The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students’ motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students’ motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students’ motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.
增强现实（AR）和游戏化在高等教育中的出现，因其在学习空间中的实用性而获得了相关性。以往的研究对这些技术分别进行了研究，但对于将增强现实技术和游戏化技术相结合对网络开发领域的影响却知之甚少。本文研究了不同的网络开发教材如何影响高校学生的学习动机和学习效果。教材包括讲义、AR 原型和带有游戏化功能的 AR 原型。一项有95名学生参与的网络实验表明，与传统教材（如讲义）相比，使用AR可以提高学生的学习积极性。然而，与只使用 AR 相比，AR 与游戏化的结合并没有提高学生的学习动机或学习效果。这些研究结果可以作为在高等教育中进一步应用 AR 的基础，并为作者在课程文献中设计 AR 提供支持。
{"title":"Augmented reality and gamification in higher education: Designing mobile interaction to enhance students’ motivation and learning","authors":"Elsa Ivarson, Vilma Erlandsson, Montathar Faraon, Samy Khatib","doi":"10.1177/20427530241239981","DOIUrl":"https://doi.org/10.1177/20427530241239981","url":null,"abstract":"The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students’ motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students’ motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students’ motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236773","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 : 2024-03-16DOI: 10.1177/20427530241239437
Shamim Aktar Munshi, Sayantoni Barsha
Due to the rapid spread of the COVID-19, educational institutes around the world, including India, were forced to close their doors and transition to an online mode of education. The purpose of this study was to analyse the perception and preference towards online learning among students of Aligarh Muslim University in India during this pandemic. Additionally, this study examines the level of awareness regarding various online learning platforms introduced by the University Grants Commission (UGC). A quantitative survey method was applied to achieve the goal of this study. An online questionnaire (Google form) was circulated among students via WhatsApp groups. A total of 234 students responded from different departments, analysis of the data was done with the help of SPSS. The findings of the study revealed that more than 90 percent of respondents preferred online learning to manage their course curriculum during the pandemic, as there were no other alternatives available. The study found that most of the respondents were familiar with various online learning platforms introduced by the UGC. However, a significant number of respondents reported issues with online learning, such as technological constraints, an inappropriate learning environment, various health issues, one-way communication, etc. These findings may be useful in constructing education policies and plans for online learning to make it more effective for students.
{"title":"Identifying students’ perceptions, preferences and challenges of online learning during COVID-19 pandemic in Aligarh Muslim University, India","authors":"Shamim Aktar Munshi, Sayantoni Barsha","doi":"10.1177/20427530241239437","DOIUrl":"https://doi.org/10.1177/20427530241239437","url":null,"abstract":"Due to the rapid spread of the COVID-19, educational institutes around the world, including India, were forced to close their doors and transition to an online mode of education. The purpose of this study was to analyse the perception and preference towards online learning among students of Aligarh Muslim University in India during this pandemic. Additionally, this study examines the level of awareness regarding various online learning platforms introduced by the University Grants Commission (UGC). A quantitative survey method was applied to achieve the goal of this study. An online questionnaire (Google form) was circulated among students via WhatsApp groups. A total of 234 students responded from different departments, analysis of the data was done with the help of SPSS. The findings of the study revealed that more than 90 percent of respondents preferred online learning to manage their course curriculum during the pandemic, as there were no other alternatives available. The study found that most of the respondents were familiar with various online learning platforms introduced by the UGC. However, a significant number of respondents reported issues with online learning, such as technological constraints, an inappropriate learning environment, various health issues, one-way communication, etc. These findings may be useful in constructing education policies and plans for online learning to make it more effective for students.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236594","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 : 2024-03-15DOI: 10.1177/20427530241239429
Danica Anne Sims
The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.
{"title":"Online education and learning management system usage in a South African Economic and management faculty during COVID-19","authors":"Danica Anne Sims","doi":"10.1177/20427530241239429","DOIUrl":"https://doi.org/10.1177/20427530241239429","url":null,"abstract":"The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240870","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 : 2024-03-15DOI: 10.1177/20427530241239399
A. Aghaz, Soroush Dehghan Salmasi
Hybrid learning is currently practiced in Iran’s Higher Education Institutions (HEIs), especially throughout the country’s business schools. Given the importance of Communication Apprehension (CA) as an inhibiting factor in student participation in online classrooms, this study aims to investigate CA in online classes among MBA students studying at the seven most prestigious Iranian business schools concerning their individual differences (the Big Five personality traits and demographic variables, namely, gender, year of study, and work experience). In this quantitative study, data was gathered through an online survey and analyzed using LISREL 8.80. The results indicate that extraversion and agreeableness negatively predict Communication Participation Avoidance (CPA) and Low Level of Communication Confidence (LCC) in an online class. While “neuroticism” predicts LCC and CPA positively and significantly, “conscientiousness” and “openness to experience” do not predict CA dimensions. The results demonstrate that the mean scores of LCC are higher for female students compared with male ones. The results of ANOVA tests also reveal that LCC is higher among first-year students. Finally, the accumulation of work experience reduces CA.
{"title":"The impact of students’ individual differences on their communication apprehension in online classrooms: Empirical evidence from Iran","authors":"A. Aghaz, Soroush Dehghan Salmasi","doi":"10.1177/20427530241239399","DOIUrl":"https://doi.org/10.1177/20427530241239399","url":null,"abstract":"Hybrid learning is currently practiced in Iran’s Higher Education Institutions (HEIs), especially throughout the country’s business schools. Given the importance of Communication Apprehension (CA) as an inhibiting factor in student participation in online classrooms, this study aims to investigate CA in online classes among MBA students studying at the seven most prestigious Iranian business schools concerning their individual differences (the Big Five personality traits and demographic variables, namely, gender, year of study, and work experience). In this quantitative study, data was gathered through an online survey and analyzed using LISREL 8.80. The results indicate that extraversion and agreeableness negatively predict Communication Participation Avoidance (CPA) and Low Level of Communication Confidence (LCC) in an online class. While “neuroticism” predicts LCC and CPA positively and significantly, “conscientiousness” and “openness to experience” do not predict CA dimensions. The results demonstrate that the mean scores of LCC are higher for female students compared with male ones. The results of ANOVA tests also reveal that LCC is higher among first-year students. Finally, the accumulation of work experience reduces CA.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239385","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 : 2024-03-15DOI: 10.1177/20427530241239401
Zaheer Abbas, Nimra Munir
Education is the most important factor for growth of countries’ social and economic development. The purpose of this study is to know online learning experience, system satisfaction and system usage of students in University of Gujrat. Due to COVID-19 pandemic, traditional (face to face) learning method was stopped and educational institutions shifted to online teaching and learning platforms. To gauge online learning system (platforms) a modified DeLone and McLean (D&M) model was used that comprising Instructors’ Information Quality, Instructors’ Service Quality, System Quality, System Usage, System Satisfaction and Academic Achievements factors. The data was collected from 340 students (Batch, 2017-20) using self-administrated questionnaire through Students’ University email medium. Reliability and Validity of the data was tested and found up to the mark. The results of Confirmatory Factor Analysis revealed that all underlying factors achieved measurement invariance test and Fernell and Lacker criteria. Multi-group analysis showed that students of BS4th and BS8th/MSc4th have different opinion with respect to instructors’ information quality towards system satisfaction. Also, students of BS6th and BS8th/MSc 4th have different view according to system usage and their academic achievements. Further, PLS-SEM results showed that students of BS6th and BS8th/MSc4th reported significant positive impact of System Usage on their Academic Achievements. Furthermore, results depicted that a week negative relationship exist between instructors’ service quality with system satisfaction.
{"title":"Application of DeLone and McLean model on students’ E-learning systems during COVID-19 using PLS-SEM","authors":"Zaheer Abbas, Nimra Munir","doi":"10.1177/20427530241239401","DOIUrl":"https://doi.org/10.1177/20427530241239401","url":null,"abstract":"Education is the most important factor for growth of countries’ social and economic development. The purpose of this study is to know online learning experience, system satisfaction and system usage of students in University of Gujrat. Due to COVID-19 pandemic, traditional (face to face) learning method was stopped and educational institutions shifted to online teaching and learning platforms. To gauge online learning system (platforms) a modified DeLone and McLean (D&M) model was used that comprising Instructors’ Information Quality, Instructors’ Service Quality, System Quality, System Usage, System Satisfaction and Academic Achievements factors. The data was collected from 340 students (Batch, 2017-20) using self-administrated questionnaire through Students’ University email medium. Reliability and Validity of the data was tested and found up to the mark. The results of Confirmatory Factor Analysis revealed that all underlying factors achieved measurement invariance test and Fernell and Lacker criteria. Multi-group analysis showed that students of BS4th and BS8th/MSc4th have different opinion with respect to instructors’ information quality towards system satisfaction. Also, students of BS6th and BS8th/MSc 4th have different view according to system usage and their academic achievements. Further, PLS-SEM results showed that students of BS6th and BS8th/MSc4th reported significant positive impact of System Usage on their Academic Achievements. Furthermore, results depicted that a week negative relationship exist between instructors’ service quality with system satisfaction.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239672","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 : 2024-03-15DOI: 10.1177/20427530241239427
Premakumara de Silva, G. P. S. Nalaka, S. U. Badullahewage, Udaya N Rathnayake, Piyoda Wijesekara
There has been phenomenal growth in the demand for digital technology for research in recent years. Versatile digital methods and the availability of large volumes of data are enabling different approaches to research. There is also a challenge in order to ensure researchers are aware and are equipped to use digital methods to support their particular research. During the recent period, the field of Humanities and Social Sciences has shifted away from its traditional defensive stance when the issue of impact is addressed. Globally, these fields utilize digital technology in facilitating computer-driven research for studying society, politics, culture, psychology, and economics in addition to humanities and fine arts. This paper presents the outcome of the research carried out in relation to the use of digital research methods among Humanities and Social Sciences academics at Sri Lankan universities. The significant findings of the study are: half of the academics are not familiar with digital research methods; therefore, more attention is needed to promote digital methods in Humanities and Social Sciences research; the adoption of digital methods is conditioned due to computer and digital literacy, infrastructure facilities, institutional and library support, positive attitudes, motivators, and academic discipline.
{"title":"Research in the digital age: Adopting digital methods in humanities and social sciences research in Sri Lankan universities","authors":"Premakumara de Silva, G. P. S. Nalaka, S. U. Badullahewage, Udaya N Rathnayake, Piyoda Wijesekara","doi":"10.1177/20427530241239427","DOIUrl":"https://doi.org/10.1177/20427530241239427","url":null,"abstract":"There has been phenomenal growth in the demand for digital technology for research in recent years. Versatile digital methods and the availability of large volumes of data are enabling different approaches to research. There is also a challenge in order to ensure researchers are aware and are equipped to use digital methods to support their particular research. During the recent period, the field of Humanities and Social Sciences has shifted away from its traditional defensive stance when the issue of impact is addressed. Globally, these fields utilize digital technology in facilitating computer-driven research for studying society, politics, culture, psychology, and economics in addition to humanities and fine arts. This paper presents the outcome of the research carried out in relation to the use of digital research methods among Humanities and Social Sciences academics at Sri Lankan universities. The significant findings of the study are: half of the academics are not familiar with digital research methods; therefore, more attention is needed to promote digital methods in Humanities and Social Sciences research; the adoption of digital methods is conditioned due to computer and digital literacy, infrastructure facilities, institutional and library support, positive attitudes, motivators, and academic discipline.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238011","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 : 2024-03-15DOI: 10.1177/20427530241239436
Pardis Rahmatpour, R. Nazari, Hamid Sharif-Nia, Maryam Mohammad Ibrahim, Fatima Muhammad Ibrahim, Zahra Tayebi Myaneh
One of the essential criteria in determining the quality of online learning is student satisfaction, this study looked into the influence of infrastructures on nursing student satisfaction with online learning. In this cross-sectional study, 300 nursing students filled out the online questionnaire (demographic, student perceptions of an online course, student satisfaction) from September to November 2021. Multiple linear regression model showed that the remaining variables, namely the design and organization of online learning and student evaluation in online courses, explain about 69.2% of the variance of satisfaction with online learning ( p < .05). The critical criteria in determining students’ satisfaction with online learning are “how to design and arrange online learning” and “how to evaluate students in online courses,” among other things. As a result, optimal planning should focus on these two variables, particularly the student assessment system, in order to reach a better level of satisfaction.
{"title":"The roles of online courses’ design and evaluation in nursing student satisfaction with online learning","authors":"Pardis Rahmatpour, R. Nazari, Hamid Sharif-Nia, Maryam Mohammad Ibrahim, Fatima Muhammad Ibrahim, Zahra Tayebi Myaneh","doi":"10.1177/20427530241239436","DOIUrl":"https://doi.org/10.1177/20427530241239436","url":null,"abstract":"One of the essential criteria in determining the quality of online learning is student satisfaction, this study looked into the influence of infrastructures on nursing student satisfaction with online learning. In this cross-sectional study, 300 nursing students filled out the online questionnaire (demographic, student perceptions of an online course, student satisfaction) from September to November 2021. Multiple linear regression model showed that the remaining variables, namely the design and organization of online learning and student evaluation in online courses, explain about 69.2% of the variance of satisfaction with online learning ( p < .05). The critical criteria in determining students’ satisfaction with online learning are “how to design and arrange online learning” and “how to evaluate students in online courses,” among other things. As a result, optimal planning should focus on these two variables, particularly the student assessment system, in order to reach a better level of satisfaction.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237269","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 : 2024-03-15DOI: 10.1177/20427530241239404
M. Kessler
This mixed methods study investigates issues related to students’ and teachers’ technology ownership, access, literacy, and preferences for engaging in online second language (L2) learning. In the study, teachers ( N = 20) and L2 learners ( N = 283) of various languages at a large US university completed a survey. Three topics were examined, including: (1) students’ and teachers’ ownership of and access to different technologies; (2) students’ self-reported literacy with 21 computer-based tasks, which were compared to teachers’ beliefs about students’ literacy; and (3) students’ and teachers’ preferences for in-person, hybrid, or online learning, which were compared to teachers’ beliefs about students’ preferences. The findings show similar technology ownership patterns among the groups, but some students struggled with gaining access to certain tools/devices. Teachers also occasionally overrated and underrated students’ literacy with various tasks. Finally, students and instructors shared a strong preference for in-person instruction, yet some teachers had misconceptions about students’ interest in hybrid courses.
{"title":"Do we know our language learners?: Investigating students’ and teachers’ technology ownership, access, literacy, and interest in online education","authors":"M. Kessler","doi":"10.1177/20427530241239404","DOIUrl":"https://doi.org/10.1177/20427530241239404","url":null,"abstract":"This mixed methods study investigates issues related to students’ and teachers’ technology ownership, access, literacy, and preferences for engaging in online second language (L2) learning. In the study, teachers ( N = 20) and L2 learners ( N = 283) of various languages at a large US university completed a survey. Three topics were examined, including: (1) students’ and teachers’ ownership of and access to different technologies; (2) students’ self-reported literacy with 21 computer-based tasks, which were compared to teachers’ beliefs about students’ literacy; and (3) students’ and teachers’ preferences for in-person, hybrid, or online learning, which were compared to teachers’ beliefs about students’ preferences. The findings show similar technology ownership patterns among the groups, but some students struggled with gaining access to certain tools/devices. Teachers also occasionally overrated and underrated students’ literacy with various tasks. Finally, students and instructors shared a strong preference for in-person instruction, yet some teachers had misconceptions about students’ interest in hybrid courses.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239273","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 : 2024-03-15DOI: 10.1177/20427530241239421
Majd T. Mrayyan, Marwan H Al-Shaikh Ali, Reem Al-Reyati, Myasar Abed Al-Rahman, Manar Mrayan
Digital Eye Strain (DES) is a newly recognized healthcare problem. Therefore, this study assessed the frequency, intensity, and prevalence of DES, the usage of digital devices for online learning among nursing students enrolled in nursing courses in a governmental and a private university during the COVID-19 pandemic, compared the usage of digital devices before and after the pandemic, assessed its predictors, and interventions nursing students used to prevent or accommodate DES. A cross-sectional online survey was carried out. Between November and December 2022, data were collected with a purposive sample of 142 nursing students enrolled in nursing courses at a governmental and a private university in Jordan, with a response rate of 88.75%. Our sample didn’t have DES, but when it occurred, it was intense. The most frequent and intense symptoms were reported. The median of the mean score DES indicated that the prevalence of DES was 55.23% (occurred occasionally), and the prevalence of (severe) intensity was 52.11%. The mean daily hours spent using digital devices before and after the pandemic were 3.51 ± 1.96 and 4.51 ± 2.53, respectively; the majority spent 3–4 h. Besides using electronic devices for online learning, our nursing students spent 3.31 ± 1.87 on other activities. Before the pandemic, nursing students commonly used mobile phones. This usage decreased during the pandemic as they moved to computer desktops, laptops, and tablets. Being senior students and using equipment to help protect the eyes predicted the DES. Students used different interventions to prevent or accommodate DES. Based on the international trend, we can conclude that the DES increased during the pandemic; nursing students have spent more hours on digital devices, and over 55.00% have DES. They have frequent serious symptoms from DES, which should be managed immediately. To decrease the prevalence of DES, redesigning our educational system should be prioritized, considering that online learning along with DES will remain even after this pandemic end.
数码眼疲劳（DES）是一个新近被认识到的医疗保健问题。因此，本研究评估了COVID-19大流行期间，DES的频率、强度和流行率，以及一所公立大学和一所私立大学护理专业学生使用数字设备进行在线学习的情况，比较了大流行前后数字设备的使用情况，评估了其预测因素，以及护理专业学生用于预防或缓解DES的干预措施。我们开展了一项横断面在线调查。2022 年 11 月至 12 月期间，我们有目的性地抽取了 142 名在约旦一所公立大学和一所私立大学学习护理课程的护理专业学生，收集了他们的数据，回复率为 88.75%。我们的样本没有出现 DES，但一旦出现，症状就很严重。报告的症状最为频繁和强烈。DES 平均得分的中位数表明，DES 的发生率为 55.23%（偶尔发生），（严重）强度的发生率为 52.11%。大流行前后，护生每天使用数码设备的平均时长分别为（3.51±1.96）小时和（4.51±2.53）小时，其中大多数人花费了 3-4 小时。大流行前，护理专业学生普遍使用手机。在大流行期间，随着他们使用电脑桌面、笔记本电脑和平板电脑，这种使用率有所下降。作为高年级学生，使用有助于保护眼睛的设备预示了可持续发展教育十年的到来。学生们使用不同的干预措施来预防或适应 DES。根据国际趋势，我们可以得出结论：在大流行期间，DES有所增加；护理专业学生使用数字设备的时间增加，超过55.00%的学生患有DES。他们经常出现 DES 的严重症状，应立即进行处理。为了降低 DES 的流行率，考虑到在线学习和 DES 在大流行结束后仍将存在，我们应优先重新设计我们的教育系统。
{"title":"COVID-19 era- digital eye strain and the use of digital devices in online learning: A cross-sectional study of nursing students","authors":"Majd T. Mrayyan, Marwan H Al-Shaikh Ali, Reem Al-Reyati, Myasar Abed Al-Rahman, Manar Mrayan","doi":"10.1177/20427530241239421","DOIUrl":"https://doi.org/10.1177/20427530241239421","url":null,"abstract":"Digital Eye Strain (DES) is a newly recognized healthcare problem. Therefore, this study assessed the frequency, intensity, and prevalence of DES, the usage of digital devices for online learning among nursing students enrolled in nursing courses in a governmental and a private university during the COVID-19 pandemic, compared the usage of digital devices before and after the pandemic, assessed its predictors, and interventions nursing students used to prevent or accommodate DES. A cross-sectional online survey was carried out. Between November and December 2022, data were collected with a purposive sample of 142 nursing students enrolled in nursing courses at a governmental and a private university in Jordan, with a response rate of 88.75%. Our sample didn’t have DES, but when it occurred, it was intense. The most frequent and intense symptoms were reported. The median of the mean score DES indicated that the prevalence of DES was 55.23% (occurred occasionally), and the prevalence of (severe) intensity was 52.11%. The mean daily hours spent using digital devices before and after the pandemic were 3.51 ± 1.96 and 4.51 ± 2.53, respectively; the majority spent 3–4 h. Besides using electronic devices for online learning, our nursing students spent 3.31 ± 1.87 on other activities. Before the pandemic, nursing students commonly used mobile phones. This usage decreased during the pandemic as they moved to computer desktops, laptops, and tablets. Being senior students and using equipment to help protect the eyes predicted the DES. Students used different interventions to prevent or accommodate DES. Based on the international trend, we can conclude that the DES increased during the pandemic; nursing students have spent more hours on digital devices, and over 55.00% have DES. They have frequent serious symptoms from DES, which should be managed immediately. To decrease the prevalence of DES, redesigning our educational system should be prioritized, considering that online learning along with DES will remain even after this pandemic end.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239436","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 : 2024-03-14DOI: 10.1177/20427530241239390
Selena Nemorin
Although extant research has addressed the importance of focal things and practices, as well as human values when engaging with digital technologies, a lot remains to be understood about the role of digital focal things in digital education. The paper argues that while Albert Borgmann understood digital devices as objects that render meaningless engagement, based on an ethnographic study of junior high schools in the Central region of Ghana, digital focal things can indeed invite meaningful learning experiences in digital education. However, despite positive gains there are also other aspects to this media ecology that raise tensions such as the trading and selling of student information and students becoming surveillance commodities. This paper begins with an overview of Borgmann’s philosophy, followed by an outline of methods and then moves to an analysis of digital focal things in the context of junior high schools in Ghana. The paper ends with concluding remarks.
{"title":"Focal digital devices and meaning in digital education: An ethnographic study of Ghanaian schools","authors":"Selena Nemorin","doi":"10.1177/20427530241239390","DOIUrl":"https://doi.org/10.1177/20427530241239390","url":null,"abstract":"Although extant research has addressed the importance of focal things and practices, as well as human values when engaging with digital technologies, a lot remains to be understood about the role of digital focal things in digital education. The paper argues that while Albert Borgmann understood digital devices as objects that render meaningless engagement, based on an ethnographic study of junior high schools in the Central region of Ghana, digital focal things can indeed invite meaningful learning experiences in digital education. However, despite positive gains there are also other aspects to this media ecology that raise tensions such as the trading and selling of student information and students becoming surveillance commodities. This paper begins with an overview of Borgmann’s philosophy, followed by an outline of methods and then moves to an analysis of digital focal things in the context of junior high schools in Ghana. The paper ends with concluding remarks.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241857","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：