Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.46781
Verónica Isabel Martínez-Cepeda, María José Párraga Moreira, Vinicio Leonardo Borja Tapia, Luis Armando Ortiz-Delgado, Diego Ricardo Salazar Armijos
This study presents the implementation of “ESPE Security,” an application designed to manage community emergency alerts. A data collection technique was employed to understand frequent incidents in the Luz de América parish in the Santo Domingo de los Tsáchilas province. A sample of 440 residents was gathered through surveys covering an age range of 15 to 60 years, including various demographic groups such as students, traders, and the general population. The collected data revealed that approximately 87.95% of the surveyed rural parish population desires an application to report community incidents, as they have reported incidents such as traffic accidents, thefts, crimes, health issues, and homelessness. Based on these findings, a mobile and web application was developed to notify incidents in real time. The design and development of these applications involved technologies such as MongoDB, React, and Node.js, focusing on providing an intuitive user interface. Tests were conducted with 69 end-users and seven experts, employing quantitative techniques to assess design and usability. The results for design were 90%, and for usability, it was 66.70%. Therefore, mobile and web applications are helpful for real-time notification of critical incidents and will contribute to the community.
{"title":"ESPE Security: Mobile and Web Application to Manage Community Emergency Alerts","authors":"Verónica Isabel Martínez-Cepeda, María José Párraga Moreira, Vinicio Leonardo Borja Tapia, Luis Armando Ortiz-Delgado, Diego Ricardo Salazar Armijos","doi":"10.3991/ijim.v18i05.46781","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.46781","url":null,"abstract":"This study presents the implementation of “ESPE Security,” an application designed to manage community emergency alerts. A data collection technique was employed to understand frequent incidents in the Luz de América parish in the Santo Domingo de los Tsáchilas province. A sample of 440 residents was gathered through surveys covering an age range of 15 to 60 years, including various demographic groups such as students, traders, and the general population. The collected data revealed that approximately 87.95% of the surveyed rural parish population desires an application to report community incidents, as they have reported incidents such as traffic accidents, thefts, crimes, health issues, and homelessness. Based on these findings, a mobile and web application was developed to notify incidents in real time. The design and development of these applications involved technologies such as MongoDB, React, and Node.js, focusing on providing an intuitive user interface. Tests were conducted with 69 end-users and seven experts, employing quantitative techniques to assess design and usability. The results for design were 90%, and for usability, it was 66.70%. Therefore, mobile and web applications are helpful for real-time notification of critical incidents and will contribute to the community.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47799
Yue Zhang, Hasnah Binti Mohamed, Dan Liu
Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion.
{"title":"A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning","authors":"Yue Zhang, Hasnah Binti Mohamed, Dan Liu","doi":"10.3991/ijim.v18i05.47799","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47799","url":null,"abstract":"Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47923
Oktavia Sulistina, Samudra Mutiara Hasanah
This research aims to develop socio-scientific issues (SSI) content on chemical bonding material and is used to measure students’ chemical literacy abilities. Currently, the chemistry literacy level of high school students is still relatively low, so a process of reconstructing the structure of chemistry learning content that is linked to real-life contexts is needed. One way to develop this material is to include SSI content in learning. SSI content includes articles containing reading and images as augmented reality (AR) markers, which will later be linked to AR technology on smartphones so that students’ chemical literacy can increase. This study uses the R&D method with the ADDIE design. Research instruments used include material validation, media validation, student response tests, and chemical literacy pre- and post-test instruments. The results of SSI content validation have been declared feasible for use in learning (91.58% material validation; 91.33% media validation; 91.57% student responses). The implementation results show that SSI content has a significantly positive effect on students’ level of chemical literacy skills. Student responses also show that the SSI content developed is easy to understand and motivates students to learn.
{"title":"Improving Chemical Literacy Skills: Integrated Socio-Scientific Issues Content in Augmented Reality Mobile","authors":"Oktavia Sulistina, Samudra Mutiara Hasanah","doi":"10.3991/ijim.v18i05.47923","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47923","url":null,"abstract":"This research aims to develop socio-scientific issues (SSI) content on chemical bonding material and is used to measure students’ chemical literacy abilities. Currently, the chemistry literacy level of high school students is still relatively low, so a process of reconstructing the structure of chemistry learning content that is linked to real-life contexts is needed. One way to develop this material is to include SSI content in learning. SSI content includes articles containing reading and images as augmented reality (AR) markers, which will later be linked to AR technology on smartphones so that students’ chemical literacy can increase. This study uses the R&D method with the ADDIE design. Research instruments used include material validation, media validation, student response tests, and chemical literacy pre- and post-test instruments. The results of SSI content validation have been declared feasible for use in learning (91.58% material validation; 91.33% media validation; 91.57% student responses). The implementation results show that SSI content has a significantly positive effect on students’ level of chemical literacy skills. Student responses also show that the SSI content developed is easy to understand and motivates students to learn.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47011
Abdellateef Al Qawasmi, N. Alsalhi, Sami Sulieman Al Qatawneh
This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.
{"title":"The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students' Stage","authors":"Abdellateef Al Qawasmi, N. Alsalhi, Sami Sulieman Al Qatawneh","doi":"10.3991/ijim.v18i05.47011","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47011","url":null,"abstract":"This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47929
Yasheni Raman, Johari Surif, N. H. Ibrahim
Chemistry is a scientific discipline that is often considered difficult because students struggle to solve contextual and open-ended problems, mainly due to a poor understanding of scientific concepts related to the problem. To fully grasp the concepts in chemistry, students must develop the ability to solve real-life problems. Problem-solving skills are applied in many aspects of life, making them crucial for the 21st century. Problem-based learning (PBL) is an effective method for improving students’ problem-solving skills. This study aims to outline how the PBL approach enhances students’ problem-solving skills, specifically in the context of chemistry education. The sixteen research articles reviewed in this paper were collected from well-known databases such as ERIC, SCOPUS, and Google Scholar. Systematic literature review (SLR) is the method used in this review. This review provides evidence that PBL can enhance problem-solving skills in chemistry education. All research articles have shown that PBL has a significantly positive effect on the problem-solving skills of students. Seven out of sixteen articles have provided insights into the design and framework of PBL implementation. The researcher recommends conducting more studies in all areas of chemistry to provide clear guidance on incorporating PBL. The researcher also recommends using mobile technologies to integrate PBL in a stimulating manner, such as by developing a mobile application to aid in the instructional process. Proper insights into the effectiveness of implementing PBL to enhance problem-solving skills in chemistry, as well as the integration of PBL into the instructional process, are necessary. This will aid teachers and lecturers in planning their lessons, which is why this systematic review is needed.
{"title":"The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review","authors":"Yasheni Raman, Johari Surif, N. H. Ibrahim","doi":"10.3991/ijim.v18i05.47929","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47929","url":null,"abstract":"Chemistry is a scientific discipline that is often considered difficult because students struggle to solve contextual and open-ended problems, mainly due to a poor understanding of scientific concepts related to the problem. To fully grasp the concepts in chemistry, students must develop the ability to solve real-life problems. Problem-solving skills are applied in many aspects of life, making them crucial for the 21st century. Problem-based learning (PBL) is an effective method for improving students’ problem-solving skills. This study aims to outline how the PBL approach enhances students’ problem-solving skills, specifically in the context of chemistry education. The sixteen research articles reviewed in this paper were collected from well-known databases such as ERIC, SCOPUS, and Google Scholar. Systematic literature review (SLR) is the method used in this review. This review provides evidence that PBL can enhance problem-solving skills in chemistry education. All research articles have shown that PBL has a significantly positive effect on the problem-solving skills of students. Seven out of sixteen articles have provided insights into the design and framework of PBL implementation. The researcher recommends conducting more studies in all areas of chemistry to provide clear guidance on incorporating PBL. The researcher also recommends using mobile technologies to integrate PBL in a stimulating manner, such as by developing a mobile application to aid in the instructional process. Proper insights into the effectiveness of implementing PBL to enhance problem-solving skills in chemistry, as well as the integration of PBL into the instructional process, are necessary. This will aid teachers and lecturers in planning their lessons, which is why this systematic review is needed.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to investigate the impact of using interactive simulation videos on enhancing digital empathy skills. The study involved 300 high school students from three schools in Bangkok, Thailand. The participants were chosen using the multistage sampling method. The research instruments included: (1) an interactive simulation video; (2) a digital empathy skills test; (3) a satisfaction assessment; and (4) an interview form. The data were analyzed using a dependent t-test, mean, standard deviation, percentage, and qualitative data analysis. The research found that (1) participants’ digital empathy skills scores improved significantly at the 0.05 level, (2) participants’ overall satisfaction was high (x = 4.48), and (3) all participants agreed that the interactive simulation video was appropriate, helped them improve their digital empathy skills, and was suitable for use as teaching material. An interactive simulative video contains various elements that enhance students’ digital empathy skills, including embedded questions, overlays, and hotspots.
{"title":"Effect of Using the Interaction Simulation Video to Enhance Digital Empathy Skills","authors":"Pattaraporn Jamsai, Suebwong Chuensombat, Weeramol Locharoenrat, Sirikanya Maneenil","doi":"10.3991/ijim.v18i05.46463","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.46463","url":null,"abstract":"This research aims to investigate the impact of using interactive simulation videos on enhancing digital empathy skills. The study involved 300 high school students from three schools in Bangkok, Thailand. The participants were chosen using the multistage sampling method. The research instruments included: (1) an interactive simulation video; (2) a digital empathy skills test; (3) a satisfaction assessment; and (4) an interview form. The data were analyzed using a dependent t-test, mean, standard deviation, percentage, and qualitative data analysis. The research found that (1) participants’ digital empathy skills scores improved significantly at the 0.05 level, (2) participants’ overall satisfaction was high (x = 4.48), and (3) all participants agreed that the interactive simulation video was appropriate, helped them improve their digital empathy skills, and was suitable for use as teaching material. An interactive simulative video contains various elements that enhance students’ digital empathy skills, including embedded questions, overlays, and hotspots.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47931
Yasheni Raman, Johari Surif, N. H. Ibrahim
The presence of an alternative framework in the students’ minds acts as the main hindrance to students exhibiting profound understanding of scientific concepts, which in turn promotes the application of scientific knowledge to solve daily life context problems. This research is done in two phases. In the first phase, the research aims to identify the alternative framework among students on the concept of electrochemistry, and in the second phase, it develops an instructional module for secondary school students on the concept of electrochemistry by using the five-phase Needham constructivism model approach to overcome the alternative framework that exists in the students’ minds. In this paper, however, only the findings of the first phase are reported. The instrument used for this study is the electrochemistry test developed based on previous research and validated by experts. This paper and pencil test is used in the first phase of the research as a data collection tool. This research adapted a quantitative research design. The data from the electrochemistry test is analyzed using statistical packages for social sciences (SPSS) 20.0 to get the descriptive data as findings of the first phase of the study. The findings of the first phase of this study indicate that the conceptualization level of students in electrochemistry is poor. Multiple alternative frameworks among students were identified from the analysis of the students’ responses. This study contributed to existing literature by identifying the alternative frameworks present precisely in electrochemistry. The study recommends incorporating mobile technologies in the data collection process and in developing online instructional modules to be more accessible to educators throughout the country and to steer the chemistry education world to a higher level in the Malaysian education system. Enlightening the alternative framework existent in the students’ knowledge schemata immensely facilitates educators worldwide in planning their instructional approach in the classroom for this specific scientific concept.
{"title":"Alternative Framework in Electrochemistry among Secondary Schools Students in Johor, Malaysia","authors":"Yasheni Raman, Johari Surif, N. H. Ibrahim","doi":"10.3991/ijim.v18i05.47931","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47931","url":null,"abstract":"The presence of an alternative framework in the students’ minds acts as the main hindrance to students exhibiting profound understanding of scientific concepts, which in turn promotes the application of scientific knowledge to solve daily life context problems. This research is done in two phases. In the first phase, the research aims to identify the alternative framework among students on the concept of electrochemistry, and in the second phase, it develops an instructional module for secondary school students on the concept of electrochemistry by using the five-phase Needham constructivism model approach to overcome the alternative framework that exists in the students’ minds. In this paper, however, only the findings of the first phase are reported. The instrument used for this study is the electrochemistry test developed based on previous research and validated by experts. This paper and pencil test is used in the first phase of the research as a data collection tool. This research adapted a quantitative research design. The data from the electrochemistry test is analyzed using statistical packages for social sciences (SPSS) 20.0 to get the descriptive data as findings of the first phase of the study. The findings of the first phase of this study indicate that the conceptualization level of students in electrochemistry is poor. Multiple alternative frameworks among students were identified from the analysis of the students’ responses. This study contributed to existing literature by identifying the alternative frameworks present precisely in electrochemistry. The study recommends incorporating mobile technologies in the data collection process and in developing online instructional modules to be more accessible to educators throughout the country and to steer the chemistry education world to a higher level in the Malaysian education system. Enlightening the alternative framework existent in the students’ knowledge schemata immensely facilitates educators worldwide in planning their instructional approach in the classroom for this specific scientific concept.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.3991/ijim.v18i05.47705
Khusnul Khotimah, Rusijono, Andi Mariono
This study investigates the efficacy of a meta-learning approach in improving metacognitive and creative skills. This quantitative study focused on an experimental group using a onegroup pretest-posttest research design. All participants underwent a pretest to assess their initial metacognitive abilities and were subsequently exposed to a meta-learning framework throughout the course. A post-test was conducted to assess the impact of the intervention. The findings indicate a statistically significant improvement in metacognitive skills from the pretest to the post-test. This study confirms the effectiveness of meta-learning strategies and elucidates the relationship between meta-learning and metacognition. Meta-learning enables students to comprehend their own learning processes, thereby improving their capacity to strategize, oversee, and control their cognitive functions with the assistance of artificial intelligence (AI). This approach incorporates creative elements that can stimulate metacognitive thinking, encouraging students to adjust their learning strategies and think outside the box. This research suggests that meta-learning can improve metacognitive abilities, providing valuable insights into educational technology and course design in higher education settings.
{"title":"Enhancing Metacognitive and Creativity Skills through AI-Driven Meta-Learning Strategies","authors":"Khusnul Khotimah, Rusijono, Andi Mariono","doi":"10.3991/ijim.v18i05.47705","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47705","url":null,"abstract":"This study investigates the efficacy of a meta-learning approach in improving metacognitive and creative skills. This quantitative study focused on an experimental group using a onegroup pretest-posttest research design. All participants underwent a pretest to assess their initial metacognitive abilities and were subsequently exposed to a meta-learning framework throughout the course. A post-test was conducted to assess the impact of the intervention. The findings indicate a statistically significant improvement in metacognitive skills from the pretest to the post-test. This study confirms the effectiveness of meta-learning strategies and elucidates the relationship between meta-learning and metacognition. Meta-learning enables students to comprehend their own learning processes, thereby improving their capacity to strategize, oversee, and control their cognitive functions with the assistance of artificial intelligence (AI). This approach incorporates creative elements that can stimulate metacognitive thinking, encouraging students to adjust their learning strategies and think outside the box. This research suggests that meta-learning can improve metacognitive abilities, providing valuable insights into educational technology and course design in higher education settings.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Male solo travelers tend to be more frequent and mobile compared to female solo travelers. This difference can be attributed to travel constraints and safety issues. Social media connects like-minded people and serves as an inspirational resource for deciding where to go and what to do. Numerous netizen travelers are actively sharing their journeys and experiences on their social media profiles. Exciting dining options, diverse locations, recommendations for restaurants, accommodations, and personal experiences are all shared on social media platforms. Millennials rely on electronic word of mouth (e-WOM) to form perceptions about a destination. Thus, the study aims to gain insights into the experiences of solo female travelers who are active on social media platforms. Sentiment analysis is performed on Twitter data by analyzing the latest and trending tweets, which helps in gaining valuable insights regarding the safety of women travelers. Furthermore, research is being conducted to analyze the positive aspects of the travel experience using the Experience Economy model, which provides opportunities for self-discovery and personal growth.
{"title":"Empowering Safety-Conscious Women Travelers: Examining the Benefits of Electronic Word of Mouth and Mobile Travel Assistant","authors":"Chandrakala C.B., Pooja Somarajan, Sanjana Jadhav, Agam Kapoor","doi":"10.3991/ijim.v18i05.43573","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.43573","url":null,"abstract":"Male solo travelers tend to be more frequent and mobile compared to female solo travelers. This difference can be attributed to travel constraints and safety issues. Social media connects like-minded people and serves as an inspirational resource for deciding where to go and what to do. Numerous netizen travelers are actively sharing their journeys and experiences on their social media profiles. Exciting dining options, diverse locations, recommendations for restaurants, accommodations, and personal experiences are all shared on social media platforms. Millennials rely on electronic word of mouth (e-WOM) to form perceptions about a destination. Thus, the study aims to gain insights into the experiences of solo female travelers who are active on social media platforms. Sentiment analysis is performed on Twitter data by analyzing the latest and trending tweets, which helps in gaining valuable insights regarding the safety of women travelers. Furthermore, research is being conducted to analyze the positive aspects of the travel experience using the Experience Economy model, which provides opportunities for self-discovery and personal growth.","PeriodicalId":13648,"journal":{"name":"Int. J. Interact. Mob. Technol.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.3991/ijim.v18i04.46547
Khalid Baba, N. E. Faddouli, Nicolas Cheimanoff
With the rise of mobile learning platforms, it has become increasingly evident that individuals require personalized experiences that are tailored to the strengths and limitations of mobile devices. The present study explores the significant impact that personalized mobile learning environments, powered by artificial intelligence (AI), could have. This study specifically evaluates the impact of an AI-driven personalized educational platform, designed for mobile devices, on the academic achievement and educational progress of students at Mohammed VI Polytechnic University. The platform, designed for mobile devices, allows instructors to easily upload information. Learners can interact with an AI mentor through a chat interface that is seamlessly integrated into their mobile course materials. The system, constructed using cutting-edge technologies such as Langchain, Pinecone, and the LLM Model, excels at providing personalized, real-time feedback and support for learners who are frequently mobile. This study compared two groups of students. One group had access to a mobile personalized learning platform powered by AI, whereas the control group did not have access to it. We conducted a comparative analysis of mobile educational experiences, levels of engagement, and academic outcomes across these groups. In addition, qualitative feedback was gathered from educators and students to evaluate the mobile usability and effectiveness of the system. The results of our study demonstrate that the AI-driven mobile-tailored learning system significantly improves the experience of mobile learners. The increased levels of engagement, improved understanding, and superior academic achievements support our claim. This study not only supports the potential of AI-driven personalized mobile learning in higher education but also emphasizes the importance of continuous innovation to improve its usefulness and effectiveness.
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