Pub Date : 2023-12-19DOI: 10.1186/s41239-023-00432-3
Jose Belda-Medina, Vendula Kokošková
Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.
{"title":"Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)","authors":"Jose Belda-Medina, Vendula Kokošková","doi":"10.1186/s41239-023-00432-3","DOIUrl":"https://doi.org/10.1186/s41239-023-00432-3","url":null,"abstract":"<p>Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.</p>","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"56 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138743237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1186/s41239-023-00430-5
Maria Ijaz Baig, Elaheh Yadegaridehkordi
Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning's benefits, technologies and tools, challenges, and potential to improve higher education.
{"title":"Flipped classroom in higher education: a systematic literature review and research challenges","authors":"Maria Ijaz Baig, Elaheh Yadegaridehkordi","doi":"10.1186/s41239-023-00430-5","DOIUrl":"https://doi.org/10.1186/s41239-023-00430-5","url":null,"abstract":"<p>Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning's benefits, technologies and tools, challenges, and potential to improve higher education.</p>","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"28 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1186/s41239-023-00429-y
D. Foung, Julia Chen, Kin Cheung
{"title":"Exploring language needs of college transfer students with learning analytics: towards a more equitable experience","authors":"D. Foung, Julia Chen, Kin Cheung","doi":"10.1186/s41239-023-00429-y","DOIUrl":"https://doi.org/10.1186/s41239-023-00429-y","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"42 12","pages":"1-15"},"PeriodicalIF":8.6,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1186/s41239-023-00428-z
J. Broadbent, R. Ajjawi, M. Bearman, D. Boud, P. Dawson
Abstract The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.
{"title":"Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?","authors":"J. Broadbent, R. Ajjawi, M. Bearman, D. Boud, P. Dawson","doi":"10.1186/s41239-023-00428-z","DOIUrl":"https://doi.org/10.1186/s41239-023-00428-z","url":null,"abstract":"Abstract The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"46 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1186/s41239-023-00427-0
Alex Barrett, Austin Pack
Abstract Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level to what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI in teaching and learning has become an urgent task. This study reports the results of a survey comparing educators’ (n = 68) and university students’ (n = 158) perceptions on the appropriate use of GenAI in the writing process. The survey included representations of user prompts and output from ChatGPT, a GenAI chatbot, for each of six tasks of the writing process (brainstorming, outlining, writing, revising, feedback, and evaluating). Survey respondents were asked to differentiate between various uses of GenAI for these tasks, which were divided between student and teacher use. Results indicate minor disagreement between students and teachers on acceptable use of GenAI tools in the writing process, as well as classroom and institutional-level lack of preparedness for GenAI. These results imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts. This study can contribute to evidence-based guidelines on the integration of GenAI in teaching and learning.
{"title":"Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process","authors":"Alex Barrett, Austin Pack","doi":"10.1186/s41239-023-00427-0","DOIUrl":"https://doi.org/10.1186/s41239-023-00427-0","url":null,"abstract":"Abstract Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level to what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI in teaching and learning has become an urgent task. This study reports the results of a survey comparing educators’ (n = 68) and university students’ (n = 158) perceptions on the appropriate use of GenAI in the writing process. The survey included representations of user prompts and output from ChatGPT, a GenAI chatbot, for each of six tasks of the writing process (brainstorming, outlining, writing, revising, feedback, and evaluating). Survey respondents were asked to differentiate between various uses of GenAI for these tasks, which were divided between student and teacher use. Results indicate minor disagreement between students and teachers on acceptable use of GenAI tools in the writing process, as well as classroom and institutional-level lack of preparedness for GenAI. These results imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts. This study can contribute to evidence-based guidelines on the integration of GenAI in teaching and learning.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1186/s41239-023-00426-1
Lasha Labadze, Maya Grigolia, Lela Machaidze
Abstract AI chatbots shook the world not long ago with their potential to revolutionize education systems in a myriad of ways. AI chatbots can provide immediate support by answering questions, offering explanations, and providing additional resources. Chatbots can also act as virtual teaching assistants, supporting educators through various means. In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations.
{"title":"Role of AI chatbots in education: systematic literature review","authors":"Lasha Labadze, Maya Grigolia, Lela Machaidze","doi":"10.1186/s41239-023-00426-1","DOIUrl":"https://doi.org/10.1186/s41239-023-00426-1","url":null,"abstract":"Abstract AI chatbots shook the world not long ago with their potential to revolutionize education systems in a myriad of ways. AI chatbots can provide immediate support by answering questions, offering explanations, and providing additional resources. Chatbots can also act as virtual teaching assistants, supporting educators through various means. In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"25 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1186/s41239-023-00425-2
Juan Escalante, Austin Pack, Alex Barrett
Abstract The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students’ writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives.
{"title":"AI-generated feedback on writing: insights into efficacy and ENL student preference","authors":"Juan Escalante, Austin Pack, Alex Barrett","doi":"10.1186/s41239-023-00425-2","DOIUrl":"https://doi.org/10.1186/s41239-023-00425-2","url":null,"abstract":"Abstract The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students’ writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"79 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136234372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As an innovative pedagogical approach, STEAM Education uses science, technology, engineering, the arts, and mathematics to spark students’ learning motivation, problem-solving skills, and cognitive development. Despite widespread literature on STEAM pedagogy, evidence on the benefit of integrating STEAM with technology-enhanced language learning at elementary levels is insufficient. This study thus inspects the impact of incorporating digital storytelling (DST) into STEAM teaching on young language learners' development of self-regulation and English literacy. Thirty-three schoolchildren participated in the study as the experimental and control groups. Their English literacy and self-regulation were examined before and after the study. Both groups received STEAM instructional content in English for one semester. The DST group worked with the online platform StoryJumper to make digital books for their projects; meanwhile, the control group prepared their projects by reports and presentations. At the end of the experiment, the DST group’s academic self-regulation improved significantly which was the result of their enhanced introjected and external regulation. Also, the DST group outperformed the control group in English literacy. Due to the key role of STEAM education in making students interested in STEAM disciplines at elementary levels, planning and implementing best practices of STEAM pedagogy for schoolchildren is recommended.
{"title":"Integrating Digital Storytelling into STEAM Teaching: Examining Young Language Learners’ Development of Self-regulation and English Literacy","authors":"Maryam Amirinejad, Mehrak Rahimi","doi":"10.46328/ijte.551","DOIUrl":"https://doi.org/10.46328/ijte.551","url":null,"abstract":"As an innovative pedagogical approach, STEAM Education uses science, technology, engineering, the arts, and mathematics to spark students’ learning motivation, problem-solving skills, and cognitive development. Despite widespread literature on STEAM pedagogy, evidence on the benefit of integrating STEAM with technology-enhanced language learning at elementary levels is insufficient. This study thus inspects the impact of incorporating digital storytelling (DST) into STEAM teaching on young language learners' development of self-regulation and English literacy. Thirty-three schoolchildren participated in the study as the experimental and control groups. Their English literacy and self-regulation were examined before and after the study. Both groups received STEAM instructional content in English for one semester. The DST group worked with the online platform StoryJumper to make digital books for their projects; meanwhile, the control group prepared their projects by reports and presentations. At the end of the experiment, the DST group’s academic self-regulation improved significantly which was the result of their enhanced introjected and external regulation. Also, the DST group outperformed the control group in English literacy. Due to the key role of STEAM education in making students interested in STEAM disciplines at elementary levels, planning and implementing best practices of STEAM pedagogy for schoolchildren is recommended.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"47 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Baines, Sofia Barbosa Boucas, Pauldy C.J. Otermans
The virtual learning environment (VLE) is of great importance in Higher Education as a repository for course content, communication and student support. Students’ satisfaction with the VLE may impact greatly on their engagement with the VLE itself, and, consequently, module content and learning more widely. In moving to a new VLE we wished to optimise its design for our students’ needs by determining features that impact students’ usage. As such, in this study we tested the satisfaction of psychology students with the layout used in our current VLE, Blackboard Learn (BbL). Using an online survey, students rated their satisfaction for each element of the BbL template on a 7-point Likert-type scale, from 1 (‘extremely dissatisfied)’ to 7 (‘extremely satisfied’). Eighty-seven students enrolled in the BSc Psychology (N = 68) and BSc Psychology (Sport, Health and Exercise) (N = 19) programmes completed the survey. Results showed that, overall, students were very satisfied with their BbL structure. Open-text comments indicated students appreciated the clear, organised structure, making it very easy to navigate. However, students suggested clearer labelling and greater consistency across modules would improve their learning. These findings will be used to inform the template of our new VLE.
{"title":"Using a Survey and Discussion Forums on Students’ Satisfaction and Experience to inform the Development of a New Virtual Leaning Environment (VLE): A Data-driven Approach to Technology Use in Learning and Teaching","authors":"Stephanie Baines, Sofia Barbosa Boucas, Pauldy C.J. Otermans","doi":"10.46328/ijte.540","DOIUrl":"https://doi.org/10.46328/ijte.540","url":null,"abstract":"The virtual learning environment (VLE) is of great importance in Higher Education as a repository for course content, communication and student support. Students’ satisfaction with the VLE may impact greatly on their engagement with the VLE itself, and, consequently, module content and learning more widely. In moving to a new VLE we wished to optimise its design for our students’ needs by determining features that impact students’ usage. As such, in this study we tested the satisfaction of psychology students with the layout used in our current VLE, Blackboard Learn (BbL). Using an online survey, students rated their satisfaction for each element of the BbL template on a 7-point Likert-type scale, from 1 (‘extremely dissatisfied)’ to 7 (‘extremely satisfied’). Eighty-seven students enrolled in the BSc Psychology (N = 68) and BSc Psychology (Sport, Health and Exercise) (N = 19) programmes completed the survey. Results showed that, overall, students were very satisfied with their BbL structure. Open-text comments indicated students appreciated the clear, organised structure, making it very easy to navigate. However, students suggested clearer labelling and greater consistency across modules would improve their learning. These findings will be used to inform the template of our new VLE.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"75 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effectiveness of Memrise application in motivating American middle school students to learn Chinese as a foreign language (CFL). Participants (N = 27) in the study were middle school students enrolled in CFL courses in an urban public middle school in the Midwestern region of the United States. During the study, the experimental group used the Memrise application while the control group used the traditional paper-made flashcards to learn new Chinese characters. Results of the mixed-design ANOVA indicated that there was no significant (p .05) difference in the scores between students in the experimental and control groups on Chinese characters acquisition. However, the Group main effect was significant (p .001), indicating that the students in the experimental group had stronger motivation in learning CFL than those in the control group. It is suggested that further research should include a larger sample size and other types of CFL learning applications.
{"title":"The Effectiveness of Using Memrise Application to Learn Chinese Characters by American Middle School Students - A Pilot Study","authors":"Lih-Ching Chen Wang, Eddie T. C. Lam, Chong Xiao","doi":"10.46328/ijte.423","DOIUrl":"https://doi.org/10.46328/ijte.423","url":null,"abstract":"This study examined the effectiveness of Memrise application in motivating American middle school students to learn Chinese as a foreign language (CFL). Participants (N = 27) in the study were middle school students enrolled in CFL courses in an urban public middle school in the Midwestern region of the United States. During the study, the experimental group used the Memrise application while the control group used the traditional paper-made flashcards to learn new Chinese characters. Results of the mixed-design ANOVA indicated that there was no significant (p .05) difference in the scores between students in the experimental and control groups on Chinese characters acquisition. However, the Group main effect was significant (p .001), indicating that the students in the experimental group had stronger motivation in learning CFL than those in the control group. It is suggested that further research should include a larger sample size and other types of CFL learning applications.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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