Keynote Speakers

The information about the Keynote Speakers of EDUINNOV2023 is as follows, which will be updated regularly.

Dr. Benazir Quadir, Associate Professor

Learning Institute of Future Excellence(LIFE), Academy of Future Education (AoFE), Xi’an Jiaotong-Liverpool University, Suzhou, China

Biography: Dr. Benazir Quadir is an assistant professor, Learning Institute of Future Excellence(LIFE), Academy of Future Education (AoFE), Xi’an Jiaotong-Liverpool University, Suzhou, China. She has published over 30 academic papers in international referred journals, book chapters and conferences, including 10 of SSCI-Q1 quality journals. She received the Springer Nature top 10 downloaded journal award in 2017. She received “outstanding best full paper award” in the 13th IEEE International Conference on Advanced Learning Technologies (ICALT, Beijing 2013). Her research interests include e-learning, educational robots, digital game-based learning, intelligent agent technology, learning behavior analysis, learning analytics, and big data in education. She is a reviewer of several international journals and committee member for several international conferences.

Topic: An Essence of Game-Based Reading

Abstract: The study aimed to develop a game called "iRead" to promote students' reading habits and examine the influence of gaming behavior on reading habits and reading performance while engaging in reading games. With the increasing prevalence of digital gaming, it is essential to comprehend how this type of entertainment impacts traditional reading practices. This study investigates whether gaming behaviors, such as time spent gaming, game genre preferences, and game-related distractions, affect individuals' reading habits. The findings will help understand the potential effects of gaming on reading habits, enabling educators and researchers to develop strategies to promote effective reading practices in a gaming-centric society.

Dr. Salmiza binti Saleh, Associate Professor

School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

Biography: Dr. Salmiza Saleh currently works as a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia (USM), and is responsible for several courses in science education, for both undergraduate and postgraduate students. She is also a researcher in Physics Education, Science and Mathematics Education, and Brain-Based Education, coordinates research, and supervises postgraduate students in these areas. She has presented and published articles widely in academic conferences and scholarly journals as well as has authored and coauthored several chapters (in book) and books related to her areas of expertise. She once held the position of Deputy Dean, Science Education Program Chairperson, and Doctor of Education Program Chairperson at the School of Educational Studies, Universiti Sains Malaysia.

Topic: Investigating the Cognitive, Autonomic and Electroencephalography (EEG) Responses of Ordinary Secondary School Students Towards Science Higher Order Thinking Skills (HOTS) Tasks

Abstract: In order to secure our nation's future, it is essential that our students are equipped with Higher Order Thinking Skills (HOTS) to thrive in the 21st century, excel in the workforce, and compete globally. Science education at the school level plays a critical role in achieving this goal. However, the introduction of HOTS in science education has posed challenges for students. Learning and assessment tasks have become more demanding, leaving many ordinary secondary school students struggling to achieve good grades, let alone excelling in the subject. Consequently, they often feel demotivated and hesitant to pursue higher-level science classes. Despite the implementation of various HOTS teaching and learning strategies over the years, the objective of fostering HOTS in students appears to have fallen short. Unsatisfactory science assessment results, particularly among ordinary secondary school students, indicate an inherent flaw in the current approach. This suggests that while teaching methods have focused on developing HOTS, there has been a neglect of students' acceptance and understanding of these skills. Questions arise regarding the suitability of HOTS techniques for all students, especially those in ordinary schools, who make up the majority. How do students with varying abilities handle HOTS tasks, particularly in the context of science learning and assessment? Dealing with HOTS tasks extends beyond mere thinking; it also encompasses cognitive, autonomic, and EEG activities that influence students' acceptance or rejection of these tasks. As a result, research has been conducted to investigate how ordinary secondary school students respond to science Higher Order Thinking Skills (HOTS) tasks, examining their cognitive, autonomic, and Electroencephalography (EEG) reactions. This research seeks to shed light on the challenges students face in embracing and engaging with HOTS, particularly in the field of science education.

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