Kỉ yếu hội thảo khoa học quốc tế the digital transformation trends in education: The approach from the perspective of human and technology = Xu thế chuyển đổi số trong giáo dục tiếp cận từ góc độ con người và công nghệ

Ki yếu hội thảo khoa học Quốc tếA PROCESS OF ONLINE LEARNER AUTHENTICATION BY FACE Nguyen Thi Thien Ly Ho Chi Minh City University of Education, Vietnam Email: lyntt@ hemue.edu.vn ABSTRA

TRƯỜNG ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH

KỈ YẾU HỘI THẢO KHOA HỌC @UỐC TẾ

THE DIGITAL TRANSFORMATION TRENDS

IN EDUCATION: THE APPROACH FROM THE PERSPECTIVE OF HUMAN AND TECHNOLOGY

XU THẾ CHUYỂN ĐỔI SỐ TRONG GIÁO DỤC

TIẾP CẬN TỪ GÓC ĐỘ CON NGƯỜI VÀ CÔNG NGHỆ

SP NHA XUAT BAN

Vii ĐẠI HỌC SƯ PHAM TP HO CHÍ MINH

NHÀ XUÁT BAN ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH

280 An Dương Vuơng, Phường 4, Quận 5, TP Hỗ Chí Minh

Điện thoại: (028) 38 301 303— 39 381 382- Fax: (028) 39 381 382

Email: nxb@hcmue.edu.vn

Website: hitp://nxb.hcmue.edu.vn

KỈ YẾU HỘI THẢO KHOA HỌC @UỐC TẾ

THE DIGITAL TRANSFORMATION TRENDS

IN EDUCATION: THE APPROACH FROM THE PERSPECTIVE OF HUMAN AND TECHNOLOGY

XU THẾ CHUYỂN ĐỔI SỐ TRONG GIÁO DỤC

TIẾP CẬN TỪ GÓC ĐỘ CON NGƯỜI VÀ CÔNG NGHỆ

TRUONG ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH

Chịu trách nhiệm xudt bản:

Giám đốc - Tổng biên tập

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_ Biển tập:

TRAN THANH NGA

_ Trinh bày bìa:

-VO HOANG PHUC

Ché ban, sửa ban in:

LE THI CAM LIN

Mã số sách tiêu chuẩn quốc tế - ISBN: 978-604-309-795-5

In xuất bản 200 cudn khổ 19 x 27 cm tại Cöng ty CP TM In Nhật Nam, 007 L6 | KCN Tan Binh,phường Tay Thạnh, quận Tân Phú, TP.HCM; Cơ sở in: 410 Tân Ky Tan Quý, phường Sơn Ky, quận Tân Phú, TP.HCM; Số xác nhận đăng ký xuất ban: 4822-2021/CXBIPH/1-59/DHSPTPHCM;

Quyết định xuat bản: 6344QĐ-NXBĐHSPTPHCM kỷ ngày 31 thang 12 năm 2021 Nộp lưu chiêu quý | năm2022

A sequence analysis of eye movement of sixth-grade students with different

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Some innovation management measures of teaching methods in the context

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Huynh Van Son, Duong Thi Hong Hieu, Nguyen Duc Danh,

Nguyen Thi Xuan Yen, Do Tat Thien, Thai Hoai Minh, Le Phan Quoc, Tong Xuan Tam, Cao Thanh Tan

Factors affecting online learning evaluation results based on machine lcarning 64

Pham Huynh Hong Ngan

Use mentimeter to support online teaching history grade 10 lessons of the

northern times and strategies for national independence (the 2TM century BC

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Digital transformation at the Informatics Center of Ho Chi Minh City

University of Education: Current status and further roadmap ‹ 99

Le Thi Huyen, Le Duc Long

The effects of infographics on reading comprehension and memory retention:

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at Ho Chi Minh City University of Education Academic Library 142

Le Van Hieu, Pham Thi Tra

Student satisfaction with online teaching during ongoing Covid-19 pandemic 155

Hoang The Hai, Ho Thi True Quynh, Le Van Hien,

Vu Thi Thu Trang, Vo Van Loc

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Tran Hai Ngoc, Ha Van Xuan, Ho Thi Nga

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COUSCS ID ViChA iii 177

Do Tat Thien, Nguyen Thanh Huan, Le Van Nhan, Giang Thien Vu,Nguyen Tran Minh Hai

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Tran Khai Xuan, Vuong Hue Nghỉ, Huang FuQuan

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Huynh Van Son, Le Ngoc Khang, Nguyen Thanh Huan,

Nguyen Thi Diem My, Sam Vinh Loc

Digital transformation in high school administration 257 Tran Khai Xuan, Nguyen Chung Hai, Do Cong Nam,

Mai My Hanh, Giang Thien Vu

Ki yếu hội thảo khoa học Quốc tế

A PROCESS OF ONLINE LEARNER AUTHENTICATION

BY FACE

Nguyen Thi Thien Ly

Ho Chi Minh City University of Education, Vietnam

Email: lyntt@ hemue.edu.vn

ABSTRACT

Online learning is constantly developing around the world as well as in Vietnam

The issue of learner authentication is gradually interested to develop as an integrated application of the online learning system With the development of biometrics and the

development of deep learning, the problem of authenticating learners becomes diverse and brings the desired effects Learner authentication by face recognition is

the main topic of the article with availability in e-Learning system applications The authentication process of online learners consists of 3 main stages and simple

implementation does not waste time training the model.

Keywords: face verification, online learner, face detection, face representation

1 Introduction

Online training has formed and developed over the past decades in theworld with certain achievements in the field of education In Vietnam, online

training (or e-Learning) has been respected and favorable conditions were

created for its development in the educational environment of the country

Guidelines were issued to encourage online training to be developed.

(Documentary 5807/BGDDT-CNTT, Documentary 4003/BGDDT-CNTT).Through this, we see the interest of the Ministry of Education and Training indeveloping an online learning model

When the Covid-19 epidemic broke out, localities have repeatedly

considered stopping face-to-face learning and switching to online learning.With the stressful epidemic situation, most localitics across the country haveresponded to online Icarning and reviewed methods Local teachers and

learners are gradually adapting to the online learning model With a large

number of learners nationwide having to participate in online learning, teachersbesides changing teaching methods, testing, and evaluating in accordance withthe new situation through online learning, the authentication of a student'sparticipation in his class is also a matter of concern

Ki yếu hội thảo khoa học Quốc tế

The application of biometric identification in personal authentication

allows the development of this technology to be used in various fields

Biometric identification system implementations can be based on physical or

behavioral characteristics, such as iris, voice, fingerprint, and face Through asurvey chart, Seng Chun Hoo and Haidi Ibrahim (2019) have shown us the

application of biometrics in various fields, from which we can also see the

application of biometrics very clearly This application in education is still

quite low and can be considered as the lowest among the surveyed fields with

2% (Seng Chun Hoo & Haidi Ibrahim, 2019)

Today, many online courses provide innovative methods for implementing

open education Online learning offers a variety of forms and certain effects

compared to traditional education In the form of online education, facial

biometrics contribute competitive and progressive authentication methods

while ensuring reliability and efficiency for online learning systems This will provide an effective authentication method for learners and reduce the probability of fraud (Seng Chun Hoo & Haidi Ibrahim, 2019) The study aimed

at suggesting a process of online learner authentication by face.

2 Overview

Facial recognition is an emerging topic that is continuously and dynamicallyimproved The size, proportions, and other physiological properties of the faceare the bases for identifying the user on the image or verifying whether the facehas the same user or not Based on the size, location, and shape of facialfeatures such as nose, lips, eyes, chin, jaw, and their spatial relationship, the

humans recognize and distinguish faces (Sabhanayagam et al., 2018).

Face biometrics focuses on solving the following two tasks: face authentication

(verification or authentication) and face recognition (identification or recognition)

(Figure 1) (Bukovéikova et al., 2017).

|

Figure 1 Distinguishing Identification and Verification

Ki yếu hội thảo khoa học Quốc tế

s+ Face identification is the task of matching a certain face image with animage in an existing face database Searching for a face's identity in a database

to determine who the person is, is called identification or 1: N matching The recognition process looks for an answer to the question “Who are you?” The

search for I:N can take from a few seconds to several hours depending on thesize and efficiency of the database system and the computing power of the ITsystem (Jain & Li, 2011) (Sabhanayagam et al., 2018)(Masi et al., 2018)

s* Face verification is a task that compares the similarity of two faceimages and verifies whether they are the same person or not This is a 1:1mapping you have to check if this person is the correct person Verification is

the process of confirming a person's identity It answers the question “who is

this person?” Unlocking a phone with a registered fingerprint is a good

example of identity authentication, The phone must match the presented

fingerprint with the stored fingerprint, if it matches, the identity will beauthenticated (Jain & Li, 2011) (Sabhanayagam et al., 2018)(Masi et al., 2018)

The research is geared towards face verification instead of face identification

because the student's data will change every year or change with each course.Face authentication research will aim to build a model to authenticate whetherthe student is correct with the login account or not based on the learner's face

authentication,

When learners join an online class, it will be time-consuming if the teacherverifies each student in his class whether or not before the class or before theonline test With the online learner authentication system, supporting the

instructor to verify learners with faces will become automatic and easier.

3 The process of online learner authentication by face

The process of online learner authentication by face includes 3 stages: (Jain,

& Li, 2011) (Sabhanayagam et al., 2018; Masi et al., 2018; Ahmed et al., 2020)

— Face detection;

— Feature extraction (Face representation) and

— Feature comparison (Verification)

Ki yếu hội thảo khoa học Quốc tế

Pair of face images

Feature extraction

Same/Different identifier

Figure 2 The process of online learner authentication by face

Stage 1: Face detection

Facial recognition is a computer technology that helps confirm thepresence and location of human faces in digital images Face detection is

considered a specific case of object detection, In the process of online learners’

authentication by face, face detection is an important part Face detection

answers the following two questions: (1) Are there any faces in the image or

video? (2) Where is it located? Face detection algorithms focus on detecting

Figure 3 Face detection

Here, SSD, MMOD and MTCNN are deep learning based approacheswhile haar cascade and HOG are traditional methods Table 1 shows theexecution time of a face detection based on the models

Ki yếu hội thảo khoa học Quốc tế

Table 1 Performance time comparison table of some face recognition solutions

= 3 CNN SS) CARR GS4s

Stage 2: Feature extraction (Face representation)

At this stage, the input will be a face that is then passed through a

convolutional neural network (CNN) architecture to produce a vector

representation of the image (embedding vector)

These face recognition models were previously built to recognize (identify)face images on a large-scale dataset Consider a dataset containing | millionimages of 1000 people The output layer of the CNN model will be a 1000-

dimensional vector to identify a person in the 1000 identifiers of the training

dataset In this case, the model is trained to find the identifiers of the suppliedimages When the training is over, the named output layer will be discardedand the next layer of the output layer will be the new output layer Now, thenew model will not recognize but return face representation (embedding

vector) Now the model I can feed new images does not appear in the training

dataset and the model returns vector representations (Serengil & Ozpinar,2020)

Table 2 Summary of some Face recognition models

DeepFace Human-Level Performance in AlexNet

Face Verification

Deep Learning Face

DeepID2 2014 Representation by Joint AlexNet

Identification-Verification

Ki yếu hội thảo khoa học Quốc tế

FaceNet for Face Recognition and GoogleNet-24

Clustering

VGGface Deep Face Recognition VGGNet-16

ArcFace: Additive Angular

ArcFace Margin Loss for Deep Face ResNet-100

Recognition

Table 2 introduces some modcls of Face recognition using basic deeplearning network The models generally use the convolutional neural networks

(CNN) of deep learning Some CNN architectures are used here such as

AlexNet, GoogleNet, VGGNet, ResNet, etc

Example of feature extraction with FaceNet model: assuming face image

has been detected in stage 1 Face image will be normalized to 160*160*3

sizes and normalize image matrix, then, use the FaceNet model with the

GoogleNet architecture to generate a 128-dimensional vector representation

124-6

Resize image Facetvet

160° 160°3 model

Figure 4 Feature extraction using FaceNet

Stage 3: Feature comparison (Verification)

For face verification on two or more images of the same person, we will

compare the vector representations of the images (Vector representation of the

image extracted from stage 2)

The distance of the 2 vector representations will be close to 0 if the same

pair of images are provided, Because the representation will be the same, the

difference of each location will also be close to 0 The distance value will

increase When providing images of different pairs of images.

10

Ki yếu hội thảo khoa học Quốc tế

We can use Euclidean or Cosine measures to find the distance between twovector representations If two vector representations of the same identifier areclosely spaced, otherwise the distance between two vector representations will

be far apart We need to define a threshold to decide whether a pair of imagesare of the same or different identifiers

ise

Figure 5, Distance comparison of 2 feature vectors

s* Advantages of the process

— No need to train the model, just rely on the distance of the 2 vector

representations extracted from the face image to see if they have the same

identifier

= With the datasets trained on face recognition models, the vector

representations of the faces extracted from the models (stage 2) when usingcomparative measures will give the correct accuracy high predictive accuracy.For example, the Labeled Faces in the Wild (LFW) dataset is used to test theFaceNet model So when we use FaceNet model to create vector representation

for LFW dataset and use Cosine measure or Euclidean measure to authenticate

2 faces, the accuracy is up to 98.5% with Cosine measure and accuracy 98.1 %

with Euclidean measure

s* Limitations of the process

— The accuracy is not high with new data sets that have not been trained

by the face recognition model For example, with a personal data set collectedfrom first-year students at Ho Chi Minh City University of Education withmore than 400 student identifiers, when using the FaceNet model to createvector representations for authentication, gives an accuracy of 80.6% with the

Euclidean measure and an accuracy of 85.7% with the Cosine measure.

In summary, the process of online learner authentication by face is

depicted as shown in Figure 6,

i

Ki yếu hõi thảo khoa học Quốc tế

an) 2 tc

Cet the verter extractor

wat al De attend Lee

Figure 6 The process of online learner authentication by face

Rely on the online learner authentication process Here, we would like to introduce the application of the online learner authentication process on the

online learning system of the Informatics Center of Ho Chi Minh City

University of Education (referred to as Etest software)

The step to authenticate learners through Etest software are as follows:

Stage 1 Log in to the test system

Each account will include identifying information such as full name, date

of birth, place of birth, personal image (card photo), username, and password

to log in to the system, The information is generated when students register

at the Informatics Center of Ho Chi Minh City University of Education The student's card image will be processed according to the following process:

— Step 1: Face detection in the card image

— Step 2: Feature extraction with FaceNet model to create a dimensional vector representation.

128-The card image and vector representation of the card image will be stored

in the e-learning system

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Figure 7 FacelD authentication waiting interface

12

Ki yếu hội thảo khoa học Quốc tế

Stage 2 FacelD Verification

Users choose FacelD verification, then the camera will be turned on, the

student's face (selfie photo) will be recognized by the system Selfie photos

will be taken according to the following process:

—= Step L: Face detection in selfie photos

— Step 2: Feature extraction with FaceNet model to create a

128-dimensional vector representation

— Step 3: Compare 2 vector representations (1 of card image, | of selfie

image) using Cosine measure The threshold to identify two images with the

same identifier is 0.385, that is, if the Cosine measure of the two vector

representations is < 0.385, then the login user has the same identifier as the

login account, otherwise, the logged in user does not have the same identifier

with account login.

seeks MN eam eds thm te Fd eke eRe

am:

w

Figure 8 FacelD authentication interface

If the authentication process is successful, the user will continue to

perform the test or learning activity on the e-learning system

Ki yếu hội thảo khoa học Quốc tế

4 Conclusion

The process of online learner authentication by face consists of three basic

stages: (1) face detection; (2) feature extraction and (3) features comparison

will help the system decide on the student's login to the online learning system.The process gives people access to a simple learner authentication solution thatdoesn't take time to implement or retrain the model Time to authenticatelearners when logging into the system or when required is about | second for

each authentication

Based on the process of authenticating online learners by face, the author

team builds an application of the online learning system to help authenticate learners automatically and easily The validation process needs to achieve

better accuracy with a simple model and less time consuming to train the

model and the process is a prerequisite for further research Improving the

accuracy of the learner face authentication on the system by improving the

feature extraction or feature comparison stage is our next research direction.

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Deng, J., Guo, J., Xue, N., & Zafeiriou, S (2019) Arcface: Additive angular margin

loss for deep face recognition In Proceedings of the IEEE/CVF Conference on

Computer Vision and Pattern Recognition (pp 4690-4699).

He, K., Zhang, X., Ren, S., & Sun, J (2016) Deep residual learning for image

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Hjelmas, E., & Low, B K (2001) Face detection: A survey Computer vision and

image understanding, 83(3), 236-274.

Jain, A K., & Li, S 2 (2011) Handbook of face recognition (Voi ]) New York:

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Krizhevsky, A., Sutskever, L, & Hinton, G E (2012) Imagenet classification with

deep convolutional neural networks, Advances in neural information processing

systems, 25, 1097-1105.

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recognition: A survey In 2018 31st SIBGRAPI conference on graphics,

patterns and images (SIBGRAPI) (pp 471-478) IEEE.

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issued on December 21, 2018

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comprehensive survey on various biometric systems /nternational Journal of

Applied Engineering Research, 13(5), 2276-2297.

Schroff, F., Kalenichenko, D., & Philbin, J (2015) Facener: A unified embedding for

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IS

Ki yếu hội thảo khoa học Quốc tế

QUY TRÌNH XÁC THỰC NGƯỜI HỌC TRỰC TUYẾN

BANG KHUÔN MAT

Nguyén Thi Thién L¥

Trường Dai học Sư phạm Thanh phó Hé Chi Minh, Việt Nam

Email: lyntt@ lcrtte.eddU vn

TÓM TAT

Hình thức học tap trực tuyển dang không ngừng phát triển trên thể giới cũng như

tại Việt Nam Van đẻ xác thực người học dan được quan tâm và phát triển như một

ng dụng tích hợp của hệ thôn & học trực tuy én Sự phát triển của công nghệ sinh trắc

học cùng với các nghiên cứu vẻ mạng học sâu ( Deep Learning) giúp van đề xác thực

người học trở nén da dang hơn va mang lại nhiều hiệu quá được mong đợi Xác thực

người học bằng khuôn mặt là chủ dé chính của bài viết với sự khả dung trong việc tích hợp vào hệ thống học trực tuyến Quy trình xác thực người học trực tuyển với

3 giai đoạn chính và cách thức thực hign đơn giản không tốn thời gian đào tạo lại

mô hình.

Từ khóa: xác thực khuôn mặt, người học trực tuyển, nhận diện khuôn mặt, trích

xuât đặc trưng

lồ

Ki yếu hội thảo khoa học Quốc tế

A SEQUENCE ANALYSIS OF EYE MOVEMENT

OF SIXTH-GRADE STUDENTS WITH DIFFERENT VISUAL WORKING MEMORY CAPACITIES

Chien-Hui Kao, Thu-Trang V.T, Kuan-Wei Liao, Tzu-Hua Wang”

National Tsing Hua University, Taiwan

Email: *tzuhuawang @ gmail.com

"previous 1" and “previous 2” It also suggested that students with different working memory performance have different visual memory methods, but all have eye movement behaviors of looking back and reviewing the position of the black spot.

Keywords: working memory, cye tracking, sequence analysis

totally forget the number This is an example of working memory in daily life.

Working memory refers to a limited capacity part of the human memory

system that combines the temporary storage (short term memory) and

manipulation of information to carry out complicated cognitive tasks

(Baddeley, 1997; Just & Carpenter, 1992) According to the multicomponentmodel of Baddeley (2002), working memory is composed of the centralexecutive system, and three subsystems: the phonological loop, the visuo-

spatial sketchpad, and the episodic buffer Studies have pointed out that the central executive system is highly correlated with complex cognitive

operations (Baddeley, 2003) Many mental tasks are used to evaluate the

17

Ki yếu hội thảo khoa học Quốc tế

central executive system These tasks related to the central executive system

include mental arithmetic (Hitch, 1978), memorizing of long strings of numbers (Baddeley & Hitch, 1974), logical reasoning (Baddeley & Hitch,

1974), random letter generation (Baddeley, 1966) The central executive

system controls the operation of the entire working memory, and can

appropriately allocate limited cognitive resources to the two subsystems ofvisual space and speech Because it must process two or more tasks at the same

time, it is similar to the attention mechanism which is very resource intensive (Baddeley, Chincotta, Adlam, 2001; Turner & Engle, 1989) The capacity of

working memory, that is, Working memory span, refers to the number of words

or numbers that can be remembered under the premise of completing the taskcorrectly There are many types of working memory breadth tests, For

example, visuospatial working memory is usually performed with graphics

(Gathercole, Pickering, Ambridge, & Wearing, 2004; Meyer, Salimpoor, Wu,Geary, & Menon, 2010; Simmons, Willis, & Adams , 2012; Smedt et al.,2009) In the “Memory Cube Task", the subject will see a checkerboard on the

screen, some of which are painted black Then they are asked to draw the

position of the black square they have just seen on a new blank checkerboard.

Besides, mazes or maps are often used to test the working memory span ofvisual spatial memory

The rapid development of eye tracking technology is based on the

eye-mind hypothesis This hypothesis states that there is a strong correlation

between where one is looking and what one is thinking (Just & Carpenter,1984) For example, when the eyes fixate on something, it means that the

individual’s cognitive processing is related to that thing (Hegarty, Mayer, &

Monk, 1995; Kuo, Chu, Hsu, & Hsieh, 2004, Rayner, 1998; Laeng &Teodorescu, 2002) In addition, researchers have found that when processingvisual information, human vision ts closely related to attention (Just &Carpenter, 1976) Some scholars have put forward the theory of pre-attention

movement to explain the relationship between eye movement and attention

Before a saccade, atlention is shifled covertly to the saccade target object(Hoffman & Subramaniam, 1995) In other words, attention is pre-processingbefore eye movements (Hoffman & Subramaniam, 1995) Eye movementcharacteristics have been shown to reflect the effects of items, space, and short-

term memory (Hannula, Ryan, Tranel, & Cohen, 2007; Ryan et al., 2007) An

carly study found that participants will first focus on the changing areas of the

previously observed scene, rather than fixing them on the invariant areas of the

same scene (Parker, 1978) Eye movements are also very sensitive to

short-18

Ki yếu hội thảo khoa học Quốc tế

term memory, and it has been found that subjects can examine objects

presented at the same time according to the time sequence initially observed

(Ryan & Villate, 2009) In addition, even when the information is no longer

visible during the memory retrieval process, the subjects will look at the

spatial location where the information was originally displayed (Richardson &Spivey, 2000) Some studies have further shown that eye movements canpromote memory retrieval (Bochynska & Laeng, 2015; Scholz, Mehlhorn &Krems, 2016)

Sequence analysis was first proposed by Sackett in 1974, and Bakeman

and Gottman (1997) in their book “Observing Interaction: An Introduction ToSequential Analysis” Sequence analysis is defined as a method to helpresearchers infer the overall sequential pattern of learner behavior Sequenceanalysis has been applied to many studies related to learning (Hou, 2010; Hou

et al., 2008; Jeong, 2003; Wu et al., 2013, etc ) With this analysis method, it

is possible to explore what type of learning behavior immediately follows acertain type of learning behavior by learners, if the sequence has significantcontinuity (Bakeman & Gottman, 1997; Hou, 2010) When performingsequence analysis, the researcher needs to code the learning behavior of eachsubject in accordance with the coding items In a more rigorous analysis, inorder to avoid a single coder being too subjective, it must be handed over to

another external coder with the same academic background for assistance The

first coder will complete the coding of the entire content, and the othercomplete 50% of the content coding to verify the consistency of the two raters

If the two codes are different, they need to discuss with each other to obtain a

consensus, and then revise the code Next, the researcher will performcalculations and sequence analysis for the frequency and proportiondistribution of each code occurrence based on the above-mentioned coding

results After calculating a series of sequentially passed matrices, a sequence of

conlinuous meaning will be obtained (Bakeman & Gottman, 1997; Hou, 2010).Subsequently, the sequence structure transition diagram is drawn, In thediagram, the column represents the initial behavior, and the row is thecontinuous structure after the behavior occurs When the z value is greater than

1.96, it shows that the sequence is significant (p<0.05)

It can be seen from the above research that eye movement characteristics

can reflect the influence of items, space and short-term memory In the cye

movement system, the eyes prefer visual codes to store their memories, and sequence analysis can clearly see the learner’s problem-solving module

sequence It also verifies the theory and actual implementation status

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Ki yếu hội thảo khoa học Quốc tế

Therefore, this study used an eye tracker to record the characteristics ofchanges in eye movements when students performed spatial working memoryfor a Spatial Span Test to explore whether there is a difference in the eyemovement trajectory

2 Methodology

2.1 Participants

The subjects of this study are the sixth grade students of a public

elementary school in Hsinchu City A total of 38 students participated in the

Spatial Span Test The working memory span test scores are ranked from high

to low The researcher selected 7 students with the highest scores and 7students with the lowest ones (a total of 14 students) to perform a sequenceanalysis of the eye movement trajectory of their working memory tests with abreadth of 3

2.2 Research tools

2.2.1 Spatial Span Test

Spatial Span Test is used to test the working memory span of the

participants, The participant will use a computer to perform mathematical

operations on the lines, and decide whether the addition and subtraction of the

line segments is right or wrong (to complete the processing requirements)

Then a 5x5 matrix diagram and a black dot in the matrix will appear on thescreen The participant must remember the location of the black dots(processing storage tasks) After the line segment math problem and the blackdot matrix are alternately presented several times (the number of presentations

is determined by the span), the participants are asked to recall the black dots in

the matrix in order and draw the position of the black dot on the answer sheet

(target message) The target task of the spatial span task refers to the ability to

remember the position of the black spot, while the secondary task is to

determine whether the mathematical line segment formula is correct Finally,

the number of subjects who can correctly recall the location of the black spot

under the correct judgment of the mathematical operation problem is

calculated, which presents the capacity of the visual-spatial working memory

In this study, the spatial working memory span task adapted by Chen and Lee (2005) was used as the experimental material, and the computer was used to

conduct individual eye movement experiments The content of the quizincludes "math problems represented by line segments" (Figure 1) and "blackdots in a 5x5 grid on the screen" (Figure 2)

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Ki yếu hội thảo khoa học Quốc tế

*Math problems represented by line segments: The math problems

represented by the line segments are two black dots forming a line segment,and the math problems represented by the line segment The question containsaddition and subtraction The subject must verbally answer whether themathematical operation is right or wrong after the line stimulus appears

Figure 1 Schematic diagram of the task presented by the line segment

Source: Chen and Lee (2005)

*Black dots in the 5x5 grid on the screen: one black dot for cach question

randomly appears in the grid

Figure 2 Schematic diagram of the operation presenting a grid

Source: Chen and Lee (2005)

The eye tracker used in this research is the GP3 Eye Tracker developed byGazepoint It is a non-wearable eye tracker which is fixed in front of the

computer screen The participant’s head is fixed in front of the instrument with

chin and forehead support to facilitate the detection and collection of data Thefollowing table (Table 1) shows the detailed equipment information of this eyetracker:

Table 1 Information of eye tracker

Sample rate | 150 Hz

Accuracy 0.5~1 degree

Operating Distance | 50 cm~80em

Tracking Range (Head Box) | 25 cm (horizontal) x 11 cm (vertical)

Tracking Recovery Time < 50 ms

Dimension (W/TH/D) 320 x 45 x 40 mm

Weight 145g

Supported OS System | Windows 7, 8.1 or 10

2)

Ki yếu hội thảo khoa học Quốc tế

2.3 Data collection and analysis

The data collected in this research are all quantitative data After the end of

the test, the researcher deletes the obtained data that are not applicable

Because this research mainly focuses on eye tracking, only eye movement data

of the first seven students in the high-level group and the last seven students in

the low-level group with working memory span 3 were chosen for analysis

The eye movement data is analyzed and coded using Mangold Interactsoftware, and data analysis is performed on the coded data The SequenceAnalysis coding process is described as follow:

This study takes the student's gaze as the main coding content, and defines

the student's AOI range as the distance of half a grid around the black dot grid,

as shown in the figure (Figure 3) According to the requirements of the

sequence analysis mode, the students’ eye movements are coded in

chronological order For example, the gaze behavior of a half grid around the

target black point is coded as target, and the gaze behavior of a half grid

around the previous black point is coded as previous 1 The gaze behavior of

the half-squares around the first two black dots is coded as previous 2 Because the gaze behavior of other points is not directly related to this study, it is not

included in the code It is hoped that through the conversion of behavior

coding, students can see the correlation and personal differences between eye

movement behaviors and memory methods According to the sequenceanalysis code, a z-score of 1.96 or greater is obtained after the conversion ofthe gaze behavior code, which indicates that the learner has reached astatistically significant continuity from the starting behavior to a certain

behavior (Sung Hou, Liu, & Chang, 2010)

Target point and previous | Target point, previous | and previous 2

Figure 3 Code definition of student AOI scope

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Ki yếu hội thảo khoa học Quốc tế

3 Results

The answer performance of the students in the high-level group is shown

in Figure 4 The arrows represent the movement from one point to another, andthe values respectively represent the probability that the z-score reaches asignificant level (p<.05) It can be seen from the memory model of the high-level group that students with good working memory tend to stare at the "targetpoint" at each point (z=2.17), however, when memorizing the second or third

point, the high-level group of students tend to look at the position of the

“previous 1” after looking at the “previous 2" (z=2.38) That is to say, the

students in the high-level group will stare back and forth between the "previous

1" and the "previous 2" position, the probability of staring from the "previous

1" to the "previous2 " is 2.38 This behavior may mean that high-level students frequently recall the position of "previous |" or "previous 2” and activate their

brains by gazing at the position of the blank square

yf 2.38 ty|

Figure 4 The gaze sequence diagram of the first group

of questions in the high-level group

The memory pattern of the low-level group of students is shown in Figure

5 Different from the students in the high-level group, the gaze status of the

students with poor working memory performance at the “target point” was not

significant (z=0.79) However, when memorizing the second or third point, the

students in the low-level group were staring back and forth between the

“previous |" and "previous 2” and its z value falls between 2.22 and 2.44 The

data indicates that the low-level group of students have mutual views between

the "previous |" and "previous 2” This result may indicate that the students in

low-level group are less at gazing at the “target point”, but are higher at

recalling the "previous 1” or the "previous 2" position This indicates that thelow-level group of students may need to spend more effort on reviewing the

23

Ki yếu hội thảo khoa học Quốc tế

location of the black spot that appeared previously to write down its exactlocation

Figure Š The gaze sequence diagram of the first group

of questions in the low-level group

4 Conclusions

In the sequence analysis section, the gaze of students with good working

memory al the "target point" is significant, and the gaze from the "previous 2"

to the "previous 1" is also significant For students with the poor working

memory, it is noticeable that students only stare back and forth between

“previous I” and “previous 2” It can be seen that the gazes of the students inthe high-level and low-level groups are not the same, pointing out that their eye

movement trajectories are significantly different But generally, the sixth-grade

students will look back regardless of their working memory performance Thesituation shows that they have reviewed the position of the black spot duringthe test, and there has been a more systematic way of viewing

This research only uses the test questions in Spatial Working MemorySpan 3 as the coding range Future research suggests that the coding range can

be expanded, and the eye movement behaviors of span 4 and span 5 can be

added to the coding for analysis It may be possible to observe more different

memory strategies used by working memory in eye movement behavior Inaddition, some studies have found that good use of memory strategies can trainthe performance of working memory span The higher the working memoryspan score of school children, the better their learning performance Therefore,

it is recommended that further studies explore whether memory strategy

training can improve working memory span and learning effectiveness

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Ki yếu hội thảo khoa học Quốc tế

Acknowlegment

The authors deeply appreciate the Ministry of Science and Technology inTaiwan for the financial support and encouragement under Grant No 106-2511-S-007-003-MY3 and 109-25 11-H-007-007-MY 3

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Just, M A., & Carpenter, P A (1984) Using eye fixations to study reading

comprehension In D E Kieras & M A Just (Eds.), New methods in reading comprehension research (pp 151-182) Hillsdale, NJ: Erlbaum.

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Kuo, F Y., Chu, T H., Hsu, M H., & Hsieh, H S (2004) An investigation of effort

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Simmons, F R., Willis, C., & Adams, A.M (2012) Different components of working

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27

Ki yếu hội thảo khoa học Quốc té

PHAN TÍCH TRINH TỰ CHUYEN ĐỘNG MÁT CỦA HỌC SINH LỚP SÁU CÓ NĂNG LỰC TRÍ NHỚ

LÀM VIỆC KHÁC NHAU

Chien-Hui Kao, Vũ Thị Thu Trang, Kuan-Wei Liao, Tzu-Hua Wang’

Truong Đại học Quốc gia Tsing Hua, Đài Loan

Email: “tzuhuawang @ gmail.com

TOM TAT

Nghiên cứu này sử dung phan tích trình tự để tìm hiểu chuyển động mắt của học

sinh lớp sáu khi thực hiện Đài kiểm tra nắng lực trí nhớ làm việc Khách thể của

nghiên cứu là 38 hoc sinh lớp sâu của mot trường tiểu học tại Đài Loan Trong số đó, dit liệu chuyển động mắt của 7 học sinh có điểm cao nhất và 7 học sinh có điểm thấp

nhất được chọn để phần tích Kết quả cho thay hoc sinh có nang be trí nhớ làm việc

tot sẽ tập trung điểm nhìn ở “điểm mục tiêu” và từ “điểm trước 2” tới “điểm trước

1” Trong khi đó, học sinh có ans lực trí nhớ lam việc kém sẽ tập trung nhìn vào

“điểm trước 1” và "điểm trước 2” Điều này cũng cho thay rằng học sinh có năng

lực trí nhớ làm việc khác nhau sé có phương: pháp ghỉ nhớ hình ảnh khác nhau,

nhung đều có điểm ¢hung trong € huyền động mat là nhìn lại nhiều lần dau cham đen.

Từ khoá: trí nhớ làm việc, theo đối chuyên động mắt, phân tích trình tự

28

Ki yếu hội thảo khoa học Quốc tế

SOME INNOVATION MANAGEMENT MEASURES

OF TEACHING METHODS IN THE CONTEXT

OF INDUSTRIAL REVOLUTION 4.0

Vu Thi Ngọc Bich’, Trung Van Tran

Thu Dau Mot University, Vietnam

Email: ‘vinbich@ tdmu.edu_vn

ABSTRACT

One of the main aspects contributing to the acceleration of the whole innovation

process and the improvement of educational and training quality is the use of

teaching methods Teachers and students alike must take an active role in developing

new approaches to education in light of the oncoming Fourth Industrial Revolution

(also known as “Industrial Revolution 4.0°} and its accompanying informationexplosion In fact, changing teaching methods is an objective requirement and

necessity in current training institutions For the most part, teaching method innovation ts focused on refining and modernizing currently used methods in order to

better meet students’ needs, It alse involves incorporating new teaching tools and

resources into existing classrooms in order to maximize student learning outcomes and reduce teacher workload This article will explore the current teaching method innovation trend, then study the positives, limitations and recommend some management measures to contribute to improving the quality of teaching method innovation in current schools.

Keywords: teaching methods, industrial revolution, 4.0 revolution, innovation,

management measures

1 The concept

The quality of education and training depends on the quality of the

teaching methods used There are many different ideas floating around rightnow about what constitutes a good teaching method, According to NM.Veczilin and V.M Coocxunskaia: “Teaching method is how the teacher

imparts knowledge, at the same time ts the way of comprehension of the

student,” and “Teaching method is a system of purposeful actions of the

teacher, which is an organized cognitive and practical activity of the students,

to ensure that the students comprehend the educational content.”

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Ki yếu hội thảo khoa học Quốc tế

Methods of teaching are a combination of ways in which teachers andstudents work together in order to help students and learn the scientific system,develop skills, and practice creatively and effectively standard of conduct inthe classroom, in accordance with the purpose of instruction,

Teachers and students can work together in many ways to coordinate andinteract in order to assist students gain mastery of the scientific knowledge

system, develop a repertoire of abilitics and tricks, engage in creative practice,

and develop a consistent attitude,

From the above approaches, we can understand: “Teaching method is how

teachers and students operate in reciprocal relationships, teachers play theleading role, control, direct, guide, organize students’ learning activitiesactively and proactively in order to achieve the set teaching objectives.”

As far as appearance is concerned, teaching methods are any of the

teacher's and student's actions that are clearly visible during the course of thelesson It's important to note that in terms of content, a teaching method isdefined by how it organizes and guides students’ cognitive activities,

Innovating teaching methods also has many different approaches,

depending on each approach, there may be different conceptions Based on the

general concept of teaching methods, it is possible to understand: “/nnovatingteaching methods is improving ineffective forms and working methods ofteachers and learners, using more effective forms and methods to improve thequality of teaching and promoting extreme, creative, capacity development of

learners.”

To modernize teaching methods, the first step is to shift the focus from

acquiring Knowledge to forming and enhancing students’ abilities and qualities,

as outlined in the above concept Teaching shifts from primarily one-way

transmission, passively absorbing learners (the teacher is the center) to

organizing acuvitics for learners so that they develop self-reliance and

initiative in their learning (the learner is the center; teachers only play the role

of supporting and guiding learners) Teachers, learners, and leaders, managers

all need to be involved in the implementation of new teaching methods

2 The general impact of the industrial revolution 4.0

Humanity has gone through three industrial revolutions since the end of the 18th century and the beginning of the 21st century, and is now entering the

fourth, also known as the industrial revolution 4.0

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Ki yếu hội thảo khoa học Quốc tế

The mechanization of hydraulic and steam-powered machines ushered inthe first industrial revolution in the late 18" century To meet the society's

needs at the time, education and training were limited to agriculture It was at

the end of the 19" century that electric motors and mass production linesushered in the second industrial revolution Industrial society's demandsnecessitated that education being tailored to meet them The 3TM industrial

revolution that appeared in the early twentieth century was the era of

computers and automation, internet, and semiconductors Education at this

time has met the technology society The 4" industrial revolution appeared to

be the inheritance of human development, the fusion of advanced technologies

and breaking boundaries between fields and centered on the development of

mind artificial intelligence, robotics, internet of things, cloud computing,

materials science, biology, wireless mobile technology, self-driving cars, super

smart computers, nanotechnology, 3D printing, science is interdisciplinary,

automation This is a revolution in smart manufacturing based on breakthrough

achievements in different technology fields with a digital technology platform that meets the requirements of the knowledge society and knowledge economy.

With the breakthrough of technology, it not only helps people communicatewith humans but also helps people communicate with machines and equipment,

businesses and customers communicate with each other Revolution 4.0 is truly

an unprecedented revolution in the history of world industry: the combination

of real system with virtual system; intelligent production and outstanding labor

productivity; connectivity through smart mobile devices based on digital

technology, large data processing, Wireless connectivity; the exponentially

increased amount of information ; technology and products changed exponentially;

crealing a revolution in the organization of production chains - the value ofproducts with a high knowledge content (smart products); creating smartproduction systems, global value networks connected

Artificial Intelligence (AD), IoT (internet of things), and big data are all

central to this revolution, This is a major scientific revolution that will have

implications for a wide range of societal and economic issues With regard to

this particular type of innovation, teachers in the world and the country ofVietnam need to completely alter their teaching methods when confronted withthis type of change

3 Innovation trend of teaching methods in the current context

Modern society and the industrial revolution 4.0 with the strong development

of science - technology, technology - information, the trend of integration and

the knowledge economy increasingly widen and the learning needs of people

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Ki yếu hội thảo khoa học Quốc tế

are getting higher, more diverse and more selective; accordingly, the demand

for training in educational institutions is also richer The form of training isalso strongly and comprehensively affected, besides the thematic list, the

training profession must be constantly adjusted and updated because the

boundary between the fields is very fragile Teaching methods in schools alsoneed to be renovated from traditional teaching methods to online teaching,

from traditional lesson planning to electronic lesson preparation Experts in education say that the current trend in teaching methods around the world,

including in Vietnam, is to put the students at the center of the process and toincorporate cutting-edge technology

3.1 The learner-centered tendency

Throughout many Party congresses as well as many Central conferences,the Party and State have always believed that education and training are the topnational policy, investment in education also means investment in sustainabledevelopment and highquality human resources in order to tum our country into

a modern industrialized country The above views have shown the correctness

and strategy in predicting the world development situation and the need torenew education and training The Party and State also define the objectives,basic contents, comprehensive solutions to renovate education and training ingeneral and renovate teaching methods in particular This is a great opportunityfor education as a basis and has a breakthrough development orientation to

reach the international level, in which focusing on the task of “taking learners

as the central subject of the training process” on the point of view

“comprehensively develop students’ competencies and qualities”.

In the past, using traditional teacher-centered training methods, allknowledge was passed on through teachers and only teachers who decided thatknowledge was correct or not Today, the ”learner-centered” educational

criterion means that all teaching activities must focus on learners; learners are both the object and the subject of the teaching process Therefore, teachers

need to pay attention to existing experiences, knowledge levels, and cognitiveabilities of learners to choose the right programs, levels and expressions forlearners to casily understand They also need to look for different methods and

forms to create excitement for learners, encourage learners to voluntarily

participate in learning activities, help learners discover unknown things bythemselves, not passively absorb knowledge pre-arranged like before Thispoint of view does not disregard the role of the teacher, but on the contrary,

requires the teacher to have much higher professional qualifications and

competencies

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Ki yếu hội thảo khoa học Quốc tế

In the era of industrial revolution 4.0, modern science and technologyalong with the rapid development of the internet system digitized data sources,crealing a new era with open document systems, many dimension, richness anddiversity to help people access knowledge anytime, anywhere in all fields In

addition, the internet world still has many unofficial, uncensored sources of

documents, false information, illegal content, culture makes it difficult forlearners to identify scientific documents with correct content that have been

moderated when used, especially for pupils, students who still do not have

methods, skills to look up, select documents and information At this time,

teachers need to have optimal teaching methods to help learners have

excitement, passion, actively participate in research and know how to access

the correct documents to own new knowledge

For example, in a more open-ended teaching model, the instructor is nolonger restricted by their role as a guide and direction for their students As a

result, students will be able to engage in active learning and knowledge

acquisition at any time and from any location, rather than simply "remembering"

what they learned in order to “return.” As part of the Industrial Revolution 4.0,

which aims to broaden educational opportunities by enabling students to adapt

their learning styles and content, this is one of the unique characteristics it

provides to education.

The trend of being learner-centered in the process of renewing teachingmethods is to give priority to developing learners, pay attention to integratingteaching content, building content and curriculum of elective subjects to meet

learners’ needs, aspirations and potential development of individual learners,

helping learners access more scientific knowledge at the same time of study

In other words, the "student-centered" approach to comprehensive educationalinnovation in the context of the Industrial Revolution 4.0 is the unavoidabledevelopment trend confronting the urgent needs of society Education should

be focused on empowering students and giving them control over their own

learning path; this is what global education aims to achieve with its centered approach

student-3.2 The trend of using modern technology in teaching process

Today, along with the popularity and development of modern technology,

education is one of the fields that enjoy many benefits The application ofmodern technology in education in general and teaching in particular hasbrought about many positive changes, contributing to improve the limitations

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and shortcomings of traditional teaching methods The use of modern

technology in teaching process can mention some of the following aspects:

Search documents, look up information on the Internet

Bill Gates, chairman of Microsoft corporation affirmed: “One of the

greatest miracles of the past 20 years has been the advent of the internet The

internet has made the world small, geographical distance has flattened another great thing is that more and more universitics around the world are

posting their lectures on the internet You can be anywhere in the world to

choose lectures, topics even famous professors to study at no charge” The

modern inter-country connection of the modern internet system with a huge

amount of digitalized data makes it possible for teachers to access an extremely

diverse source of materials for good lesson development Teachers can learn

deeply about the issues they are interested in with many different approachesthat open up many ways to solve problems for learners At the same time,

it also helps teachers to become more confident in the process of standing on

the podium

Currently, there are two ways to find information on the internet: static

search and dynamic search Static search means using website directory, justtyping in the correct website address, users can access the website to exploit

information Dynamic search is an online search, which uses web sites as a

search engine Teachers and learners can directly exploit information sources,

use information for their research fields These are the most effective search

websites used by many people: hup:www.google.com.vn, http://www.yahoo.com,

http://www vinaseck.vn, http://www.altavista.com, http://www.hotbot.com, http://ww

W.snap.com

Teaching with electronic lectures

Deploying the application of modern technology, the internet has changedfrom traditional to modern teaching methods, in which teachers apply problem-

solving teaching methods, constructively convey the core knowledge of the

subject, and at the same time guide learners on self-study methods Usingmodern technology in composing electronic lesson plans and teaching on

computers with vivid images and sounds helps learners easily absorb and

deepen knowledge, increase interest in learning, save time and space Throughelectronic lectures, teachers do not worry about "burning" the lesson plansbecause time is controlled by machine Teachers can cduce presentations andhave conditions to exchange and discuss with students about arising problems

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Lecturers do not have to prepare lesson plans many times, they only need to

invest in preparing lesson plans for the first time and updating and editinglessons for the next time better,

Forms such as collective teaching and individual teaching also haveinnovations in the information technology environment Learners must workwith computers by themselves and look up information on the Internet bythemselves Therefore, modern teaching software is built and designed in

accordance with student's level and age group Teachers have many choices of

technical means suitable (o topics, lectures and students, In fact, from thebeginning of 2020 up to now, due to the influence of the Covid-19, the trainingsystems have changed the traditional form of training to online training,distance training This form of teaching will be increasingly developed in thecoming time because of its outstanding features such as students can join theclassroom anytime, anywhere and participate in the training they need Most

importantly, the emergence of online teaching and e-learning is meeting the

increasing training needs of learners

Using electronic devices in the teaching process

Promote the use of audiovisual devices in the teaching - learning process inorder to increase students’ memory efficiency, reduce the reading and writingtraditional Teaching methods of applying technology in the world and inVietnam can be mentioned as: studying through pre-recorded videos (MOOC);learning through tutoring class model 1-1, 1-6; organizing classes over theinternet through technology applications such as video conference, live-

streaming ; applying artificial intelligence technology and machine learning

to research and analyze cach student (to those who learn foreign languages,artificial intelligence guide learners to pronounce and detect spelling andgrammatical errors ); incorporating gamification into lesson building toincrease the excitement, challenge, and attractiveness of the content; buildingcommunity types, increase the interactivity of learning on social platforms:

model “flip the classroom”; applying virtual reality and augmented reality

(AR/VR) to organize classes; developing teaching and learning processmanagement (LMS) support systems

In fact, learners who regularly learn in an environment with electronic

devices will always increase their interest in learning and promote their ability

to think creatively In some studies, learners remember only 10% of what they

read, 20% of what they heard and about 50% of what they heard and seen.

Therefore, in order to improve learners’ self-study and self-study skills, the

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school needs to fully equip audio and tapes, digital audio recorders; imaging

devices such as projectors and positive film, camera and film A4, object and

film or object projector A4, film projector; audio-visual media such as video

projector, tape and television, VCD player, DVD and CD room types and TV,

multi-function projector (multimedia projector) With the same amount of

time, but the amount of knowledge and skills that learners will acquire will be

more specific, vivid and profound.

In addition, schools and teachers directly involved in the teaching process

have also changed the way of communication with students and parents from

traditional to modern methods such as sending and receiving documents and

information via email, SMS, Zalo, iMess, Facebook E-mail/SMS/Zalo is an

internet mail delivery system It can transfer samples of information (text,images, audio, video) from one server to one or more receivers at the sametime This is essential because of the convenience it offers in exchanginginformation, documents and communication throughout teaching and learning.With these ways, teachers can easily provide learners with the documents and

information they have; on the contrary, learners also forward documents,

submit assignments, report information in a timely manner to teachers atanytime, anywhere

It can be said that the application of modern technology is one of theinnovating teaching methods, meeting the requirements of improving the

quality of training in the integration period, creating favorable conditions for

learners to gradually accumulate knowledge according to their abilities and

conditions

4 The limitations in teaching method innovation

For nearly 30 years, Vietnam has implemented the strategy of renewingeducation and training, and renewing teaching methods has always been

identified as a pioneering step, as well as a breakthrough in each period The

education and training institutions have immersed themselves in the innovation

with many professional activities organized through training classes andseminars Build, supplement, equip facilities, change training programs, system

of textbooks, schoolbooks, topics, Many new teaching models have been

deployed and applied effectively However, according to the evaluation of the Ministry of Education and Training, besides the initial achievements, the

innovation of teaching methods in the whole system still has many limitationsthat need to be overcome

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— For the teachers: Many lecturers are not active in coordinating and

using new teaching methods to promote students’ positivity and creativity

(Toan, 2016).

Many teachers still do not "give up" traditional passive teaching methods,

Scientific research activities have not really become the movements andindividual needs of lecturers The professional activities have not been paidadequate attention or are still formal, have not created motivation and

environment for teachers to exchange, hone and foster professional expertise

and practical experience

Many teachers still depend on textbooks, do not have a sense of learning,

collect information from reality, the local situation leads to lack of practical

experience, so the ability to solve problems is not scientific, not tight closely,

away from practice The process of accessing and updating information of

many teachers is still slow, the lesson plans are poor, not lively, and have not

attracted learners,

— For the learners: there are still passive learning habits, listening habits,

writing habits, mechanically memorizing, stereotyping what teachers teach,

only knowing the knowledge that teachers have provided, not have a habitfamiliar with self-study, research and discovery (Toan, 2016) Many learnersalso use the reason that they both study and do many things, old and weak to

hope teachers sympathize, or they are lazy in doing group exercises which

creates bad precedent, lack of fairness causing disunity in class

Lack of initiative in studying, coping or studying hard but passively,

thinking in a trail, refusing to explore, researching new things, not learning to

get knowledge, just learning to get more certificates to complete the profile

= There are certain limitations to teaching and learning by electronic

lectures: if you focus on discussing issues related to the lesson, learners will

not have much time for practice, so it is required that the teacher allocates time appropriately In fact, teaching - learning by electronic lectures cannot apply

all the contents of the lessons There are contents that will not be maximizedwithout combining traditional teaching methods There are contents that willnot help learners understand and remember for a long time without visual andsound aids

— The process of applying information technology to teaching in ourcountry is a long and difficult job, requiring many conditions in terms offacilities, finance and capacity of the faculty The lack of facilities, equipment,

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especially multimedia classrooms, audio-visual equipment for teachers’lessons, electronic boards, especially laptops have caused the renewal ofteaching methods to face many disadvantages, leading to the situation of

vegetarian teaching and vegetarian studies The connection and use of the Internet are not thorough and used infrequently due to lack of funds, slow

transmission speed, making it difficult to access documents and information

— In terms of examination and evaluation, in some schools, objectivity,

accuracy and fairness are not considered seriously Maintaining the use oftraditional teaching and testing methods unintentionally puts learners on a

“narrow path", rote learning, machine learning, and coping learning Therefore, the acquisition of knowledge and skills training are still slow, lack of friction

with reality Another recognized situation is that during classroom teaching,testing and evaluation activities are not focused by the school because they are

busy “running” the program, "running" according to achievements Another

problem is that the assessment process takes place only one way from teacher

to student but not the other way Due to the lack of interaction between the twopartics, the results of the evaluation process are for reference only and have no

scientific and practical value.

5 Some recommendations on management measures

Develop and complete legal frameworks to support the promotion andevaluation of innovative teaching methods in today’s industrial 4.0 context

Plan and execute a new approach to classroom instruction, Prior todeveloping any strategy, it is critical to accurately assess the school's context,

current state, and available human resources in order to inform efforts to

advocate for educational innovation and create clear strategic plans Only thencan the right solution be developed The best way to get things done is to have

a well-thought-out strategy in place Propose commitments from people whoare directly involved in the content to follow the agreed-upon roadmap forsystem-wide and individual school reforms

Additionally, it is necessary to mobilize the entire society's participation in

the education and training sectors In order to accomplish this, the strategic

plan must be clear from the beginning to the end, from its goal to its roadmap

and implementation strategy Short-term and medium-term phases of theoverall strategic plan must be broken down into semesters or school years Plan

for the long-term and short-term for each school year, and identify specific measures for cach semester As a first step toward achieving the short-term

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objectives, the school must clearly and specifically define the activities that

must be completed through a rethinking of the instructional approach

The State should have a policy of basic investment (infrastructure andcore technology for educational institttions), especially in remote andeconomically disadvantaged areas Considering the education and training

really a part of the knowledge economy to flexibly and scientifically apply some principles and operating modes of the sharing economy Promulgating

and implementing socialization policies, expanding legal corridors to createconditions for private enterprises, people to participate in investment andtechnology deployment in the field of education and training

Facilities and utensils play an important role in providing teachers with themeans to adapt their instructional strategies to meet the needs of their students

In order to meet the needs of individual students, educational institutions need

to invest in modern information technology infrastructure upgrades to connect all subjects in the educational process in order for them to study anywhere, at

any time Each stage of the project should be prioritized, avoiding unnecessaryexpansion, especially with modern shared facilities

Renewing education and training, as well as teaching methods, should bewidely disseminated and widely popularized among the entire population It's away to raise awareness about the importance of innovation, as well as mobilize

people and businesses to get involved Propaganda and training for all

members of the school community, as well as the education system as a whole,

is also necessary, To achieve a high level of consensus, accurate information,adequate and timely propaganda must be conveyed Propaganda should befriendly, lively, brief, concise, and easy to comprehend To increasepersuasion, we should use examples of principals vice principals, professionalleaders, and the collective initial successes in implementing innovativeteaching methods to propagate using various forms of forum propagation that

follow the “repeat, repeat, and repeat” rule.

Strengthen and develop human resource training programs on educationaltechnology and new educational technology governance; integrate informationtechnologies in education in an interdisciplinary/interdisciplinary curriculum;renovate the training program, encouraging a contingent of teachers towardseducator-user and technology development; strengthen and develop humanresource training programs on educational technologies

Create favorable conditions for teachers to participate in all stages from

preparing, designing creative lessons, teaching experiments, participating in

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classes and sharing knowledge about problems that may occur in the process.new teaching and learning methods Thus, teachers will learn a lot to develop

their own competencies and professional skills, this is considered a method oftraining teachers in the job "Training in the job”

In management, the transition from traditional methods to modern teaching

methods is the biggest obstacle, the most difficult to change, is the habits,

behavior, perception and "inertia" of the teacher Therefore, it is necessary tostudy the model of fostering professional capacity development for eachteacher, contributing to changing schools towards sustainability, building abelief environment, creating "an adaptive culture" for teachers One of theother important stages in management is building and completing a friendlyand scientific working environment, adequate and modern facilities so that

teachers can work with peace of mind, at the same time, actively fostering competencies in teaching methods, pedagogical skills, and professional knowledge This is also the factor that motivates the contingent of cadres and teachers in the school to well implement the strategy of renewing education

and renewing teaching methods To do that, managers need to invest in

renovating schools, building rules, office culture, maintaining openness,

fairness and transparency in all activitics

To help lecturers improve their abilitics, policics to support training andretraining should be reviewed, amended, supplemented, or issued as new onesare developed This should be done in accordance with existing regulations.Solutions, assistance in enhancing foreign language proficiency, internationalpublication of articles, and the availability of necessary funding sources Inaddition to many preferential policies, prioritize, create material, spiritual, and

working conditions, appoint teacher titles, and honor contributions in order to

attract talented people to Vietnam to work here

Maintain support for educational and training management models based

on technological approaches, such as open school management, connecting and

sharing information technology infrastructure, and large databases; develop anopen mechanism for schools to actively develop and implement technology

integration programs, allowing the use of connected devices in classrooms

/schools to gradually implement a master management system based onexisting technology

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