Pub Date : 2023-10-16DOI: 10.1186/s40561-023-00270-w
Leila Jedi-Sari-Biglar, Aysegül Liman-Kaban
Abstract This study explores the effect of mobile-assisted task-based learning (M-TBL) on vocabulary achievement and student attitude among English as a in content and language integrated learning (CLIL) science lessons, the researcher focused on foreign language (FL) students. To investigate this, a quasi-experimental research design was utilized. In the first semester of the 2022–2023 academic year, 34 fourth-grade students from a private school in Istanbul took part in the study. During the course of 6 weeks, the experimental group engaged in six different M-TBL activities and were assigned a one-page worksheet as homework, while the control group completed only the one-page worksheet. Quantitative data for the study were collected through vocabulary achievement tests and a student attitude questionnaire. The data underwent analysis through paired sample t-tests and descriptive analyses. The results indicated a significant difference in vocabulary achievement between the experimental and control groups, and they also revealed a positive impact on student attitudes, igniting their interest in learning the target language. In light of these findings, it can be concluded that mobile-assisted task-based activities yield positive effects on both vocabulary achievement and student attitude in primary FL learners participating in CLIL science lessons.
{"title":"Exploring the effect of mobile-assisted task-based learning on vocabulary achievement and student attitude","authors":"Leila Jedi-Sari-Biglar, Aysegül Liman-Kaban","doi":"10.1186/s40561-023-00270-w","DOIUrl":"https://doi.org/10.1186/s40561-023-00270-w","url":null,"abstract":"Abstract This study explores the effect of mobile-assisted task-based learning (M-TBL) on vocabulary achievement and student attitude among English as a in content and language integrated learning (CLIL) science lessons, the researcher focused on foreign language (FL) students. To investigate this, a quasi-experimental research design was utilized. In the first semester of the 2022–2023 academic year, 34 fourth-grade students from a private school in Istanbul took part in the study. During the course of 6 weeks, the experimental group engaged in six different M-TBL activities and were assigned a one-page worksheet as homework, while the control group completed only the one-page worksheet. Quantitative data for the study were collected through vocabulary achievement tests and a student attitude questionnaire. The data underwent analysis through paired sample t-tests and descriptive analyses. The results indicated a significant difference in vocabulary achievement between the experimental and control groups, and they also revealed a positive impact on student attitudes, igniting their interest in learning the target language. In light of these findings, it can be concluded that mobile-assisted task-based activities yield positive effects on both vocabulary achievement and student attitude in primary FL learners participating in CLIL science lessons.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114632","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 : 2023-10-11DOI: 10.1186/s40561-023-00268-4
Utari Akhir Gusti, Mia Komariah
Abstract Science education is one of the most important materials that students learn in their lives. Through this subject, they will learn about the phenomena that might be happening on the earth. A book by Gregory P. Thomas and Helen J. Boon with the title Challenges in Science Education: Global Perspectives for The Future delivered everything about how teachers could teach science to students in this century. This book will give the readers knowledge about how science can be taught in many ways and for different purposes. Besides that, this book also gives some ideas about the challenges that might teachers face during the learning process.
{"title":"Gregory P. Thomas and Helen J. Boon: Challenges in science education: global perspectives for the future","authors":"Utari Akhir Gusti, Mia Komariah","doi":"10.1186/s40561-023-00268-4","DOIUrl":"https://doi.org/10.1186/s40561-023-00268-4","url":null,"abstract":"Abstract Science education is one of the most important materials that students learn in their lives. Through this subject, they will learn about the phenomena that might be happening on the earth. A book by Gregory P. Thomas and Helen J. Boon with the title Challenges in Science Education: Global Perspectives for The Future delivered everything about how teachers could teach science to students in this century. This book will give the readers knowledge about how science can be taught in many ways and for different purposes. Besides that, this book also gives some ideas about the challenges that might teachers face during the learning process.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211037","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}
Abstract This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was measured by the Preliminary English Test, and they were placed in two groups: experimental group (23 learners) and control group (22 learners). In the former group, the students were exposed to 5 distinct types of metacognitive strategies over the course of 10 flipped classroom sessions, while the latter group received writing metacognitive strategy-based instruction in a traditional classroom setting. The data collection process involved administering the Second Language Writing Self-Efficacy Scale, two intermediate writing tasks, and the Second Language Writing Anxiety Scale. The collected data were analyzed using a one-way ANCOVA. The findings evidenced considerable enhancement in the writing performance of the students who underwent instruction through flipped classrooms in comparison to those in the traditional classroom refsetting. Furthermore, the results demonstrated that the utilization of writing metacognitive strategies in flipped classrooms resulted in a substantial rise in students' writing self-efficacy, while simultaneously leading to a decrease in their writing anxiety.
{"title":"Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy","authors":"Rahele Khosravi, Adel Dastgoshadeh, Kaveh Jalilzadeh","doi":"10.1186/s40561-023-00264-8","DOIUrl":"https://doi.org/10.1186/s40561-023-00264-8","url":null,"abstract":"Abstract This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was measured by the Preliminary English Test, and they were placed in two groups: experimental group (23 learners) and control group (22 learners). In the former group, the students were exposed to 5 distinct types of metacognitive strategies over the course of 10 flipped classroom sessions, while the latter group received writing metacognitive strategy-based instruction in a traditional classroom setting. The data collection process involved administering the Second Language Writing Self-Efficacy Scale, two intermediate writing tasks, and the Second Language Writing Anxiety Scale. The collected data were analyzed using a one-way ANCOVA. The findings evidenced considerable enhancement in the writing performance of the students who underwent instruction through flipped classrooms in comparison to those in the traditional classroom refsetting. Furthermore, the results demonstrated that the utilization of writing metacognitive strategies in flipped classrooms resulted in a substantial rise in students' writing self-efficacy, while simultaneously leading to a decrease in their writing anxiety.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"544 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094039","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 : 2023-10-04DOI: 10.1186/s40561-023-00263-9
Regina Kaplan-Rakowski, Alice Gruber
Abstract Public speaking, especially in a foreign language, is associated with increased anxiety. Research has shown the potential of virtual reality (VR) for simulating real-life experiences, allowing for public speaking practice in an ecological and safe environment. This between-subjects study investigated the effect of VR on foreign language anxiety (FLA) in public speaking practice. Intermediate learners of English participated in eight public speaking sessions over a three-month period, yielding 160 research observations. The experimental intervention took place in high-immersion VR with subjects wearing a VR headset and speaking in front of virtual audience. In the control intervention, subjects used a videoconferencing platform (Zoom) to speak in front of a real-life audience. Multivariate regression analysis revealed that practicing speaking in VR was associated with statistically significant lower FLA scores, compared with speaking practice using Zoom. The study found that VR technology had a positive effect on practicing public speaking in a foreign language. The research findings have practical implications for professionals and curriculum designers in various domains where public speaking skills are essential. For example, incorporating VR-based public speaking practice can benefit professionals preparing for a job interview, an elevator pitch, or a conference presentation. Curriculum designers can consider integrating VR simulations into language courses to provide students with realistic public speaking experiences. This approach can help students overcome language barriers, reduce anxiety, and develop their communication skills in a controlled and supportive environment.
{"title":"The impact of high-immersion virtual reality on foreign language anxiety","authors":"Regina Kaplan-Rakowski, Alice Gruber","doi":"10.1186/s40561-023-00263-9","DOIUrl":"https://doi.org/10.1186/s40561-023-00263-9","url":null,"abstract":"Abstract Public speaking, especially in a foreign language, is associated with increased anxiety. Research has shown the potential of virtual reality (VR) for simulating real-life experiences, allowing for public speaking practice in an ecological and safe environment. This between-subjects study investigated the effect of VR on foreign language anxiety (FLA) in public speaking practice. Intermediate learners of English participated in eight public speaking sessions over a three-month period, yielding 160 research observations. The experimental intervention took place in high-immersion VR with subjects wearing a VR headset and speaking in front of virtual audience. In the control intervention, subjects used a videoconferencing platform (Zoom) to speak in front of a real-life audience. Multivariate regression analysis revealed that practicing speaking in VR was associated with statistically significant lower FLA scores, compared with speaking practice using Zoom. The study found that VR technology had a positive effect on practicing public speaking in a foreign language. The research findings have practical implications for professionals and curriculum designers in various domains where public speaking skills are essential. For example, incorporating VR-based public speaking practice can benefit professionals preparing for a job interview, an elevator pitch, or a conference presentation. Curriculum designers can consider integrating VR simulations into language courses to provide students with realistic public speaking experiences. This approach can help students overcome language barriers, reduce anxiety, and develop their communication skills in a controlled and supportive environment.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592108","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 : 2023-10-04DOI: 10.1186/s40561-023-00267-5
Chi-Un Lei, Shan Tang
Abstract The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education.
{"title":"An analysis of Hong Kong high school curriculum with implications for United Nations sustainable development goals","authors":"Chi-Un Lei, Shan Tang","doi":"10.1186/s40561-023-00267-5","DOIUrl":"https://doi.org/10.1186/s40561-023-00267-5","url":null,"abstract":"Abstract The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591639","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 : 2023-10-02DOI: 10.1186/s40561-023-00266-6
Watsatree Diteeyont, Ku Heng-Yu
Abstract One of the key successes of learning through mobile technology comes from the competencies of learners. This study aimed to investigate the overall competency levels of mobile learning readiness and four influential factors (connectivist learners, technology readiness, self-directed learning, and netiquette) that may impact college students’ mobile learning readiness in Thailand. The surveys were given to 583 Thai college students who came from various fields such as Social Science, Agriculture, Engineering and Computer Science, and Science. Descriptive statistical procedures were used to generate overall mobile learning readiness and the confirmatory factor analysis was used to determine whether the competencies of connectivist learners, technology readiness, self-directed learning, and netiquette influence the mobile learning readiness of college students in Thailand. The results showed that overall mobile learning readiness among Thai college students was at a high level in which learners’ competency in technology readiness was the most influential factor related to their mobile learning readiness, followed by the competencies of self-directed learning, netiquette, and connectivist learners. The results of this study could provide useful guidance for instructors in designing effective instruction, activities, and learning materials that encourage learners to be successful in the mobile learning environment. The future study may explore other related factors such as learners’ cultural backgrounds, educational systems, or government supports that may influence mobile learning readiness among learners in higher education in different countries.
{"title":"Competency levels and influential factors of college students’ mobile learning readiness in Thailand","authors":"Watsatree Diteeyont, Ku Heng-Yu","doi":"10.1186/s40561-023-00266-6","DOIUrl":"https://doi.org/10.1186/s40561-023-00266-6","url":null,"abstract":"Abstract One of the key successes of learning through mobile technology comes from the competencies of learners. This study aimed to investigate the overall competency levels of mobile learning readiness and four influential factors (connectivist learners, technology readiness, self-directed learning, and netiquette) that may impact college students’ mobile learning readiness in Thailand. The surveys were given to 583 Thai college students who came from various fields such as Social Science, Agriculture, Engineering and Computer Science, and Science. Descriptive statistical procedures were used to generate overall mobile learning readiness and the confirmatory factor analysis was used to determine whether the competencies of connectivist learners, technology readiness, self-directed learning, and netiquette influence the mobile learning readiness of college students in Thailand. The results showed that overall mobile learning readiness among Thai college students was at a high level in which learners’ competency in technology readiness was the most influential factor related to their mobile learning readiness, followed by the competencies of self-directed learning, netiquette, and connectivist learners. The results of this study could provide useful guidance for instructors in designing effective instruction, activities, and learning materials that encourage learners to be successful in the mobile learning environment. The future study may explore other related factors such as learners’ cultural backgrounds, educational systems, or government supports that may influence mobile learning readiness among learners in higher education in different countries.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829080","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}
Abstract The use of self-assessing metacognitive strategies has been shown to enhance English as a foreign language (EFL) learners’ achievement in face-to-face classes. However, its impact on EFL learners’ achievement in online classes, which have become more prevalent due to the development of new technologies has remained largely unexplored. This study aimed to fill this gap by investigating the effects of online self-assessing metacognitive strategies (OSMLS) accompanied with written languaging on IELTS candidates’ listening comprehension (LC) in Iran. A total of 67 IELTS candidates were selected through a convenience sampling method and were homogenized using an IELTS listening test. The participants (n = 44) whose scores were around the mean score were randomly assigned to either a CG (n = 22) or an EC (n = 22). EG received online OSMLS training while the CG did not. Both groups took a pre-test, a post-test, and a delayed post-test of LC. A one-way ANCOVA was used to analyze the collected data. Results indicated that the experimental group outperformed CG on both the post-test and the delayed post-test of LC. The findings suggest that online OSMLS can improve EFL learners’ LC skills and have implications for EFL instruction in online settings.
{"title":"Impact of online self-assessing metacognitive strategies accompanied with written languaging on cultivating Iranian IELTS candidates’ listening comprehension","authors":"Afsheen Rezai, Ehsan Namaziandost, Gholam Hossein Hosseini","doi":"10.1186/s40561-023-00265-7","DOIUrl":"https://doi.org/10.1186/s40561-023-00265-7","url":null,"abstract":"Abstract The use of self-assessing metacognitive strategies has been shown to enhance English as a foreign language (EFL) learners’ achievement in face-to-face classes. However, its impact on EFL learners’ achievement in online classes, which have become more prevalent due to the development of new technologies has remained largely unexplored. This study aimed to fill this gap by investigating the effects of online self-assessing metacognitive strategies (OSMLS) accompanied with written languaging on IELTS candidates’ listening comprehension (LC) in Iran. A total of 67 IELTS candidates were selected through a convenience sampling method and were homogenized using an IELTS listening test. The participants (n = 44) whose scores were around the mean score were randomly assigned to either a CG (n = 22) or an EC (n = 22). EG received online OSMLS training while the CG did not. Both groups took a pre-test, a post-test, and a delayed post-test of LC. A one-way ANCOVA was used to analyze the collected data. Results indicated that the experimental group outperformed CG on both the post-test and the delayed post-test of LC. The findings suggest that online OSMLS can improve EFL learners’ LC skills and have implications for EFL instruction in online settings.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135894921","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 : 2023-09-26DOI: 10.1186/s40561-023-00262-w
Asma Hadyaoui, Lilia Cheniti-Belcadhi
Abstract This article introduces an ontology-based framework for group assessment analytics that investigates the impact of intra-group interactions on group performance within the context of project-based collaborative learning (PBCL). Additionally, it aims to predict learners’ performance based on these interactions. The study involved 312 first-degree students specializing in transportation and technology engineering. The framework collects interaction data from discussion forums and chat rooms, conducts comprehensive data analysis, and constructs prediction models using supervised learning methods. The results unequivocally demonstrate that intra-group interactions significantly affect group performance in PBCL. The prediction model, with an accuracy metric of 0.92 and a final test score of 0.77, supports the credibility of the findings. Notably, the framework utilizes an ePortfolio specifically designed for group assessments, effectively managing both assessment and group data. This framework provides educators with a robust tool to assess group performance, identify areas requiring improvement, and contribute to shaping informed student learning outcomes. Furthermore, it empowers students by enabling them to receive feedback on their collaborative efforts, fostering enhanced interaction skills. These findings carry significant implications for the development and implementation of PBCL environments, offering educators valuable insights for evaluating student progress and making strategic decisions.
{"title":"Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learning","authors":"Asma Hadyaoui, Lilia Cheniti-Belcadhi","doi":"10.1186/s40561-023-00262-w","DOIUrl":"https://doi.org/10.1186/s40561-023-00262-w","url":null,"abstract":"Abstract This article introduces an ontology-based framework for group assessment analytics that investigates the impact of intra-group interactions on group performance within the context of project-based collaborative learning (PBCL). Additionally, it aims to predict learners’ performance based on these interactions. The study involved 312 first-degree students specializing in transportation and technology engineering. The framework collects interaction data from discussion forums and chat rooms, conducts comprehensive data analysis, and constructs prediction models using supervised learning methods. The results unequivocally demonstrate that intra-group interactions significantly affect group performance in PBCL. The prediction model, with an accuracy metric of 0.92 and a final test score of 0.77, supports the credibility of the findings. Notably, the framework utilizes an ePortfolio specifically designed for group assessments, effectively managing both assessment and group data. This framework provides educators with a robust tool to assess group performance, identify areas requiring improvement, and contribute to shaping informed student learning outcomes. Furthermore, it empowers students by enabling them to receive feedback on their collaborative efforts, fostering enhanced interaction skills. These findings carry significant implications for the development and implementation of PBCL environments, offering educators valuable insights for evaluating student progress and making strategic decisions.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957959","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 : 2023-09-15DOI: 10.1186/s40561-023-00261-x
Cecilia Obi Nja, Kimson Joseph Idiege, Uduak Edet Uwe, Anne Ndidi Meremikwu, Esther Etop Ekon, Costly Manyo Erim, Julius Ukah Ukah, Eneyo Okon Eyo, Mary Ideba Anari, Bernedette Umalili Cornelius-Ukpepi
Abstract This study investigated the factors influencing science teachers' 'Artificial Intelligence' (AI) utilization by using the 'Technology Acceptance Model' (TAM). The factors investigated alongside TAM variables were teachers' data like; age, sex, and residence type. TAM items that were correlated in this study included; self-esteem, stress and anxiousness, ease of utilization, behavioural intention, attitude towards AI usage, and expected benefits. The population of this study comprised all science teachers (170) in the Calabar Education Zone of Cross River State, Nigeria. The sample was made up of 79 science teachers comprising (58.22%) 46 females and (41.77%) 33 males. The descriptive and analytical research design was used in this study. A questionnaire named ' Approval of Artificial Intelligence: The Teachers' Eye' Questionnaire (AAITEQ) was used for the study. This study raised 3 research questions. The reliability for AAITEQ was from 0.72 to 0.81 using Cronbach's alpha. Findings indicated that the approval for the utilization of AI was high with an overall mean score of 3.00. The highest predicting value for behaviour intent using TAM variables was the ease of usage r = .789. Science teachers' sex (t, 77 = 1.988; p = .060, ( p ˃ .05), age F (2, 76) = .547; p = .581 ( p ˃ .05) and teachers' residence location (t, .77 = .533; p = − .062 ( p ˃ .05) did not influence the behaviour of science teachers' intention of the utilization of AI. It was recommended that both in-service and pre-service teachers be trained on the utilization of AI.
{"title":"Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers","authors":"Cecilia Obi Nja, Kimson Joseph Idiege, Uduak Edet Uwe, Anne Ndidi Meremikwu, Esther Etop Ekon, Costly Manyo Erim, Julius Ukah Ukah, Eneyo Okon Eyo, Mary Ideba Anari, Bernedette Umalili Cornelius-Ukpepi","doi":"10.1186/s40561-023-00261-x","DOIUrl":"https://doi.org/10.1186/s40561-023-00261-x","url":null,"abstract":"Abstract This study investigated the factors influencing science teachers' 'Artificial Intelligence' (AI) utilization by using the 'Technology Acceptance Model' (TAM). The factors investigated alongside TAM variables were teachers' data like; age, sex, and residence type. TAM items that were correlated in this study included; self-esteem, stress and anxiousness, ease of utilization, behavioural intention, attitude towards AI usage, and expected benefits. The population of this study comprised all science teachers (170) in the Calabar Education Zone of Cross River State, Nigeria. The sample was made up of 79 science teachers comprising (58.22%) 46 females and (41.77%) 33 males. The descriptive and analytical research design was used in this study. A questionnaire named ' Approval of Artificial Intelligence: The Teachers' Eye' Questionnaire (AAITEQ) was used for the study. This study raised 3 research questions. The reliability for AAITEQ was from 0.72 to 0.81 using Cronbach's alpha. Findings indicated that the approval for the utilization of AI was high with an overall mean score of 3.00. The highest predicting value for behaviour intent using TAM variables was the ease of usage r = .789. Science teachers' sex (t, 77 = 1.988; p = .060, ( p ˃ .05), age F (2, 76) = .547; p = .581 ( p ˃ .05) and teachers' residence location (t, .77 = .533; p = − .062 ( p ˃ .05) did not influence the behaviour of science teachers' intention of the utilization of AI. It was recommended that both in-service and pre-service teachers be trained on the utilization of AI.","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352886","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 : 2023-08-28DOI: 10.1186/s40561-023-00260-y
Chien-Chang Lin, Anna Y. Q. Huang, Owen H. T. Lu
{"title":"Artificial intelligence in intelligent tutoring systems toward sustainable education: a systematic review","authors":"Chien-Chang Lin, Anna Y. Q. Huang, Owen H. T. Lu","doi":"10.1186/s40561-023-00260-y","DOIUrl":"https://doi.org/10.1186/s40561-023-00260-y","url":null,"abstract":"","PeriodicalId":21774,"journal":{"name":"Smart Learning Environments","volume":" ","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395263","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}
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