewee preferred email, phone and face-to-face exchanges to show appreciation to staff for any of the three key behaviours they had displayed. The laggards through their qualitative feedback cited several reasons for not being active at all in this pilot project. Indifference to using a platform and several technical issues like login concerns were cited as primary reasons for non-activity. It could be a generational issue as the young staff took to using the platform readily and willingly. They were also fast in appreciating others while the slightly older participants shied from using the platform. More study could be done to investigate the plausibility of technophobia being a primary cause for non-action. Keywords: Behaviours, collaborative, appreciate 77

ISSSM-0400 The Diversity of Naver News Articles on Me Too Movement in Korea- Based on the Theory of Resilience Na Young Kima*, Yun Jung Choib a Graduate, Interdisciplinary Program of EcoCreative, The Graduate School, Ewha Womans University, South Korea E-mail address: [email protected] b Professor, Interdisciplinary Program of EcoCreative, The Graduate School, Ewha Womans University, South Korea E-mail address: [email protected] Background There has been a big issue starting this year in Korea. Me Too movement (#me too), which was hot in the USA last year, became hot in Korea starting from a female prosecutor. After she confessed she got sexual assault from a male prosecutor, many of the other females in Korea started to cheer and support her (Hong, 2018). Starting with this incident, a lot of other ladies followed posting on the internet saying that they were also victims who got sexual assault. There were numerous incidents after the female prosecutor who announced this in January, but now it’s calm. Therefore, in this study, I applied the ‘resilience adaptation cycle’ which is used a lot in ecology, to the flow of Me Too movement that happened for about 10 months. Methods “Me Too” is one of the popular words which was mentioned throughout this year and many media focused on this topic. The goal of this study is to know the whole flow of the movement until December 14th, according to the articles on Naver. I chose Naver because it’s the most popular browser which Koreans use. I’m planning to research the kinds of frames the editors used, the kinds of cases, the kinds of editors, and the victims and perpetrators mentioned in the articles. Therefore, the keyword here will be diversity. In order to find out the frames that were used in the news articles, I’m going to analyze what frames were used a lot in articles about Sewol-ferry accident. Therefore, I will find out what kind of frames the speakers of victims, perpetrator, the victims’ family, or the third party used. Moreover, to discover what kind of incidents occurred Me Too movement I will do coding with Naver news articles. Next, to find out the diversity of the editors, I’m planning to list them out with their media. Finally, to know the perpetrators and victims of Me Too movement, I will use NodeExcel program to see how often these people were mentioned in articles. These following methods will let us know how the flow was of Me Too movement throughout this year. Also, if we apply this to the resilience adaptation cycle, we will be able to know when 78

the movement was in their climax, and since when it got subsided. 2. Results There will be predictions only yet to the results. Through this study, I hope I can find out the results that I hypothesized. The news articles in Naver which are about Me Too movement will have similar frames with Sewol-ferry accident articles. Therefore, frames for each of the roles, which includes victims, perpetrators, the third party or etc. will have their own frames in articles. Also, the frames of the articles will be different according to the editors and their media. The second method that I will work on will also correspond to what I predicted since various cases were announced in news this whole year. They are countless and there were many issues which disappeared quietly even before people noticed it happened. Still until now, Me Too movement is continuous in Korea but not as hot as it was before during the first half of the year. The diversity of editors who wrote articles about Me Too movement, will be countless. Furthermore, if we think about the resilience adaptation cycle, various editors will exist in the highest level of the cycle. On the other hand, the least editors should have existed in the lowest part of the cycle which might be recent days. The last result will let us know how many times the perpetrators and victims were mentioned, and I predict that famous celebrities were mentioned the most when they were announced as victims or perpetrators. If we see this flow of Me Too movement, it will be similar to how resilience adaptation cycle goes. Starting January 29th, when the female prosecutor announced what had happened to her, the adaptation cycle has started in the stage of ‘reorganization’. This movement was calm for a couple of months, which was the stage of ‘release’. However now, it seems it’s in the stage of ‘growth’. Me Too movement is happening again these days in elementary and secondary schools. Keywords: Me Too, resilience, twitter, diversity References Hong, J. H(2018). A Study on the sensationalism of broadcasting reports and the solution of the sensationalism of broadcasting. Korean Journalism Information Society Conference. 13-60. 79

Education (2) / Communication (2) Wednesday, January 23, 2019 13:00-14:30 Cattleya Session Chair: Dr. Karen Hor ISSSM-0281 Assessing the Research Skills from Pre-College Experience: A Case Study of Freshman Tourism Students Nilda W. Balsicas︱St. Dominic College of Asia Prences Layco︱St. Dominic College of Asia Vincelle Kriz Galicha︱St. Dominic College of Asia Rosalina M. Makalintal︱La Consolacion College Manila ISSSM-0256 Analysing Tutor Feedback on Student’s Performance in a Language and Communication Classroom in Temasek Polytechnic Fairuz Said Abdul Rahman︱Temasek Polytechnic ISSSM-0285 Perception of Motivational Strategies in Japan and Taiwan Tzu-Hui Weng︱Takming University of Science and Technology ISSSM-0292 Thai School Teachers’ Perceived English Language Skills, Knowledge of Thailand 4.0, and Attitudes Regarding the Thailand 4.0 Policy Paitoon Sinlarat︱Dhurakij Pundit University Pongpinyo Mankosol︱Dhurakij Pundit University Janpha Thadphoothon︱Dhurakij Pundit University 80

ISSSM-0298 A Study of the Administration of the Teachers' Council of Thailand in the Digital Era Paitoon Sinlarat︱Dhurakij Pundit University Tweesak Chindanurak︱Sukhothai Thammathirat Open University Sunisa Todla︱Bansomdejchaopraya Rajabhat University Anotai Tansawat︱Bansomdejchaopraya Rajabhat University Wasana Wisaruetapa︱Dhurakij Pundit University Tanaput Chancharoen︱Bansomdejchaopraya Rajabhat University Jintana Praspan︱King Mongkut’s University of Technology North Bangkok ISSSM-0386 Study on Symbolic Boundaries of Instagram and Users’ Desire Mechanism Yoojin Chung︱Ewha Womans University Yunjung Choi︱Ewha Womans University ISSSM-0399 Effects of the Third Orality of Instant Messenger on Social Presence, Amount and Quality of Communication: Focusing on Kakao Talk Min Jung Kim︱Ewha Womans University Yun Jung Choi︱Ewha Womans University 81

ISSSM-0281 Assessing the Research Skills from Pre-College Experience: A Case Study of Freshman Tourism Students Nilda W. Balsicasa, Prences Laycob, Vincelle Kriz P. Galichac, Rosalina M. Makalintald a,b,c St. Dominic College of Asia, Bacoor, Cavite, Philippines d La Consolacion College of Manila E-mail: [email protected] a, playco @ sdca.edu.com b, [email protected] c, [email protected] Abstract Nobody earns a degree without going through research. Research is an integral part of college experience. The main purpose of the study is to explore the perceived level of research skills according to gender and senior high school tracks. The study is a non-experimental research design descriptive-correlation. This research employed a cross-sectional survey design and a sequential explanatory design (Creswell, 2018). Data collected were both quantitative and qualitative using survey questionnaire and open ended- questions, respectively. Results showed that Freshman Tourism students have different beliefs on the level of acquired research skills. Freshman tourism students under Technical-Vocational Track mostly believe that they have acquired the research skills or they can perform research tasks. Themes that emerged from the study include that on being subject-engaged, knowing the processes, developing writing and presentation skills and on communication and teamwork. Implications on the study include emphasis on improving the contents of the curriculum and related activities. Keywords: research skills, developing writing and presentation skills, communication, Team work Introduction Research is rich with challenges and perhaps nobody obtains an undergraduate degree without conducting research. Research output could be a term paper or a terminal requirement for the degree. Thus, research is an integral part of college experience. As a matter of fact, it is considered a high impact educational practices (Kuh, 2008). Despite research being an important activity for each college student, there seems a number of challenges meet by both students and faculty. One of those is the level of preparedness of students to conduct research. In a recent Library survey it reveals that only 30% of first year students who entered college are prepared with college-level research skills (an article posted on the website of Austin Community College). Extensive preparation seemed the key to addressing the research challenge while early exposure to research practices is important for undergraduates in their preparation into post graduate studies (Gilmore and Feldon, 2010). As one of the graduate attributes in 82

higher education, it is important that research skills acquisition should be given importance. This is clearly stated in the Boyer Commission Report (1998 cited by Katkin, 2003) that development of research skills should be considered as one of the “underlying principles” of undergraduate programs. With that, a number of universities began to include research at the undergraduate level (Boyer Commission, 1998; Shanahan et al., 2015 as cited by Anchal Garg, Madhulika and Don Passey, 2018) and in the Philippines, at the senior high level. Research skills as key components of the 21st Century skills remains a challenge to a majority of college students in the Philippines. To address the challenge, research courses are taught to pre-college students or senior high school students in the Philippines. These include qualitative and quantitative courses in Grade 11 and 12, respectively that provided students’ early and active involvement in a systematic investigation and research. This is the first batch of K-12 graduates in the Philippines because the previous basic education covered only up to ten years. In this context, it is very relevant to find out if after two-year exposure to research and its related activities, students will be able to acquire the research skills required by the higher education. Their academic experience in research activities is premised to develop the expected research competencies. Freshman tourism students were chosen as respondents of this study because research course with thesis is part of its Tourism curriculum. Currently, no study has yet been conducted to assess the learning outcomes of the subjects, qualitative and quantitative research methods. Thus, this study is very useful to curriculum developers particularly at the national level as this could facilitate improving the activities embedded in research courses and probably design activities on how to authentically measure research skills. Moreover, this could help faculty members evaluate their current research strategies portfolio. The main purpose of the study is to explore the Freshman tourism students’ perceived level of acquired research skills. Specifically, it tries to answer the following research questions: 1) What is the perceived level of research skills of students when grouped according to gender and Senior High Tracks? 2) Is there a significant relationship between students’ perceived level of research skills, gender and Senior High Track? 3) Is there a significant difference between the perceived level of research skills in Practical Research 1 (Qualitative Research-PR1) and Practical Research 2 (Quantitative Research-PR2)? 4) What research topics /activities that students believed have developed their research skills? Methodology The study is a non-experimental research design descriptive-correlation. This research employed a cross-sectional survey design and a “sequential explanatory design” (Creswell, 2018) This method is a two-phase design where the quantitative data is collected first followed by 83

qualitative data collection. The purpose is to use the qualitative results to further explain and interpret the findings from the quantitative phase. Qualitative research methods were employed because they enable the capture of a rich, comprehensive picture (Ary, Jacobs, and Sorenson 2010), allowing participants to talk about their experiences in detail (Creswell 2007; Denzin and Lincoln 2005 as cited by Chean Toing Ain, Fizza Sabir & John Willison, 2018 ). Data were gathered using an open-ended questionnaire and randomly validated with semi-structured interview approach. This research conducted study on the similarities and differences between male and female; senior high tracks perspectives. Moreover, it examined the responses of the students to the query on the research topics /activities they believe facilitated the development of their research skills. Instruments Used The researcher-made questionnaire was based on the content of the research courses. The statements in the instruments were taken from the intended learning outcomes and objectives of Practical Research 1 (PR1, i.e. Qualitative Research) and Practical Research 2 (PR2, i.e. Quantitative Research). These cover statements on Nature of Inquiry (5 questions); Identifying the inquiry and stating the problem (7 questions), on Review of related literature and studies (9 questions) ; on Understanding data and ways to collect them ( (7 questions) ; on Finding answers though data collection (3 questions) and on Reporting and sharing findings (5) . The reliability index is .92 using Cronbach alpha. Samples All students enrolled in the first semester were given two sets of questionnaires, one that contains statements about their agreement to the statements related to the intended learning outcomes/objectives of the qualitative research and the other one to quantitative research. The questionnaire was administered after four weeks of the regular session. This was done so that students would receive some instruction feedback on their performance in the course. Students were asked to rate their degree of agreement with the given statements; i.e. if you believe that you have already acquired those research competencies or you can do the research tasks as stated. Ratings are: Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, and Strongly Agree. A total of 66 Freshman Tourism students answered the researcher-made questionnaire. This study also examined the comments to the open-ended questions which were designed to capture students’ assessments of their research skills. Validity of their responses was examined using a patterns and trends method and by exploring the relationship between responses to the perceived level of research skills. Analysis of the statistical data was analyzed using SPSS while analysis to the open-ended questions used patterns and themes. Results and Analysis 84

1) What is the level of student’s perceived research skills when grouped according to a) Gender b) Senior High Track Table 1A. Level of student’s perceived research skills when grouped according to Gender Female N PR1 PR 2 Male MEAN SD MEAN SD 53 3.555283 0.64396 3.543019 0.612075 13 3.531538 0.69535 3.513846 0.642308 Table 1A shows that female freshman students obtained higher (M-3.555283, SD- 0.64396; M-3.543019, SD -0.612075) to both research subjects taught in Senior High than male freshman students (M-3.531538, SD- 0.69535; M-3.513846, SD-0.642308). This means that female freshman students believe that they have acquired the research competencies or they can perform the research tasks more than the male freshman students. Table 1B. Level of student’s perceived research skills when grouped according to Senior High Track PR1 PR 2 N MEAN SD MEAN SD 1) |Track 1 16 3.513125 0.6875 3.429375 0.668125 2) Track 2 38 3.579211 0.64 3.593158 0.594474 3) Track 3 12 3.476 0.688 3.485 0.652 Legend: Tracks 1: Business related; 2-Technical-Vocational; 3-others-(Science related and general education) Table 1B shows that freshman under Track 2(Technical-Vocational) obtained the highest means (M-3.579211, SD- 0.64; M- 3.593158, SD-0.594474) to both research subjects taught in Senior High. The freshman students under Track I (Business Related) obtained higher means than freshman students under Track 3(Science related and general education) with means of 3.513125, SD- 0.6875 and M- 3.429375, SD- 0.668125, respectively. This means that freshman – Technical-vocational students mostly believe that they have acquired the research competencies or they can perform the research tasks. This implies that choice of tracks influences their perspectives on the level of research competencies. 2) Is there a significant relationship between students’ perceived research skills, gender, and senior track? 85

Table 3. Correlation between Students’ Perceived Research skills, Gender, and Senior Track Variables PR1 PR2 Gender Pearson .032 .057 Correlation Sig. (2-tailed) .801 .648 N 66 66 Tracks Pearson .067 .094 Correlation Sig. (2-tailed) .593 .454 N 66 66 **. Correlation is significant at the 0.01 level (2-tailed). Table 3 presents that the students’ perceived research skills have no significant relationship with gender as shown in Pearson Correlation of. 032, Sig. (2-tailed) .801 and Pearson Correlation of .057, Sig. (2-tailed) .648., in both Research subjects. Similarly, students’ perceived research skills have no significant relationship with chosen Senior Tracks in both research subjects as shown in Pearson Correlation of .067, Sig. (2-tailed) .593 and Pearson Correlation of .094 Sig. (2-tailed) .454. The results demonstrate that perceived research skills are not influenced by gender and senior tracks choice which do not influence their beliefs on acquired level of research skills. 3) Is there a significant difference between the perceptions of research skills in PR1 and in PR2? Table 4. Difference between the Perceptions of Research Skills in PR1 and in PR2 One-Sample Test Test Value = 5 t df Sig. Mean 95% Confidence Interval of (2-tailed) Difference the Difference Lower Upper PR2 -23.834 65 .000 -1.46277 -1.5853 -1.3402 PR1 -25.064 65 .000 -1.44922 -1.5647 -1.3337 Based on the Table 4, the p-value is .000 for PR 1 and PR2. It means that the data on the perceived skills for PR1 and PR2 are significantly different. The implies that students have different perceptions on the level of acquired research skills. 4) What research topics that students believe have developed their research skills? 86

Table 5A. Research competencies topics under PR1 (Qualitative Research) which the students believe they have acquired Topics /Activities Mean SD Interpretation Analyzing the Meaning of the Data and Drawing 4.05303 0.778 Agree Conclusions Reporting and Sharing the Findings 3.67575 0.747 Agree Identifying the Inquiry and Stating the Problem 3.61471 0.833 Agree Determining the Nature of Inquiry and Qualitative 3.59090 0.774 Agree Research Statements Understanding Data & Ways to Systematically 3.51767 0.766 Agree Collect Data Learning from Others and Reviewing the Literature 3.43030 0.828 Agree Legend: 1-1.79-Strongly Disagree (SD); 1.80-2.59-Disagree(D); 2.60-3.39 Neutral(N); 3.40-4.19 Agree(A); 4.20-5.0 Strongly Agree (SA) Freshman tourism students believe that the topic “Analyzing the Meaning of the Data and Drawing Conclusions” helped to develop their research skills. Related statements include “I believe I can accurately relate the findings with pertinent literature“ and “I believe I can meaningfully infer and explain patterns and themes from data” . Table 5B. Rank of Research topics/skills under PR2 (Quantitative Research) which students believe they have acquired. Topics/Activities Mean SD Interpretation Reporting and Sharing Findings 3.81313 0.810 Agree Identifying the Inquiry and Stating the Problem 3.59090 0.815 Agree Finding Answers through Data Collection 3.54040 0.790 Agree Learning from Others and Reviewing the Literature 3.50168 0.841 Agree Understanding Data and Ways to Systematically 3.47727 0.669 Agree Collect Data Determining Nature of Inquiry and Research 3.45757 0.808 Agree Legend: 1-1.79-Strongly Disagree (SD); 1.80-2.59-Disagree (D); 2.60-3.39 Neutral(N); 3.40-4.19 Agree(A); 4.20-5.0 Strongly Agree (SA) Freshman tourism students believe that their research skills are developed mostly from the topic “Reporting and Sharing findings”. Related statements include “I believe I can accurately draw conclusions from research findings.” “I can meaningfully formulate important recommendations”, “I can present clearly written research output” and “I can correctly list references “. 87

In both PR1 and PR2, the overall results of their beliefs to the level of research skills is “agree”. This implies that there is a need to evaluate the current curriculum and teaching strategies to improve the level of research skills of students. Qualitative Data Patterns and themes that emerged from the open-ended questions shed light to some of the students’ perspectives on the level of acquiring the research skills. These include: On being Subject-engaged. Ability to understand the important aspects of the research courses helped them complete the research requirement. This is one of the comments made by a student who preferred Qualitative Research over Quantitative research. He said: For me, the most essential experience is knowing very well the subject at the beginning, its contents and understanding its importance particular that the subject would define if we will acquire the competencies or not. On knowing the processes. Ability to fully comprehend the process is another pathway that enable the students to complete the research output with good grades. As what a tourism student mentioned: In doing research, I valued most the time and the process of conducting research particularly on how to show evidences to our claims. I found formulating objective challenging but useful because it guides us in the entire research process. This statement is supported by another student, he said: Conducting research is very challenging particularly in the collection of data. That is why we made sure to align the research objectives with the procedures in collecting data. This made us very confident that the data we had collected answered the formulated questions. With that, we received good grades. This comment is similar to what is mentioned by Reynolds, Judge, Jones and McCreery (2013) in their book titled Critical Thinking for Education Students. They said that collection of data remained a challenged. Researcher should ensure that data collected should be meaningful, relevant, and unbiased. On developing writing and presentation skills. Ability to write a research paper and developing your presentation skills are some of the important skills they learned. As what one student said who preferred quantitative research to qualitative research said: Everything in research is important because it helps us learn new perspectives. She further said she found writing the research paper for presentation a difficult task to do. Corollary to what she said, a student said that she found presentation of the research output to the panel and fellow students very meaningful and essential because they gained clarity of the quality of their research and ideas on what else can be improved in their research. On Knowing the Ethics and Standards in Research Activities. Ability to identify the ethical standards and considerations in research is a reflection of the level of acquired research skills by the freshman tourism students. Majority of the students wrote that in doing their research they 88

were conscious of plagiarizing the works of others. As what one student mentioned: Our group made sure that we reviewed the ethical standards in conducting research. Another student shared that they were very cautious in the proper citation of the related literature to avoid plagiarism. While there are those themes that shed light to some of the research questions, there are also few statements that provided additional perspectives to the research question on what research topics /activities in both Qualitative Research (PR1) and Quantitative Research (PR 2) of freshman tourism students believe they developed their research skills. These include: On Communication and Teamwork. Ability to work with the group is the skill they used to complete the given task. Majority of the students mentioned that teamwork led them to a successful research. Without teamwork or cooperation, their research would not be completed to meet the deadline. This is clearly stated by a student who preferred Quantitative research to Qualitative Research, she said: I have realized that cooperation and unity made us succeed in this most difficult time. We always meet and discuss our collected data. This is corroborated in an article written by Pentland (2012) about the research they conducted about communication. He wrote that communication turns out to be an important predictor of team success, and equally important with intelligence, personality, skill, and content of discussions. On experiential learning. In conducting research, students’ engagement in research provided them with new experiential learning and behavior. For instance, a student said that hard work and preparation is the key to their research completion and success in the presentation. Another student said that conducting survey is exciting because you can learn new ideas from your group mates. Discussion /Conclusion Research experiences of students help develop their skills as well as enhance character development in group work engagement. In this study, freshman tourism students have different beliefs on the level of acquired research skills. Female freshmen believe that they have already acquired the research competencies or they can perform the research tasks more than the male freshman students. Among Business related track, Technical-Vocational Track and Science related and General Education track, freshman students under Technical-vocational track mostly believe that they have already acquired the research competencies or they can already perform the research tasks. In both research subjects taught, Gender and Choice of Senior High Track are not significantly related with beliefs of freshman students in their level of acquired research skills. This implies that Gender and Choice of Senior Track do not influence their beliefs and their level of acquired 89

research skills. Statistical analysis on beliefs of students on their level of acquired research skills in both research subjects taught showed that there is significant difference. It means that the data on the perceived skills for PR1 and PR2 are significantly different. This implies that students have different perceptions on their level of acquired research skills in both research subjects taught. Although the freshman tourism students have different views on the specifics of acquired research competencies, the overall results of the study indicate that the students generally “agree” to their level of acquired research skills. The implication of the study is that further enhancement of the research training is needed in order to produce very knowledgeable and skillful student-researcher in their field of specialization. This is corroborated by Meerah, Osman, Zakaria, Ikhsan, Krish, Lian & Mahmod, (2012), who reported that research training should be given prominence to enhance the research skills of students. The themes that emerged from the open-ended questions demonstrate connections when dovetailed to the responses to the survey questionnaire. One insight that can be gained from the study is that curriculum developers should include in their course content not only skills and knowledge but experiential skills or soft skills. Teaching and exposing students to practice provided them the avenue to realize their degree of knowledge, skills and ability to communicate and adjust in a group work. In short, the essential ingredients to an effective research curriculum is one that has a combination of knowledge, skills and “behavior”. It can also be concluded that freshman tourism students do not hold a sophisticated views of their acquired research competencies but focused more on the soft skills they experienced from working with group mates. The result corroborate the Ethnographic Research in Illinois Academic Libraries (ERIAL) project that first year students did hold sophisticated views of research process (Kolwich, 2012). Recommendations Research skills as an important graduate attributes should be given much emphasis not only in curriculum development but in instruction as well. Beliefs of students regarding their skills need to be clarified to what dimensions in the spectrum of research skills they have acquired the skills or not. Further studies should be conducted on what specific research skills they need more to learn and be enhanced. This corroborates the recommendation of Garg, et.al (2018) that the need to cross-verify whether such research courses are actually serving their purpose, and a deeper understanding of how students conceptualize research processes may be the basis for identifying and narrowing gaps between types of research practiced by students compared to those used by faculty (Alison, Head and Eisenberg, 2009). Moreover, the survey questionnaire contains mostly the content or knowledge of the research subjects statements. It is recommend to add more statements that would focus on “soft skills” in conducting research activities. 90

References Teaching First Year Students. Dalhousie University https://www.dal.ca/dept/clt/TFY/LibResearch.html. Retrieved on October 4, 2018. Alison, Head J. and Michael B. Eisenberg. Finding context. What Today’s College Students Say about Conducting Research in the Digital Age ALISON J. February 4, 2009. The Information School, University of Washington Chean Toing Ain, Fizza Sabir & John Willison (2018): Research skills that menand women developed at university and then used in workplaces, Studies in Higher Education. DOI: 10.1080/03075079.2018.1496412. Retrieved in October 2018 Creswell, John. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. 5th ed. Sage Publications, Incorporated. Garg, Anchal, Madhulika and Don Passey, 2018). Research skills Future in Education: Building Workforce competence. Center for Technology Enhanced Learning. Lancaster University Gilmore, Joanna, and David Feldon, Ph.D. Measuring graduate students’ teaching and research skills through self-report: Descriptive findings and validity evidence. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010. Retrieved on October5, 2018. Katkin, W. (2003). The Boyer Commission Report and Its Impact on Undergraduate Research. New Directions for Teaching and Learning, 93, 19-38 Kolowich, Steve June 1, 2012) Improving Research Skills Inside Higher Ed. https://www.insidehighered.com/news/2012/06/01/studies-shed-more-light-student-research -skills Retrieved Oct 4,2018 Kuh, George D. (2008) High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, (AAC&U, 2008). https://www.aacu.org/leap/hips. Retrieved October 4, 2018 User Friendly Handbook for Mixed Methods Evaluations National Science Foundation. (1997). Retrieved from http://www.nsf.gov/pubs/1997/nsf97153/. Pentland, Alex (March 20, 2012) The Hard Science of Teamwork, Harvard Business Review. Reynolds, Lesley-Jane Eales, Judge, Brenda, Jones, Patrick, and Elaine McCreery (2013) Critical Thinking Skills for Education Students. p. 39 SAGE. Published in Singapore Meerah T. Subahan Mohd, Kamisah Osman, Effendi Zakaria, Zanaton Haji Ikhsan,Pramela Krish, Denish Koh Choo Lian & Diyana Mahmod. (2012) Measuring Graduate Students Research Skills. Procedia - Social and Behavioral Sciences 60. 626 – 629 ttps://www.researchgate.net/publication/257717132. Retrieved on October 5, 2018 91

ISSSM-0256 Analysing Tutor Feedback on Student’s Performance in a Language and Communication Classroom in Temasek Polytechnic Fairuz Said Abdul Rahman Department of Language and Communication, School of Engineering, Temasek Polytechnic, Singapore E-mail: [email protected] Feedback is acknowledged by many researchers as being an integral factor in the language classroom. Lewis (2002) views feedback as a form of interaction that allows learners to learn from their mistakes, and allows them to make the necessary revisions. Feedback in language classes usually are part of the formative assessment process as it allows tutors to gauge their students’ performance and give students information about their performance and progress in meeting the subject’s aims. The success of giving feedback lies in a balanced approach, where both the cognitive and motivational factors are addressed by the tutors. Based on Vygotsky’s theory of the Zone of Proximal Development (ZPD) (1962, cited in Prior, 2006), feedback acts as a link to the writing process as they offer tools that allow language learners to enhance their performance. This paper investigates and analyses the use of tutor feedback as a form of scaffolding tool on students’ performance in a language and communication class in the School of Engineering, Temasek Polytechnic. Specifically, it examines the ways in which tutors employ a variety of feedback techniques used in the unit called, “Enhancing Your Employability” (EYE) in the subject, Career Communication. The following research questions were investigated: (1) how tutors use feedback in the subject, (2) how students view this feedback and use them in their revisions of the assignments and (3) whether tutor’s feedback and students’ revisions result in better student performance. Data was gathered using online surveys from students and tutors in the subject. The analysis showed that tutors’ feedback had a positive effect on students’ performance and resulted in better grades for the subjects. However, the research highlighted limitations such as procedural issues on how to give feedback and whether there is a definitive correlation between students’ revisions and their performance. Keywords: tutor feedback, student’s performance, language classroom, teaching and learning 1. Background Feedback is acknowledged by many researchers as being an integral factor in the language 92

classroom. Lewis (2002) views feedback as a form of interaction that allows learners to learn from their mistakes, and allows them to make the necessary revisions. Feedback in language classes usually are part of the formative assessment process as it allows tutors to gauge their students’ performance and give students information about their performance and progress in meeting the subject’s aims. The success of giving feedback lies in a balanced approach, where both the cognitive and motivational factors are addressed by the tutors. This research paper investigates and analyses the effectiveness of tutor feedback and student’s performance in a language and communication class in Temasek Polytechnic. Specifically, it examines the ways in which tutors employ a variety of feedback techniques used in the unit called “Enhancing Your Employability” (EYE) in the subject, Career Communication. This paper looks into the following research questions: (1) how tutors use feedback in the subject, (2) how students view this feedback and use them in their revisions of the assignments and (3) whether tutor’s feedback and students’ revisions result in better student performance. 2. Literature Review The usefulness of feedback in the language classroom has never been doubted. However, there is still some debate about what teacher feedback should be, and thus it remains a controversial topic in second language teaching and learning. Some researchers view feedback that “focused on grammar correction as being discouraging and unhelpful” (Hyland, 2011). Zamel (1985) proposed that teachers should restrict their “reactions to surface level concerns and give priority to meaning”, which is supported by research which suggests error correction had few positive effects on student writing (Hendericksen, 1978; Kepner, 1991; Semke, 1984; Lalande, 1982; Robb et al., 1986 and Truscott, 1996, cited in Hyland, 2011). However, language teachers may be reluctant to do this since research on student attitudes towards feedback has found that many students do want errors in their writing corrected (Radeki and Swales, 1988; Leki, 1991, cited in Hyland, 2011). In fact, ESL students in academic contexts place a very high value on form-focused feedback (Leki, 1991; Hedgcock and Lefkowitz, 1995, 1996; Ferris, 1995 cited in Hyland, 2011). However, there are no conclusive evidence that teacher’s feedback on errors can improve students’ writing in the long term and whether it is the only factor alone responsible for language accuracy improvement over a complete course (Hyland, 2011). Researchers such as Bitchener and Knoch (2008) reviewed a number of studies on the effects of written corrective feedback and found a number of limitations; such as the lack of control group (Chandler, 2000; Ferris, 1995, 1997, 2006), and methodological problems (Ashwell, 2000; Fathman and Whalley, 1990; Ferris and Roberts, 2001; Kepner 1991). Research on corrective feedback can be categorized as those that focuses on (1) focused or unfocused errors, (2) direct or indirect error correction and (3) direct corrective feedback with or without metalinguistic 93

explanation (Ong, 2018). Research on unfocused feedback includes Chandler (2003); Ferris (2006), while research on focused feedback includes Sheen (2007), while Ellis, Sheen, Murakami & Takashima’s (2008) research focused on a combination of focused and unfocused errors (Ong, 2018). Nevertheless, teacher feedback in any form is useful as it promotes students’ revisions on their written drafts or in other different aspects of learning in the language classroom. For the purpose of this research, the effectiveness of teacher feedback via consultations (written corrective feedback and oral feedback) on students’ performance are investigated. 3. Methods 3.1 Research Design and Participants This research involves all students enrolled in the subject, Career Communication, in the School of Engineering, Temasek Polytechnic. The subject had a total of 1553 students from 15 Engineering disciplines, grouped across 61 classes. The students range in age from 18 to 25 years old, in which 90% of the students are Singaporeans with about 10% foreign students. The students’ highest qualifications range from ‘O’ levels, ‘N’ levels, ITE Certificate, the Polytechnic Foundation Programme and other private qualifications. Two sources of data collection were used for this project. There were (1) on-going classroom student feedback via online survey (refer to Appendix A), and (2) end of semester tutor e-Survey (refer to Appendix B). Survey questionnaires were used for both sources of data collection using an online survey platform called e-Survey. These e-Surveys were then emailed to all 1553 students and 11 staff teaching the subject. The following table details the summary of the data collection (Figure 1). The two survey questionnaires consisted of questions using a four-point response on the Likert scale: ‘Strongly Agree’, ‘Tend to Agree’, ‘Tend to Disagree’ and ‘Strongly Disagree’ as well as an open-ended qualitative feedback option. Types of data On-going classroom End of semester student feedback e-Survey tutor e-Survey Number of participants 744 11 Figure 1. Summary of data collection 3.2 Context of Research This research was done in the context of a final year language and communication subject called, 94

Career Communication that runs for 14 weeks in the School of Engineering in Temasek Polytechnic. This subject is a polytechnic core subject that has to be taken by all students as part of the graduation requirements. The subject aims to provide students a holistic, career-centred preparation for the world of work and focuses on equipping students with effective job search skills, including competency analysis, grooming and interview strategies to enhance the students’ employability skills. In addition, students are also equipped with effective interpersonal, intercultural skills and communication skills via the different assessments and learning scenarios in the subject. Prior to taking Career Communication, these students have taken three communication skills subjects such as Effective Communication, Writing and Oral Presentation and Organisational Communication. The focus of this research is on the unit, “Enhancing Your Employability”, where students are taught skills related to effective job search. The teaching of this unit starts in the first week of the semester and lasts 7 weeks. This unit covers skills such as analysis of job advertisements, acquiring the skills in how and where to look for the right job, writing of effective career documents - resumes and email cover letters, preparing their personal career portfolio, and learning how to project the right image at interviews with appropriate responses and interpersonal skills. The assessment structure is based on 100% coursework and comprises the following components for the “Enhancing Your Employability” unit. S/No Component Weightage (%) Max Mark 1 Assignment 1: Résumé 15 15 2 Assignment 2: Cover Letter 15 15 3 Interview Skills 20 20 Figure 2. Assessment components for “Enhancing Your Employability” unit Tutor feedback in the form of consultations take place in (1) Week 2 for their job advertisement analysis – after the students have been taught skills in how and where to look for the right job and using relevant competencies to analyse their job advertisements, (2) Week 3 for their draft resumes – after the students have been taught how to write their resumes, (3) Week 4 for their email cover letters – after the students have been taught how to write their email cover letter and (4) Week 5 for their interview skills practice – after the students have been taught effective interview skills techniques. The tutor feedback in the form of consultations during class tutorials for the above consists of a 95

combination of written, oral or integrated feedback. Feedback primarily was in the written form for the job advertisement analysis, resume and email cover letter. Feedback was given with the tutor writing their comments on the students’ drafts, together with reference to feedback checklists for the resume and email cover letter as well as taking into account the marking rubrics for each of these components (see Appendix C). The following table details the schedule for the “Enhancing Your Employability” unit for the subject (Figure 3). Figure 3. Weekly subject schedule for “Enhancing Your Employability” unit 3.3 Research Procedure The on-going classroom student feedback was sent to all students after the completion of the “Enhancing Your Employability” unit in Week 5, before they completed their interview skills assessment in Week 6. The tutors’ survey was sent to all tutors at the end of the semester in Week 18, after all teaching and assessments have been completed. Although the student survey was sent to all 1553 students taking the subject, the response was only 48%, while the tutor survey had 100% responses. Types of data On-going classroom student End of semester feedback e-Survey tutor e-Survey Response rate 48% 100% Figure 4. Summary of respondents’ responses 4 Results 96

4.1 Analysis of Students’ Online Survey Results The analysis for the results from the students’ online survey will only focus on the following three questions (Figure 5). In the analysis for question 3, where students were asked whether drafting and consulting with their tutor (either in class or via email or online) had helped to write their resume and cover letter well, a very high percentage of them (94%) responded that they ‘strongly agreed’ and ‘agreed’ that this was so. Meanwhile, in the analysis for question 8, a very high percentage of 94% of students also responded that drafting and consulting with their tutor (either in class or via email or online) have helped them to prepare for their job interviews. A similar response of 93% was seen for question 6, where students were asked if the tutors’ feedback as part of the classroom activities helped prepare them for the job interviews. The above results showed that a high percentage of students viewed tutors’ feedback via the use of consultation methods for the resume and email cover letter and feedback on their practice interviews as being very positive. This was also supported by the students’ qualitative feedback, where students stated that, “The tutor consultation has helped me to write my resume effectively”, “The activities and tutor consultations have taught me how to not add redundant information into my resume so that I would have a much cleaner and more precise resume for my job interview”, “I am able to draft my interview materials and practice my speaking skills” and “It had me to prepare what should I say during a job interview. Furthermore, the materials helped me to write a good resume and email cover letter. My tutor has been guiding us closely and helping us to draft out a better resume and speech for interviews.” Question Strongly Agree Strongly Disagree + Tend to agree + Tend to disagree (%) (%) 3. Drafting and consulting with my tutor (in 94% 6% class, via email, or online) helped me to write my resume and cover letter. 6. Taking part in classroom activities (including 93% 7.2% tutor’s feedback) helped me prepare for job interviews. 8. Drafting and consulting with my tutor (in 94% 6.3% class, via email, or online) helped me prepare for job interviews. Figure 5. Summary of student’s responses for the on-going classroom student feedback 97