This is Marc Ericson C. Santos, post-doctoral researcher.
Last November 30 to December 4, 2015, I attended the annual International Conference on Computers in Education (ICCE) held at Hangzhou, China. Time flies quickly because I can still remember last year when I attended ICCE 2014 held at Nara Public Hall in Nara Park, Nara, Japan. ICCE is organized every year by the Asia-Pacific Society for Computers in Education (APSCE). I’m particularly interested in this conference because many of the research works are contextualized in the Asia-Pacific Region.
This year, the acceptance rate for the long papers was 29%. It’s quite steep! However, most of the rejected long papers are accepted as short papers and posters. Accepted long papers are recommended for publication for the Research and Practice in Technology Enhanced Learning (RPTEL) journal. APSCE is working very hard to improve the reputation of RPTEL. However, currently, American and British publications are still the top journals when it comes to the field of computers in education.
This year, the theme was about the use of big data for improving learning practices. I’ve heard mixed opinions about this topic from fellow participants. One professor was telling me how late ICCE was to catch on this topic. Another professor was telling me that he is skeptical to the use of big data in all domains of computers in education. However, it is very relevant was we move into the age of online classes like Coursera, and the use of ebooks. Personally, I am also interested in using some form of data science for my work in using augmented reality for learning, and in my work for developing evaluation metrics for handheld augmented reality usability.
Here is my experience in pictures: