Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.3.1842
Lelani C Dapat, Rivika C. Alda, Remedios C. Bacus
Reframing educational delivery due to the unprecedented disruption of classes necessitates the utilization of flexible learning materials that cater to students’ diversity. Well-developed self-learning modules become vital to ensure continuity of learning with the flexible instructional modality. Adopting the Plan-Do-Study-Act (PDSA) model and using a mixed method design, this study aimed to develop, implement, and evaluate the self-learning module in Building and Enhancing New Literacies across the Curriculum (BENLAC). A total of 437 preservice teachers from a state university and five content experts evaluated the module using the validated tools: module evaluation tool, questionnaire on preservice teachers’ perceptions about the module, and FGD protocol. Findings revealed that the module is developed following the principles of TAKE — Targeting the course outcomes; Anchoring the Universal Design for Learning and TPACK concepts; Keeping Gagne’s nine events of instruction; and, Engaging through reflections and research. Thematic analysis of the validation resulted in three themes: differentiated activities, research-based, and techno-integrated learning tasks, and rubric-based assessments. The majority of the preservice teachers perceived the module as aligned with the instructional design frameworks of outcomes-based education, TPACK and UDL, Diversity and Inclusivity, and facilitative learning experiences. After the enhancements, the BENLAC module was described as having well-articulated outcomes, techno-integrated activities, and outcomes-based assessments. The rigor of module development and validation provides support to the utilization of the BENLAC module and in-sights for considering adaptations to enhance the preservice teachers’ overall experience.
{"title":"Evaluation of Flexible Learning Module on New Literacies for Preservice Teachers","authors":"Lelani C Dapat, Rivika C. Alda, Remedios C. Bacus","doi":"10.18178/ijiet.2023.13.3.1842","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1842","url":null,"abstract":"Reframing educational delivery due to the unprecedented disruption of classes necessitates the utilization of flexible learning materials that cater to students’ diversity. Well-developed self-learning modules become vital to ensure continuity of learning with the flexible instructional modality. Adopting the Plan-Do-Study-Act (PDSA) model and using a mixed method design, this study aimed to develop, implement, and evaluate the self-learning module in Building and Enhancing New Literacies across the Curriculum (BENLAC). A total of 437 preservice teachers from a state university and five content experts evaluated the module using the validated tools: module evaluation tool, questionnaire on preservice teachers’ perceptions about the module, and FGD protocol. Findings revealed that the module is developed following the principles of TAKE — Targeting the course outcomes; Anchoring the Universal Design for Learning and TPACK concepts; Keeping Gagne’s nine events of instruction; and, Engaging through reflections and research. Thematic analysis of the validation resulted in three themes: differentiated activities, research-based, and techno-integrated learning tasks, and rubric-based assessments. The majority of the preservice teachers perceived the module as aligned with the instructional design frameworks of outcomes-based education, TPACK and UDL, Diversity and Inclusivity, and facilitative learning experiences. After the enhancements, the BENLAC module was described as having well-articulated outcomes, techno-integrated activities, and outcomes-based assessments. The rigor of module development and validation provides support to the utilization of the BENLAC module and in-sights for considering adaptations to enhance the preservice teachers’ overall experience.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493154","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.4.1845
Neha, Eunyoung Kim
The overarching goal of this study was to assess the suitability of Voyant Tools to identify the frequency of content-related and non-content-related query subjects (thread title) and prioritize them based on their occurrence and importance in the online discussion forum. The dataset consisted of 296 query subjects collected from the discussion forums of practical and theoretical massive open online courses (MOOCs). The cirrus, correlation, and scatter plot features of Voyant Tools (a web-based application) were used to analyze the dataset. The Cirrus feature assisted with word frequency, and the Correlation feature helped with their co-occurrence in the online discussion forum. The Scatter plot feature was the most appropriate tool among the three tools implemented in the current study for generating the clusters of content-related and non-content-related query subjects. Overall, Voyant Tools was an effective resource capable of analyzing quantitative and qualitative data and providing visual output in various forms.
{"title":"Identifying Content-Related and Non-content-related Queries in Online Discussion Forums Using Voyant Tools","authors":"Neha, Eunyoung Kim","doi":"10.18178/ijiet.2023.13.4.1845","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1845","url":null,"abstract":"The overarching goal of this study was to assess the suitability of Voyant Tools to identify the frequency of content-related and non-content-related query subjects (thread title) and prioritize them based on their occurrence and importance in the online discussion forum. The dataset consisted of 296 query subjects collected from the discussion forums of practical and theoretical massive open online courses (MOOCs). The cirrus, correlation, and scatter plot features of Voyant Tools (a web-based application) were used to analyze the dataset. The Cirrus feature assisted with word frequency, and the Correlation feature helped with their co-occurrence in the online discussion forum. The Scatter plot feature was the most appropriate tool among the three tools implemented in the current study for generating the clusters of content-related and non-content-related query subjects. Overall, Voyant Tools was an effective resource capable of analyzing quantitative and qualitative data and providing visual output in various forms.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493301","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.4.1859
T. M. Tran, R. Beuran, S. Hasegawa
Present era of massive use of the internet has brought us enormous access to information and knowledge, yet has exposed us to such cybersecurity threats as personal information fraudulency and theft. Therefore, to safely and beneficially use cyberspace’s information services, it is necessary and inevitable to raise awareness of cybersecurity. Aiming at building an environment to support cyberspace users in focusing and strengthening such awareness, we think that providing users with self-regulated learning courses about cybersecurity topics will be a practical approach. With that purpose in mind, in this paper, we introduce a framework for developing a gamification-based cybersecurity awareness course on the Moodle learning management system.
{"title":"Gamification-Based Cybersecurity Awareness Course for Self-regulated Learning","authors":"T. M. Tran, R. Beuran, S. Hasegawa","doi":"10.18178/ijiet.2023.13.4.1859","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1859","url":null,"abstract":"Present era of massive use of the internet has brought us enormous access to information and knowledge, yet has exposed us to such cybersecurity threats as personal information fraudulency and theft. Therefore, to safely and beneficially use cyberspace’s information services, it is necessary and inevitable to raise awareness of cybersecurity. Aiming at building an environment to support cyberspace users in focusing and strengthening such awareness, we think that providing users with self-regulated learning courses about cybersecurity topics will be a practical approach. With that purpose in mind, in this paper, we introduce a framework for developing a gamification-based cybersecurity awareness course on the Moodle learning management system.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493659","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.4.1865
Gunawan Suryoputro, Aulia Rahmanda, Fathia Amalia Sulthonah, Herri Mulyono, S. Ningsih
The current study was part of a larger project on Indonesian EFL teachers’ digital creativity. Specifically, the aim of the current research was to validate the digital creativity proposed by Hoffmann et al. by assessing the reliability of the instrument, its unidimensionality, the effectiveness of the instrument rating scale, and the differential item functioning used to gather data related to the Indonesian teachers’ digital creativity. Quantitative methods were employed throughout the research. A total of 422 Indonesian EFL teachers of different ages, genders, and educational backgrounds participated in an online survey, which was then filtered until a sample size of 132 EFL primary school, 162 EFL junior high school, and 104 EFL senior high school teachers remained. The findings of this study showed that first, statistical results indicated that the instrument used was reliable, obtaining a Cronbach’s alpha value of 0.99. Second, the instruments have achieved their research objectives in that there is an aspect of digital creativity which is considered in the teaching activities of Indonesian teachers. The results also suggested that there are differences in gender and age in EFL teachers’ digital creativity. This paper can be a useful reference for further research related to aspects which need to be fulfilled by teachers in the development of online teaching, considering the deficiencies found and offering solutions in subsequent research papers.
{"title":"Measuring Indonesian EFL Teachers‘ Digital Creativity: Validation of Hoffmann‘s Digital Creativity Scale","authors":"Gunawan Suryoputro, Aulia Rahmanda, Fathia Amalia Sulthonah, Herri Mulyono, S. Ningsih","doi":"10.18178/ijiet.2023.13.4.1865","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1865","url":null,"abstract":"The current study was part of a larger project on Indonesian EFL teachers’ digital creativity. Specifically, the aim of the current research was to validate the digital creativity proposed by Hoffmann et al. by assessing the reliability of the instrument, its unidimensionality, the effectiveness of the instrument rating scale, and the differential item functioning used to gather data related to the Indonesian teachers’ digital creativity. Quantitative methods were employed throughout the research. A total of 422 Indonesian EFL teachers of different ages, genders, and educational backgrounds participated in an online survey, which was then filtered until a sample size of 132 EFL primary school, 162 EFL junior high school, and 104 EFL senior high school teachers remained. The findings of this study showed that first, statistical results indicated that the instrument used was reliable, obtaining a Cronbach’s alpha value of 0.99. Second, the instruments have achieved their research objectives in that there is an aspect of digital creativity which is considered in the teaching activities of Indonesian teachers. The results also suggested that there are differences in gender and age in EFL teachers’ digital creativity. This paper can be a useful reference for further research related to aspects which need to be fulfilled by teachers in the development of online teaching, considering the deficiencies found and offering solutions in subsequent research papers.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494039","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.5.1881
C. A. Alvarado-Silva, Alex D. Tejeda-Ponce, Bertha Ulloa-Rubio, J. A. Salas-Ruiz, K. L. Gaytan-Reyna
The COVID-19 pandemic, brought with a number of problems in different sectors, one of the most affected was the education sector, especially in engineering programs, since these have a practical nature and need laboratories to consolidate meaningful learning. In many cases, the virtualization generated some anomalous behavior in the academic indicators that could be used for the analysis of the successes and errors that could lay the foundations for a modern education in engineering careers. The main objective of this research is to analyze the average academic performance per course of a mechanical-electrical engineering program, for which some data was taken from 2018 to 2021. To explain the behavior of the curves, a qualitative survey was applied to 357 students. Three academic indicators are used in the study: grades average, “not pass” rate, desertion rate. The results of the analysis showed that in the first period of the year 2020 (starting period of confinement) they presented very different parameters from those already known in previous years, which could be based on three main causes. The first was due to the full-time dedication of the students to carry out their academic activities, the second is based on the proper technology, resources and strategies adopted by the university and finally, the economic aid from the Peruvian government.
{"title":"Analysis of the Academic Performance of Mechanical-Electrical Engineering Students during the COVID-19 Pandemic: A Case Study in a Private University in Peru","authors":"C. A. Alvarado-Silva, Alex D. Tejeda-Ponce, Bertha Ulloa-Rubio, J. A. Salas-Ruiz, K. L. Gaytan-Reyna","doi":"10.18178/ijiet.2023.13.5.1881","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1881","url":null,"abstract":"The COVID-19 pandemic, brought with a number of problems in different sectors, one of the most affected was the education sector, especially in engineering programs, since these have a practical nature and need laboratories to consolidate meaningful learning. In many cases, the virtualization generated some anomalous behavior in the academic indicators that could be used for the analysis of the successes and errors that could lay the foundations for a modern education in engineering careers. The main objective of this research is to analyze the average academic performance per course of a mechanical-electrical engineering program, for which some data was taken from 2018 to 2021. To explain the behavior of the curves, a qualitative survey was applied to 357 students. Three academic indicators are used in the study: grades average, “not pass” rate, desertion rate. The results of the analysis showed that in the first period of the year 2020 (starting period of confinement) they presented very different parameters from those already known in previous years, which could be based on three main causes. The first was due to the full-time dedication of the students to carry out their academic activities, the second is based on the proper technology, resources and strategies adopted by the university and finally, the economic aid from the Peruvian government.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495041","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.7.1916
Nien-Lin Hsueh, Z. Xuan, Bilegjargal Daramsenge
Mutation Testing is used to test case improvement mechanism for evaluating the effectiveness of test cases by generating a large number of mutants. In the past, some approaches are proposed to improve the performance of generating the mutants. In recent years, many studies have begun to explore the software engineering education of mutation testing, trying to make students understand its concept through gamification. In this paper, we apply gamification theory and build a gamified learning system for mutation testing, named code immunity boost (CIB), taking the story of vaccine development as a sense of mission. We invited students to learn mutation testing through the relationship between leukocyte (test case), vaccine (mutant) and human body (program). Students can play the role of a vaccine and stimulate the testing of test cases by writing mutants to improve the quality of the program. We adopted the benchmark programs commonly used in mutation testing research, and developed a code vaccine incubator (CVI) tool to generate a large number of mutants as the experimental cornerstone of this study. Final experiments show that our tool can help mutation testing education, as the performance and quality of the experimental group is better than that of the control group. The response from the questionnaire also shows students like learning by our gamified tool. We therefore recommend to promote such software testing education approach by integrating our tool with popular online programming tools such as Online Judge system.
{"title":"Design and Implementation of Gamified Learning System for Mutation Testing","authors":"Nien-Lin Hsueh, Z. Xuan, Bilegjargal Daramsenge","doi":"10.18178/ijiet.2023.13.7.1916","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1916","url":null,"abstract":"Mutation Testing is used to test case improvement mechanism for evaluating the effectiveness of test cases by generating a large number of mutants. In the past, some approaches are proposed to improve the performance of generating the mutants. In recent years, many studies have begun to explore the software engineering education of mutation testing, trying to make students understand its concept through gamification. In this paper, we apply gamification theory and build a gamified learning system for mutation testing, named code immunity boost (CIB), taking the story of vaccine development as a sense of mission. We invited students to learn mutation testing through the relationship between leukocyte (test case), vaccine (mutant) and human body (program). Students can play the role of a vaccine and stimulate the testing of test cases by writing mutants to improve the quality of the program. We adopted the benchmark programs commonly used in mutation testing research, and developed a code vaccine incubator (CVI) tool to generate a large number of mutants as the experimental cornerstone of this study. Final experiments show that our tool can help mutation testing education, as the performance and quality of the experimental group is better than that of the control group. The response from the questionnaire also shows students like learning by our gamified tool. We therefore recommend to promote such software testing education approach by integrating our tool with popular online programming tools such as Online Judge system.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495255","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1778
Denon Arthur Richmond Gono, Bi Tra Goore, Yves Tiecoura, Kouamé Abel Assielou
Pedagogical models development requires several steps, one of which is the mapping of tasks and skills, also known as the educational items clustering. This activity of clustering educational items usually requires the participation of domain experts. However, discovering the exact skills involved in performing the tasks is a complex activity for them. This paper aims at solving the task and skill-mapping problem by proposing an approach based on the Weighted Multi-Relational Matrix Factoring technique to help experts in this task. This approach relies on two types of relationship, the “ student does task” relationship and the “student has skills” relationship through a latent factor model to reconstruct the “ task requires skill” relationship, the latter being the mapping between tasks and skills. An evaluation conducted on a group of two hundred (200) students in lower 6th class in a general secondary school (Côte d'Ivoire), showed that this approach brought an improvement rate of about 82.8% of the skill-task mapping proposed by the experts in the field. This result confirms that our approach not only allows us to map tasks and skills but also to significantly improve the updating of curricula.
教学模型的开发需要几个步骤，其中一个步骤是任务和技能的映射，也称为教育项目聚类。这种聚类教育项目的活动通常需要领域专家的参与。然而，发现执行任务所涉及的确切技能对他们来说是一项复杂的活动。本文提出了一种基于加权多关系矩阵分解技术的方法来帮助专家解决任务和技能映射问题。该方法依托“学生做任务”关系和“学生有技能”关系两类关系，通过潜在因素模型重构“任务需要技能”关系，后者即任务与技能之间的映射关系。对一所普通中学(Côte d' voivire)的200名6年级学生进行的一项评估表明，这种方法对该领域专家提出的技能任务映射的改进率约为82.8%。这一结果证实，我们的方法不仅可以让我们绘制任务和技能，还可以显著改善课程的更新。
{"title":"Multi-relational Matrix Factorization Approach for Educational Items Clustering","authors":"Denon Arthur Richmond Gono, Bi Tra Goore, Yves Tiecoura, Kouamé Abel Assielou","doi":"10.18178/ijiet.2023.13.1.1778","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1778","url":null,"abstract":"Pedagogical models development requires several steps, one of which is the mapping of tasks and skills, also known as the educational items clustering. This activity of clustering educational items usually requires the participation of domain experts. However, discovering the exact skills involved in performing the tasks is a complex activity for them. This paper aims at solving the task and skill-mapping problem by proposing an approach based on the Weighted Multi-Relational Matrix Factoring technique to help experts in this task. This approach relies on two types of relationship, the “ student does task” relationship and the “student has skills” relationship through a latent factor model to reconstruct the “ task requires skill” relationship, the latter being the mapping between tasks and skills. An evaluation conducted on a group of two hundred (200) students in lower 6th class in a general secondary school (Côte d'Ivoire), showed that this approach brought an improvement rate of about 82.8% of the skill-task mapping proposed by the experts in the field. This result confirms that our approach not only allows us to map tasks and skills but also to significantly improve the updating of curricula.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490725","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1780
Benjamín Maraza-Quispe, O. Alejandro-Oviedo, Kelly Shirley Llanos-Talavera, Walter Choquehuanca-Quispe, Simón Angel Choquehuayta-Palomino, N. Caytuiro-Silva
This research aims to determine how the use of Augmented Reality technology propiciates learning achievements through generate emotions in students. The metodology used for development of this research was the selection and application of ARToolKit open-source software, specialized in augmented reality implementation, after that, we implemented a 3D model on the topic “Cell Biology” developed in “Unity3D”. A Likert scale test according to main emotions is applied to a sample of 50 students selected through simple random sampling from a total population of 100 students. The sample is divided into two groups, 25 students for the experimental group and 25 students for the control group. In experimental group, Augmented Reality will be used during three learning sessions. In control group Augmented Reality is not used. In both cases the Likert scale test will be applied after each learning session. At the end of the three learning sessions, a competency-based evaluation is applied according to selected criteria. The results show that 80% of the 25 students in the experimental group improved their academic performance with respect to the control group, which maintained a standard average academic performance of 50%. In conclusion, we can say that the use of Augmented Reality technology in the development of sessions in teaching-learning process, generate emotions in students who are enable to improve their learnings.
{"title":"Towards the Development of Emotions through the Use of Augmented Reality for the Improvement of Teaching-Learning Processes","authors":"Benjamín Maraza-Quispe, O. Alejandro-Oviedo, Kelly Shirley Llanos-Talavera, Walter Choquehuanca-Quispe, Simón Angel Choquehuayta-Palomino, N. Caytuiro-Silva","doi":"10.18178/ijiet.2023.13.1.1780","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1780","url":null,"abstract":"This research aims to determine how the use of Augmented Reality technology propiciates learning achievements through generate emotions in students. The metodology used for development of this research was the selection and application of ARToolKit open-source software, specialized in augmented reality implementation, after that, we implemented a 3D model on the topic “Cell Biology” developed in “Unity3D”. A Likert scale test according to main emotions is applied to a sample of 50 students selected through simple random sampling from a total population of 100 students. The sample is divided into two groups, 25 students for the experimental group and 25 students for the control group. In experimental group, Augmented Reality will be used during three learning sessions. In control group Augmented Reality is not used. In both cases the Likert scale test will be applied after each learning session. At the end of the three learning sessions, a competency-based evaluation is applied according to selected criteria. The results show that 80% of the 25 students in the experimental group improved their academic performance with respect to the control group, which maintained a standard average academic performance of 50%. In conclusion, we can say that the use of Augmented Reality technology in the development of sessions in teaching-learning process, generate emotions in students who are enable to improve their learnings.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490805","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1783
Martin Wolak, Mi Song Kim
With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or resources FDK educators are currently implementing, 4) how educators used the tools or resources to document play-based learning virtually, 5) and what do educators need to integrate technology into their virtual pedagogical practices effectively. Using semi-structured interviews from 11 early childhood educators and one teacher-researcher from virtual kindergarten classrooms in Ontario, Canada, a thematic content analysis from the typed transcripts and reflective notes was adopted to generate emerging themes. The findings demonstrated that 1) educators had a similar positive attitude towards technology in kindergarten as in other countries worldwide, 2) the benefits and challenges of virtual teaching and learning, 3) update on what types of technological devices and resources educators especially in the virtual milieu, are using, 4) and ways to support successful technology integration into virtual pedagogical practices. The findings from this study, in conjunction with other current research, provide practical recommendations for virtual kindergarten educators, parents, school boards, and policymakers.
{"title":"A Case Study of Virtual Kindergarten Teachers in Technology-Enhanced Classrooms","authors":"Martin Wolak, Mi Song Kim","doi":"10.18178/ijiet.2023.13.1.1783","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1783","url":null,"abstract":"With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or resources FDK educators are currently implementing, 4) how educators used the tools or resources to document play-based learning virtually, 5) and what do educators need to integrate technology into their virtual pedagogical practices effectively. Using semi-structured interviews from 11 early childhood educators and one teacher-researcher from virtual kindergarten classrooms in Ontario, Canada, a thematic content analysis from the typed transcripts and reflective notes was adopted to generate emerging themes. The findings demonstrated that 1) educators had a similar positive attitude towards technology in kindergarten as in other countries worldwide, 2) the benefits and challenges of virtual teaching and learning, 3) update on what types of technological devices and resources educators especially in the virtual milieu, are using, 4) and ways to support successful technology integration into virtual pedagogical practices. The findings from this study, in conjunction with other current research, provide practical recommendations for virtual kindergarten educators, parents, school boards, and policymakers.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490878","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1795
Yunisca Nurmalisa, S. Sunyono, D. Yulianti, R. Sinaga
The future of online learning or cybergogy known by several terms, such as blended learning, flipped classroom, or hybrid is something that cannot be avoided. This compelling situation is not due to the COVID-19 pandemic alone but has become a necessity for every student from school to higher education. This article aims to analyze and explain understanding in education related to the concept of "digital media", and all student responses including "learning styles", and related concepts, by reviewing, and synthesizing the literature using in an integrative review. A total of 154 qualitative and quantitative articles published between 2000 and 2020 were reviewed. Based on the inclusion analysis, 25 articles reveal things related to "digital media" and the behavior of students' "learning style" responses and what digital learning media should be. Concerning what is embedded in digital media that can result in different reactions from one another, digital learning media should be made by considering the behavioral reactions of students' "learning style" responses. Applying various digital media such as online platforms or applications in learning should directly affect different learning styles in education. Learning variations should also be offered when the learning media is created and used.
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