Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.4.1862
Dan Li, Shayne Klarisse E. Dinamling, Zhongguo Li
In the post-epidemic era, compulsory education is carried out simultaneously at three dimensions of school education, family education and online education. Based on the methodology of literature survey, questionnaire survey and interview, and the current status, this paper proposes targeted and practical countermeasures to the compulsory education in China in the post-epidemic era. For the post-epidemic era, this study proposes to form a new three-dimensional education system to enhance the quality of compulsory education in China. To achieve this goal, this paper recommends methods such as optimizing and integrating education resources, constructing a brand-new learner-center education system, and also leveraging modern information technologies. These strategies are necessary to ensure the education system back to normal status under the prevent and control measures during the pandemic and are also in line with the proactive procedures for education reform and development adopted by internationally and domestically.
{"title":"Research on the Current Situation and Improvement of Three-Dimensional Learning of Compulsory Education in China in the Post-epidemic Era","authors":"Dan Li, Shayne Klarisse E. Dinamling, Zhongguo Li","doi":"10.18178/ijiet.2023.13.4.1862","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1862","url":null,"abstract":"In the post-epidemic era, compulsory education is carried out simultaneously at three dimensions of school education, family education and online education. Based on the methodology of literature survey, questionnaire survey and interview, and the current status, this paper proposes targeted and practical countermeasures to the compulsory education in China in the post-epidemic era. For the post-epidemic era, this study proposes to form a new three-dimensional education system to enhance the quality of compulsory education in China. To achieve this goal, this paper recommends methods such as optimizing and integrating education resources, constructing a brand-new learner-center education system, and also leveraging modern information technologies. These strategies are necessary to ensure the education system back to normal status under the prevent and control measures during the pandemic and are also in line with the proactive procedures for education reform and development adopted by internationally and domestically.","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":"67493789","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.2023.13.4.1857
Masturah Sabri, Faizahani Ab. Rahman, Aliff Nawi
Knowledge of formulaic language is crucial for second-language learners, where it needs to be applied to engage with others in daily activities. Teaching formulaic sequences (FS) in language classrooms is likely to increase learners’ saliency and awareness of the sequences, promote their usage and achieve fluency. Pedagogically, special attention needs to be paid to teaching techniques of FS in English as a second language (ESL) or English as foreign language (EFL) classrooms, especially now that most classrooms have been moved to online platforms such as google classrooms, WebEx, zoom and many more. It is important to understand if learning through an online platform will have the same effect as in the traditional classroom. Through quasi-experimental approach, this study looks into the effect of typographic enhancement (TE) on learners noticing formulaic sequences from reading. ESL learners in this study read passages from two versions: a) highlighted and bold formulaic sequences, and b) without any highlighting and bold enhancement. Learners were afterwards to identify the FS they remembered encountering in the texts. The findings revealed that there is a positive effect among the low proficiency learners in the experimental group compared to the control group, through an online platform.
{"title":"Noticing Formulaic Sequence through Typographic Enhancement Technique: Using an Online Platform","authors":"Masturah Sabri, Faizahani Ab. Rahman, Aliff Nawi","doi":"10.18178/ijiet.2023.13.4.1857","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1857","url":null,"abstract":"Knowledge of formulaic language is crucial for second-language learners, where it needs to be applied to engage with others in daily activities. Teaching formulaic sequences (FS) in language classrooms is likely to increase learners’ saliency and awareness of the sequences, promote their usage and achieve fluency. Pedagogically, special attention needs to be paid to teaching techniques of FS in English as a second language (ESL) or English as foreign language (EFL) classrooms, especially now that most classrooms have been moved to online platforms such as google classrooms, WebEx, zoom and many more. It is important to understand if learning through an online platform will have the same effect as in the traditional classroom. Through quasi-experimental approach, this study looks into the effect of typographic enhancement (TE) on learners noticing formulaic sequences from reading. ESL learners in this study read passages from two versions: a) highlighted and bold formulaic sequences, and b) without any highlighting and bold enhancement. Learners were afterwards to identify the FS they remembered encountering in the texts. The findings revealed that there is a positive effect among the low proficiency learners in the experimental group compared to the control group, through an online platform.","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":"67494004","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.2023.13.5.1875
H. Magd, H. Jonathan
Higher education institutions have opted for online teaching due to COVID-19 Pandemic as delivering classes online was the only available option to continue their teaching and learning activities. Higher education institutions were found to be more dynamic during their utilization of electronic platforms in delivering their activities and due to the unclarity of COVID, it seems that online teaching and learning will remain a crucial part of higher education due to its flexibility, accessibility, and convenience. However, to determine whether online teaching is the best choice for higher education institutions, it’s imperative to shed some light on the challenges and limitations of teaching online to enable institutions in Oman to decide on the future of their teaching and learning activities. Therefore, this study intends to examine the limitations and challenges of online teaching in Oman. The study data was collected by employing a questionnaire survey and distributed to all higher education institutions in Oman. We have received responses from a total of 25 higher education institutions that have participated in the study of which 12 are private universities representing 48%, 9 are public private colleges accounting for 36%, and 4 are university colleges accounting for 16%. The study revealed that the challenges faced by HEIs were student participation and active involvement, evaluation of performance, absenteeism, and insufficient knowledge of the use of online tools, and technologies both by instructors and students. Some of the limitations identified in using technological tools for teaching and learning were the efficiency of internet connectivity which disrupts the teaching engagement, restricted access to some of the technological tools, ineffective ways to gauge academic integrity, and inability to exhibit the capabilities and skills of learners.
{"title":"Limitations and Challenges of Online Teaching at Higher Education Institutions in Oman","authors":"H. Magd, H. Jonathan","doi":"10.18178/ijiet.2023.13.5.1875","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1875","url":null,"abstract":"Higher education institutions have opted for online teaching due to COVID-19 Pandemic as delivering classes online was the only available option to continue their teaching and learning activities. Higher education institutions were found to be more dynamic during their utilization of electronic platforms in delivering their activities and due to the unclarity of COVID, it seems that online teaching and learning will remain a crucial part of higher education due to its flexibility, accessibility, and convenience. However, to determine whether online teaching is the best choice for higher education institutions, it’s imperative to shed some light on the challenges and limitations of teaching online to enable institutions in Oman to decide on the future of their teaching and learning activities. Therefore, this study intends to examine the limitations and challenges of online teaching in Oman. The study data was collected by employing a questionnaire survey and distributed to all higher education institutions in Oman. We have received responses from a total of 25 higher education institutions that have participated in the study of which 12 are private universities representing 48%, 9 are public private colleges accounting for 36%, and 4 are university colleges accounting for 16%. The study revealed that the challenges faced by HEIs were student participation and active involvement, evaluation of performance, absenteeism, and insufficient knowledge of the use of online tools, and technologies both by instructors and students. Some of the limitations identified in using technological tools for teaching and learning were the efficiency of internet connectivity which disrupts the teaching engagement, restricted access to some of the technological tools, ineffective ways to gauge academic integrity, and inability to exhibit the capabilities and skills of learners.","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":"67494098","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.2023.13.5.1866
Danielle Morin, Sara Hossaini
The Coronavirus pandemic has taken the world hostage. All aspects of society have been affected, including the education system with the closure of universities and the adoption of abrupt measures to continue offering university programs virtually. Unexpectedly, the difficult situation has continued until at least December 2021. This paper studies the evolution of the perceived impact of the pandemic on students over four semesters, from Winter 2020 to Fall 2021. A survey conducted at the end of each semester captured the evolution of the impact felt by students. Using Text Mining and Sentiment Analysis, per semester, per gender and per age category, the progression of certain sentiments was identified. The study reveals that the professor’s attitude and support was a key element at the beginning of the pandemic and for many, it has been a good learning experience overall. The loss of direct/in person communication has been strongly felt and it got worse as time progresses. The level of negative comments seems to decrease over time for Female students, while for Male students, it tends to increase. Students from different age groups also reacted differently. Students in the most prevalent age group from age 25 to 30 show at first a decline in the proportion of negative comments followed by an increase, while older students from the 30 to 35 age group have a steady decrease of negativity.
{"title":"Evolution of the Perceived Impact of the Pandemic on University Students","authors":"Danielle Morin, Sara Hossaini","doi":"10.18178/ijiet.2023.13.5.1866","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1866","url":null,"abstract":"The Coronavirus pandemic has taken the world hostage. All aspects of society have been affected, including the education system with the closure of universities and the adoption of abrupt measures to continue offering university programs virtually. Unexpectedly, the difficult situation has continued until at least December 2021. This paper studies the evolution of the perceived impact of the pandemic on students over four semesters, from Winter 2020 to Fall 2021. A survey conducted at the end of each semester captured the evolution of the impact felt by students. Using Text Mining and Sentiment Analysis, per semester, per gender and per age category, the progression of certain sentiments was identified. The study reveals that the professor’s attitude and support was a key element at the beginning of the pandemic and for many, it has been a good learning experience overall. The loss of direct/in person communication has been strongly felt and it got worse as time progresses. The level of negative comments seems to decrease over time for Female students, while for Male students, it tends to increase. Students from different age groups also reacted differently. Students in the most prevalent age group from age 25 to 30 show at first a decline in the proportion of negative comments followed by an increase, while older students from the 30 to 35 age group have a steady decrease of negativity.","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":"67494244","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.2023.13.5.1877
Mohamad Iyad Al-Khiami, M. Jaeger, S. Soleimani
The importance of a paradigm shift in the current traditional teaching strategies is becoming of high importance. Integrating disruptive technologies into undergraduate civil engineering students can improve their performance and motivation levels. Students were assessed on their ability to identify mistakes in a concrete design developed using Autodesk Revit®. The students were divided into three different groups and assessed using three different media: 2 dimensional plans (2D), 3 dimensional models (3D) and virtual reality (VR). The results have shown that 3D and VR students managed to score 54.9% and 62.5% respectively. 2D students scored 20.5%. This shows a substantial difference between VR and 3D relative to the 2D group. From the surveys conducted, it was also perceived that students found 3D and VR methods more motivating than the 2D traditional method. Spearman correlation also indicated a positive and medium to strong correlation between the level of motivation and performance of VR students. The results show that VR is a valid alternative to conventional methods of teaching. This study is part of an ongoing research effort related to utilization of VR in engineering education.
{"title":"The Integration of Digital Techniques in Engineering Education: A Case Study to Evaluate Student’s Motivation and Performance","authors":"Mohamad Iyad Al-Khiami, M. Jaeger, S. Soleimani","doi":"10.18178/ijiet.2023.13.5.1877","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1877","url":null,"abstract":"The importance of a paradigm shift in the current traditional teaching strategies is becoming of high importance. Integrating disruptive technologies into undergraduate civil engineering students can improve their performance and motivation levels. Students were assessed on their ability to identify mistakes in a concrete design developed using Autodesk Revit®. The students were divided into three different groups and assessed using three different media: 2 dimensional plans (2D), 3 dimensional models (3D) and virtual reality (VR). The results have shown that 3D and VR students managed to score 54.9% and 62.5% respectively. 2D students scored 20.5%. This shows a substantial difference between VR and 3D relative to the 2D group. From the surveys conducted, it was also perceived that students found 3D and VR methods more motivating than the 2D traditional method. Spearman correlation also indicated a positive and medium to strong correlation between the level of motivation and performance of VR students. The results show that VR is a valid alternative to conventional methods of teaching. This study is part of an ongoing research effort related to utilization of VR in engineering education.","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":"67494770","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.2023.13.5.1880
E. Momox, L. Alonso-Valerdi
Physics and engineering combine various subjects and disciplines into one single umbrella. Technology and computer engineers working in electronic instrumentation aim at making measurements quickly, and accurately using skills and knowledge that they mainly acquired at university by means of hands-on lab experiments. Teaching undergraduate students about (1) computer interfacing, and (2) instrument control techniques for collecting and processing data to automate processes are subjects that seldom appear in their curriculum. A computational software package that allows rapid prototyping is MATLAB. In this paper, therefore, we describe a graphical user interface (GUI) developed for controlling commonly available undergraduate lab electronic test instruments. In addition, we move towards the digital signal processing, providing a teaching lesson for biomedical engineering students.
{"title":"A MATLAB GUI for Engineering Education in the Undergraduate Laboratory","authors":"E. Momox, L. Alonso-Valerdi","doi":"10.18178/ijiet.2023.13.5.1880","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1880","url":null,"abstract":"Physics and engineering combine various subjects and disciplines into one single umbrella. Technology and computer engineers working in electronic instrumentation aim at making measurements quickly, and accurately using skills and knowledge that they mainly acquired at university by means of hands-on lab experiments. Teaching undergraduate students about (1) computer interfacing, and (2) instrument control techniques for collecting and processing data to automate processes are subjects that seldom appear in their curriculum. A computational software package that allows rapid prototyping is MATLAB. In this paper, therefore, we describe a graphical user interface (GUI) developed for controlling commonly available undergraduate lab electronic test instruments. In addition, we move towards the digital signal processing, providing a teaching lesson for biomedical engineering students.","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":"67495002","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.2023.13.7.1907
Muteeb Alahmari
Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.
{"title":"Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality","authors":"Muteeb Alahmari","doi":"10.18178/ijiet.2023.13.7.1907","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1907","url":null,"abstract":"Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.","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":"67495143","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.2023.13.6.1886
Qi Cao, C. Seow, Lily Lim, S. Keoh, Vicki Dale, Sarah Honeychurch, Nathalie Tasler, Duncan Bremner
As the number of students entering higher education increases with a growing diversity of background, educators of programming courses face increasing challenges. Different teaching pedagogies need to be explored for students with different background knowledge. Some students find programming courses difficult to understand and practice. It may lead to de-motivation and disengagement in learning process with consequential impact on their grades. Addressing these issues demands approaches for effective teaching programming courses to multidisciplinary cohorts. This article investigates how computing science (CS) and engineering cohorts respond differently to teaching approaches in a common module, Fundamentals of Programming. Both traditional teacher-centric teaching and a blended learner-centric approach have been explored in a diverse group of students. The blended learner-centric approach combines classroom teaching and self-paced blended learning using work examples videos method. These two teaching approaches have been evaluated in Academic Year 2019/2020. It can be seen from the evaluation results of 92 CS and 150 Engineering students who participate in this research that the performance is improved by about 5% through blended learner-centric approach. It is further observed that quantitatively the performance gap between CS and Engineering students has been reduced. Questionnaire survey has also been conducted with 54 CS and 89 Engineering students being responded. The learners’ perceptions of the blended learner-centric approach have also been compared between these two cohorts.
{"title":"Learners’ Differences in Blended Learner-Centric Approach for a Common Programming Subject","authors":"Qi Cao, C. Seow, Lily Lim, S. Keoh, Vicki Dale, Sarah Honeychurch, Nathalie Tasler, Duncan Bremner","doi":"10.18178/ijiet.2023.13.6.1886","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1886","url":null,"abstract":"As the number of students entering higher education increases with a growing diversity of background, educators of programming courses face increasing challenges. Different teaching pedagogies need to be explored for students with different background knowledge. Some students find programming courses difficult to understand and practice. It may lead to de-motivation and disengagement in learning process with consequential impact on their grades. Addressing these issues demands approaches for effective teaching programming courses to multidisciplinary cohorts. This article investigates how computing science (CS) and engineering cohorts respond differently to teaching approaches in a common module, Fundamentals of Programming. Both traditional teacher-centric teaching and a blended learner-centric approach have been explored in a diverse group of students. The blended learner-centric approach combines classroom teaching and self-paced blended learning using work examples videos method. These two teaching approaches have been evaluated in Academic Year 2019/2020. It can be seen from the evaluation results of 92 CS and 150 Engineering students who participate in this research that the performance is improved by about 5% through blended learner-centric approach. It is further observed that quantitatively the performance gap between CS and Engineering students has been reduced. Questionnaire survey has also been conducted with 54 CS and 89 Engineering students being responded. The learners’ perceptions of the blended learner-centric approach have also been compared between these two cohorts.","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":"67495167","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.2023.13.8.1922
K. D. Susilowati, Nurafni Eltivia, F. Rahmawati
The objective of this study was to create a desktop-based educational gaming medium for the Introduction to Accounting course in order to improve students’ interest in learning the material delivered. Research and development (R&D) was the technique employed, and the stages of the development model began with needs analysis, design, and development. A needs analysis was conducted to determine the needs and traits of the students who will be the target users of this computer game. Interviews and the distribution of questionnaires were used to conduct the analysis. The purpose of the analysis of students was to gather data on what the students need from their accounting classes. The initial design was transformed into a storyboard design during the design stage, and the game was developed in accordance with the design that was made during the development stage. The application system that was developed was then tested and validated. The validation was performed on seven individuals: one lecturer, one IT developer, and five students. The validation results indicated that the product was very feasible with an average validator assessment score of 82.3%. The scores of 75%, 82.7%, and 89.3% assigned by the media expert, material expert, and users, respectively, served as evidence for this. This educational game was created to add variation to teaching methods; however, it is not able to take the place of the lecturer in the process of teaching. Since the development of this instructional game is still in its early stages, additional research can be carried out by adding new materials with a more attractive appearance using added animation or music in the background.
{"title":"Creating a Desktop-Based Learning Resource with an Educational Game Application for the Introduction to Accounting Course","authors":"K. D. Susilowati, Nurafni Eltivia, F. Rahmawati","doi":"10.18178/ijiet.2023.13.8.1922","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1922","url":null,"abstract":"The objective of this study was to create a desktop-based educational gaming medium for the Introduction to Accounting course in order to improve students’ interest in learning the material delivered. Research and development (R&D) was the technique employed, and the stages of the development model began with needs analysis, design, and development. A needs analysis was conducted to determine the needs and traits of the students who will be the target users of this computer game. Interviews and the distribution of questionnaires were used to conduct the analysis. The purpose of the analysis of students was to gather data on what the students need from their accounting classes. The initial design was transformed into a storyboard design during the design stage, and the game was developed in accordance with the design that was made during the development stage. The application system that was developed was then tested and validated. The validation was performed on seven individuals: one lecturer, one IT developer, and five students. The validation results indicated that the product was very feasible with an average validator assessment score of 82.3%. The scores of 75%, 82.7%, and 89.3% assigned by the media expert, material expert, and users, respectively, served as evidence for this. This educational game was created to add variation to teaching methods; however, it is not able to take the place of the lecturer in the process of teaching. Since the development of this instructional game is still in its early stages, additional research can be carried out by adding new materials with a more attractive appearance using added animation or music in the background.","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":"67495362","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.2023.13.8.1924
Yousef Alrashed, A. Rasheed, Mohamed Gohari, Najla Eltanahi, Samah Ramzy, W. Saleh, R. Abduljawad, Hoda Wahab
This study aims to investigate the factors affecting students’ willingness to use gamification. To achieve this objective, a quantitative research method was used, and data were collected employing the survey technique. The sample of the study consisted of 105 university students in Jordan. The survey was structured to take into consideration the inclusion of students from different colleges and majors. The results indicated that perceived usefulness, normative beliefs and task-technology fit are the factors that have the most significant effect on students’ willingness to use gamification as a learning technique. Hopefully, the results of this study will help in formulating policies and in introducing a new technique to be used by both instructors and students, especially in the classroom setting. The study will also help determine the effectiveness of the technology apps used by university staff in Jordan.
{"title":"Factors Affecting Students‘ Willingness to Use Gamification in University Settings","authors":"Yousef Alrashed, A. Rasheed, Mohamed Gohari, Najla Eltanahi, Samah Ramzy, W. Saleh, R. Abduljawad, Hoda Wahab","doi":"10.18178/ijiet.2023.13.8.1924","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1924","url":null,"abstract":"This study aims to investigate the factors affecting students’ willingness to use gamification. To achieve this objective, a quantitative research method was used, and data were collected employing the survey technique. The sample of the study consisted of 105 university students in Jordan. The survey was structured to take into consideration the inclusion of students from different colleges and majors. The results indicated that perceived usefulness, normative beliefs and task-technology fit are the factors that have the most significant effect on students’ willingness to use gamification as a learning technique. Hopefully, the results of this study will help in formulating policies and in introducing a new technique to be used by both instructors and students, especially in the classroom setting. The study will also help determine the effectiveness of the technology apps used by university staff in Jordan.","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":"67495436","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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