Manuel B. Garcia
129 Publications
Scopus ID: 85136479756
Advances in Mobile and Distance Learning, (2022), pp. 23-46
Book Chapter | Published: June 24, 2022
Abstract
Higher education institutions worldwide were compelled to deliver their courses online due to mobility restrictions and lockdowns during the COVID-19 pandemic. This sudden shift has disrupted the educational system leaving millions unprepared for the new mode of instruction. One critical area that received little attention during this transition is student assessment. Many assessment methods designed for face-to-face classes have been adapted for online learning without much consideration. The conversion to emergency remote education has likewise exacerbated existing and uncovered new socioeconomic issues that demand immediate action. A scoping review has been carried out to map the concepts and develop a socioeconomic inclusive assessment framework for online learning in higher education. This framework will serve as a guide in designing assessment tasks that are more socioeconomically inclusive, making online learning more equitable. This chapter offers practical implications for developing a more inclusive assessment design that is beneficial to a broader group of students.
Scopus ID: 85136532558
Advances in Mobile and Distance Learning, (2022), pp. 1-314
Book | Published: June 24, 2022
Abstract
The unwelcomed arrival of the COVID-19 pandemic has exacerbated inequities and inequalities in accessing educational opportunities among different social groups. Abruptly, the idea of inclusivity in education has become more of an abstract phenomenon that widens the digital divide and creates social injustice. The resulting intensification of digital disparities demands an immediate coordinated response from all education and government stakeholders to guarantee that no one is left behind as we navigate the so-called new normal. Without an appropriate intervention and sound policy guidance, negative repercussions may be so widespread that they will remain a problem in the education sector far into the future. Socioeconomic Inclusion During an Era of Online Education aims to answer emerging questions on inclusive online education by exploring and collating the experiences and lessons learned during the implementation of emergency remote education. With the earlier-than-expected arrival of the online education era, best practices and innovative approaches from various educational institutions are concrete paradigms for safeguarding the promise of an undivided future of learning through equal access to quality education from a distance. Covering topics from learning space to education governance, this reference work is ideal for policymakers, administrators, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt to technology-enabled education during and after the COVID-19 era.
Scopus ID: 85136478850
Socioeconomic Inclusion During an Era of Online Education, (2022), pp. xviii-xxiii
Editorial | Published: June 24, 2022
Abstract
Socioeconomic Inclusion During an Era of Online Education aims to answer emerging questions on inclusive online education by exploring and collating the experiences and lessons learned during the implementation of emergency remote education. With the earlier than expected arrival of the online education era, best practices and innovative approaches from various educational institutions are concrete paradigms for safeguarding the promise of an undivided future of learning through equal access to quality education from a distance. Covering topics from learning space to education governance, this reference work is ideal for policymakers, administrators, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt to teaching and learning online not only during a pandemic (i.e., emergency remote education) but also during “normal times”. As much as this book raises socioeconomic issues involving online education as the primary mode of teaching and learning, a theme as diverse and expansive as inclusivity and technology-based instruction restricts the opportunity of addressing the multiplicity of viewpoints across various spectrums. Therefore, the anthology of these chapters is consequently and intentionally diverse and echoes the mission of inclusive education by compiling a variety of perspectives, experiences, traditions, and frameworks.
Scopus ID: 85126595729
2022 4th Asia Pacific Information Technology Conference, (2022), pp. 111-115
Conference Paper | Published: January 14, 2022
Abstract
The sudden transition to emergency remote education (ERE) caused by the pandemic has been a highly complex undertaking for teachers and students alike. For developing countries, such a disruption only aggravates the pre-existing global education crisis and influences the sector in unprecedented ways. Thus, we explored how teachers and students from higher education in a developing country adapt to ERE during the pandemic. Specifically, we attempted to identify the common challenges faced by teachers and students and their coping strategies to handle pandemic-induced stress. To this end, we conducted a comparative cross-sectional study from October to November 2021 with 78 teachers and 94 students from a higher education institution in Manila, Philippines. Our results show that while self-regulation is the greatest challenge among students, it is the conduciveness of the home environment for teachers. Interestingly, although teachers and students have varying concerns, both groups rely on acceptance, humor, and positive reframing as their coping strategies. By painting a holistic picture of the challenges and coping strategies of both teachers and students, education policymakers and administrators can make an informed decision on how to best continue ERE and prepare in advance for the resumption of school in the new normal.
Scopus ID: 85132195726
2022 10th International Conference on Information and Education Technology (ICIET), (2022)
Conference Paper | Published: January 1, 2022
Abstract
Recent studies have acknowledged social media as a valuable pedagogical tool for connecting the formal and informal learning gap. However, as a new platform, the literature is sparse on the potential of TikTok as a knowledge source. In this study, we explored programming TikTok videos in the #LearnProgramming webpage in terms of content (programming languages and topics) and characteristics (video styles and types). Although TikTok is principally an entertainment destination, our results show that the platform likewise has informative videos. The 349 videos that we examined received a total of 10,046,000 views, 10,523 comments, 932,871 likes, and 35,095 shares, implying extremely high levels of user engagement. Tiktokers showing tips and tricks are the most recurring content type. From a macro perspective, we noticed that TikTokers do not follow the ethos of the platform (e.g., dancing) when producing educational content. This deviation demonstrates the intent of TikTokers to educate than to entertain. Although it is too early to conclude that TikTok can operate as a nanolearning platform, we discovered a substantial amount of content for and engagement from programming learners. Our results lay a potent foundation for devising actionable scholastic implications, policies, and recommendations concerning TikTok consumption. Future works and research prospects were also discussed to propel the social media and nanolearning literature forward.
Scopus ID: 85141846470
2022 9th International Conference on Information Technology, Computer, and Electrical Engineering (ICITACEE), (2022)
Conference Paper | Published: January 1, 2022
Abstract
With the aggravation of the Russia-Ukraine conflict and the rising involvement of foreign powers, it has become more substantial to identify whether an endorsement or condemnation of war efforts is the universal message. This goal is empowered by the clear literature on the vital linkage between public opinion and international relations. Thus, we investigated the sentiments and emotions of the international community on the Russian invasion of Ukraine. A total of 27,894 tweets posted within the first day in the #UkraineRussia hashtag were analyzed. Results show that "war", "people", "world", "putin", and "peace" were some of the most frequently occurring words in the tweets. There were more negative sentiments than positive sentiments, and sadness was the most salient emotion. To date, this study is the first to examine the Russo-Ukrainian War and one of the few sentiment and emotion analyses for exploring Twitter data in the context of modern war.
Scopus ID: 85144027068
2022 IEEE 13th Annual Ubiquitous Computing, Electronics & Mobile Communication Conference (UEMCON), (2022)
Renato R. Maaliw, Alvin S. Alon, ... Alexander A. Hernandez
Conference Paper | Published: January 1, 2022
Abstract
Automated medical image analysis driven by artificial intelligence can revolutionize modern healthcare in producing swift and precise diagnostics. Due to doctors’ varying breadths of training and expertise, traditional leukemia screening methods frequently involve considerable subjectivity. Using a 3-stage transfer learning approach and stacks of convolutional neural networks, we constructed an efficient pathway for automatic leukemia identification and classification through various phases. Experimental findings disclosed that our pipeline powered by InceptionResNetV2 architecture decisively affects the accuracy with 99.60% (normal vs. leukemia) and 94.67% (normal to L3). Moreover, it reduces error rates by 1.65% and 6.05%, respectively. A consistent result via the T-test confirms our proposed framework robustness with a significant positive difference of 4.71% over the standard transfer learning mechanism (p-value = 0.0001 & t = 0.85310). This research could aid and support oncologists in early yet reliable prognoses of acute lymphoblastic leukemia types.
Scopus ID: 85153526191
2022 IEEE 14th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), (2022), pp. 1-6
Conference Paper | Published: January 1, 2022
Abstract
Following recent advancements in automatic speech recognition (ASR) technologies, we replicated an experiment four decades ago that utilized voice as an input modality for computer programming. We also extended this experiment by investigating the pedagogical effectiveness of ‘programming by voice’ in terms of attitude, self-efficacy, code correctness, and coding speed. A total of 96 students from an institute of technology in the capital region of the Philippines were randomly selected to participate in a quasi-experimental study using a one-group pretest-posttest design. We subjected students to programming activities with different levels of difficulty to compare voice and keyboard. Our results show that although voice decreases negativity, it likewise decreases control, which means that both attitude and self-efficacy are positively and negatively affected, respectively. Using voice as an input modality also allows students to code faster when the activities are easy but not when they are moderate or difficult. Code correctness analysis shows that voice is only preferable for easy and moderate machine problems. With the deviation of our findings from an experiment four decades ago, we can now conclude that ASR technologies and voice as input modality provide substantial implications and new opportunities for teaching and learning computer programming.
Scopus ID: 85159396340
2022 IEEE 14th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), (2022), pp. 1-6
Conference Paper | Published: January 1, 2022
Abstract
This research project presents the development of a video game entitled “Chyilax” – an innovative three-dimensional video game about a person’s struggle against mental breakdown while trying to alleviate its symptoms. The game was developed to be a medium that would raise awareness about the risks and conditions of mental health breakdown. The player can choose to take the role of either a college student or a working adult, both experience symptoms due to a tangled situation in their past. The player was tasked to help the protagonist to overcome the symptoms before it leads to a nervous breakdown. In order to help the protagonist, make up with the people who got involved in their past circumstances through puzzle-solving, role-playing, and problem-solving. Chyilax was developed using Unity as its game engine while 3D models were created using Autodesk Maya. The project was tested and evaluated via a virtual open house. The questionnaires were collated online using an online form that assesses the following as criteria for the game: effectiveness, visuals, mechanics, audio, and enjoyment while the website: functionality, usability, reliability, performance, and supportability as criteria. The game received an overall mean of 4.32 while the website received an overall mean of 4.35, both of which have a verbal interpretation of “Strongly Agree”, which interprets that the objectives were achieved and drawn impact to raise awareness on issues focusing on mental breakdown.
Scopus ID: 85145507832
2022 IEEE 14th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), (2022), pp. 1-6
Conference Paper | Published: January 1, 2022
Abstract
During the outbreak of COVID-19, the productivity gap between working in the office and at home has become a more critical issue in the labor market. For teachers with numerous vital responsibilities, the inescapable increased workload results in less productivity and efficiency. Following the reliance on productivity applications to lessen labor, we investigated the moderating effects of sociodemographic profiles of teachers through the Technology Acceptance Model. The demographic makeup of our participants (n = 513) was dominated by assistant professors, females, married, licensed teachers, aged 25 to 34 with a teaching experience of 6 to 10 years, and permanent and full-time in a public university. Our findings demonstrate that sociodemographic variables moderate the effects of perceived usefulness (PU) and perceived ease of use (PEOU) on teachers’ behavioral intention to use (BITU), except for the effects of gender in PEOU → BITU, teaching experience in PEOU → BITU, and educational attainment in PU → BITU.