Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.8.1928
Hoa-Huy Nguyen, V. A. Nguyen
This paper has analyzed research trends on personalized learning by bibliometric analysis method through a study of 928 articles from the Scopus database. The following issues are investigated: (1) Development scale, growth trajectory and geographical distribution of the research; (2) Outstanding authors and works on Personalized Learning; (3) Outstanding magazines and books on the topic; (4) Key themes found in these documents, and (5) Prominent methods/technologies used for personalized learning. Research results show that personalized learning is a fascinating topic in education and has been overgrown in recent years. Many researches on personalized learning comes from countries such as the United States and China. Our bibliometric analysis has revealed the main themes in the research works on Personalized Learning, such as artificial intelligence, learning style, and learning technology. The research has observed cognitive aspects of learners like knowledge level, learning style, preferences, etc. In most cases, the recommended tools and methods combined the content-based filtering, collaborative filtering, ontological approaches, etc. In addition, future research goals, difficulties, and concerns are highlighted in our work by examining the trends in several personalized learning elements.
{"title":"Personalized Learning in the Online Learning from 2011 to 2021: A Bibliometric Analysis","authors":"Hoa-Huy Nguyen, V. A. Nguyen","doi":"10.18178/ijiet.2023.13.8.1928","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1928","url":null,"abstract":"This paper has analyzed research trends on personalized learning by bibliometric analysis method through a study of 928 articles from the Scopus database. The following issues are investigated: (1) Development scale, growth trajectory and geographical distribution of the research; (2) Outstanding authors and works on Personalized Learning; (3) Outstanding magazines and books on the topic; (4) Key themes found in these documents, and (5) Prominent methods/technologies used for personalized learning. Research results show that personalized learning is a fascinating topic in education and has been overgrown in recent years. Many researches on personalized learning comes from countries such as the United States and China. Our bibliometric analysis has revealed the main themes in the research works on Personalized Learning, such as artificial intelligence, learning style, and learning technology. The research has observed cognitive aspects of learners like knowledge level, learning style, preferences, etc. In most cases, the recommended tools and methods combined the content-based filtering, collaborative filtering, ontological approaches, etc. In addition, future research goals, difficulties, and concerns are highlighted in our work by examining the trends in several personalized learning elements.","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":"67495464","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.2023.13.10.1968
Arie Anang Setyo, Sarson W. Pomalato, Evi P. Hulukati, Tedy Machmud, Novianty Djafri
Technological Pedagogical Content Knowledge (TPACK)-based multimodal digital teaching materials need to be developed to maximize the implementation of learning in the era of technological and digital advances. This study is a pre-experimental one-group pretest-posttest design to analyze the effectiveness of learning by utilizing multimodal digital teaching materials for TPACK-based analytical geometry courses to improve mathematics critical thinking skills of fourth-semester students. The students were from the mathematics education study program at Universitas Muhammadiyah Sorong. Furthermore, the instrument used in collecting research data is a mathematical critical thinking skills test. The research data were analyzed with descriptive statistics and N-Gain. The results showed that implementing learning using multimodal digital teaching materials for analytical geometry courses with TPACK-based was quite effective. It increased mathematical critical thinking skills by 2.24 (56.11%), and the average N-Gain value was 0.62 (62%) which was included in the medium category.
{"title":"Effectiveness of TPACK-Based Multimodal Digital Teaching Materials for Mathematical Critical Thinking Ability","authors":"Arie Anang Setyo, Sarson W. Pomalato, Evi P. Hulukati, Tedy Machmud, Novianty Djafri","doi":"10.18178/ijiet.2023.13.10.1968","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1968","url":null,"abstract":"Technological Pedagogical Content Knowledge (TPACK)-based multimodal digital teaching materials need to be developed to maximize the implementation of learning in the era of technological and digital advances. This study is a pre-experimental one-group pretest-posttest design to analyze the effectiveness of learning by utilizing multimodal digital teaching materials for TPACK-based analytical geometry courses to improve mathematics critical thinking skills of fourth-semester students. The students were from the mathematics education study program at Universitas Muhammadiyah Sorong. Furthermore, the instrument used in collecting research data is a mathematical critical thinking skills test. The research data were analyzed with descriptive statistics and N-Gain. The results showed that implementing learning using multimodal digital teaching materials for analytical geometry courses with TPACK-based was quite effective. It increased mathematical critical thinking skills by 2.24 (56.11%), and the average N-Gain value was 0.62 (62%) which was included in the medium category.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259491","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.2023.13.10.1966
Xue Xia, Boyu Chen, Min Feng, Yunqi Jing
The application of educational technology in special education is mainly to provide more convenient learning conditions for special students, so that special students can receive more learning opportunities and convenience. At this point, special education teachers’ acceptance of technology has become a crucial factor in improving the learning efficiency and effect of special students. Based on the Technology Acceptance Model (TAM), this study conducted a questionnaire survey of 112 special education teachers at different stages to investigate the level of special education educators’ acceptance and continuous use trend of educational information technology by descriptive statistics. Besides, t-test and ANOVA will be adapted to discuss the impact of various factors on the technology acceptance model. The results manifest that special education teachers’ educational technology acceptance was above average, but perception of the using easiness needs improvement. In addition, the educational technology acceptance levels of special education teachers are different in gender and teaching stages. Based on this, the article puts forward suggestions on the future of application of technology in special education from the three stages (identification & evaluation, training support and technical assistance) and two elements (family engagement and differentiated instruction).
{"title":"A Study on Educational Technology Acceptance of Special Education Teachers in Language Teaching Based on TAM Model","authors":"Xue Xia, Boyu Chen, Min Feng, Yunqi Jing","doi":"10.18178/ijiet.2023.13.10.1966","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1966","url":null,"abstract":"The application of educational technology in special education is mainly to provide more convenient learning conditions for special students, so that special students can receive more learning opportunities and convenience. At this point, special education teachers’ acceptance of technology has become a crucial factor in improving the learning efficiency and effect of special students. Based on the Technology Acceptance Model (TAM), this study conducted a questionnaire survey of 112 special education teachers at different stages to investigate the level of special education educators’ acceptance and continuous use trend of educational information technology by descriptive statistics. Besides, t-test and ANOVA will be adapted to discuss the impact of various factors on the technology acceptance model. The results manifest that special education teachers’ educational technology acceptance was above average, but perception of the using easiness needs improvement. In addition, the educational technology acceptance levels of special education teachers are different in gender and teaching stages. Based on this, the article puts forward suggestions on the future of application of technology in special education from the three stages (identification & evaluation, training support and technical assistance) and two elements (family engagement and differentiated instruction).","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259344","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.2023.13.10.1962
Andrian Saputra, Lisa Tania, Ila Rosilawati
This study aimed to determine the effect of computer simulation using molecular workbench in a collaborative discovery learning environment to improve critical thinking abilities and learning activities of high school students. A quasi-experiment with a matching-only pretest-posttest control group design was applied in this study. A total of 60 students consisting of 30 students in both the experimental and control groups were selected purposively from the population of grade 11 MAN 1 Bandar Lampung, Indonesia in the academic year 2019–2020. A series of descriptive and inferential statistics were used to determine the effectiveness of the treatment on students’ learning activities and critical thinking abilities. The results showed that the n-gain value of the experimental group ranging between 0.62 to 0.93 higher than the control group with n-gain ranging between 0.18 to 0.57. Furthermore, the analysis of the independent sample t-test yielded a sig < 0.05, which confirms the effectivity of molecular dynamics simulation in a discovery learning environment in fostering the critical thinking abilities. In addition, other findings also inform that discovery activities with computer simulations can increase student learning activities such as asking questions, communication attitudes, conscientiousness, and cooperation. Molecular dynamics simulation activities facilitate student learning and develop thinking skills, especially in discovering chemical concepts.
{"title":"Using Molecular Workbench in a Collaborative Discovery Learning Environment to Improve Students’ Activities and Critical Thinking Abilities in Chemical Equilibrium","authors":"Andrian Saputra, Lisa Tania, Ila Rosilawati","doi":"10.18178/ijiet.2023.13.10.1962","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1962","url":null,"abstract":"This study aimed to determine the effect of computer simulation using molecular workbench in a collaborative discovery learning environment to improve critical thinking abilities and learning activities of high school students. A quasi-experiment with a matching-only pretest-posttest control group design was applied in this study. A total of 60 students consisting of 30 students in both the experimental and control groups were selected purposively from the population of grade 11 MAN 1 Bandar Lampung, Indonesia in the academic year 2019–2020. A series of descriptive and inferential statistics were used to determine the effectiveness of the treatment on students’ learning activities and critical thinking abilities. The results showed that the n-gain value of the experimental group ranging between 0.62 to 0.93 higher than the control group with n-gain ranging between 0.18 to 0.57. Furthermore, the analysis of the independent sample t-test yielded a sig < 0.05, which confirms the effectivity of molecular dynamics simulation in a discovery learning environment in fostering the critical thinking abilities. In addition, other findings also inform that discovery activities with computer simulations can increase student learning activities such as asking questions, communication attitudes, conscientiousness, and cooperation. Molecular dynamics simulation activities facilitate student learning and develop thinking skills, especially in discovering chemical concepts.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259364","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.2023.13.10.1959
Mladen Konecki
Computer technology is increasingly integrated into various teaching and educational processes. The role of various educational tools and artificial intelligence in the educational process is becoming more and more significant for overall educational success. In this paper, a review of the scientific literature on the application of computer technology for music education is given, with an emphasis on learning to play musical instruments. It has been observed that for many created systems, proper evaluation was not conducted to determine the created systems’ effectiveness in achieving desired learning outcomes. An innovative part of this paper is a description of a new conceptual model of an adaptive system for self-paced learning to play musical instruments. A prototype of an adaptive drum kit learning system has been created based on the presented model. The main goal of this research was to determine the effectiveness of created prototype in achieving students’ learning outcomes. In the evaluation process, the use of created prototype was compared to other self-paced learning methods to learn how to play the drum kit. The obtained data were analyzed by ANOVA method, along with other appropriate statistical methods. The results of the research showed that the use of an adaptive drum kit learning system has a positive impact on achieving learning outcomes. The participants who learned to play using the created prototype were more precise in playing, played more accurate rhythmic patterns, and were rated with higher marks by an independent expert compared to the control groups. Based on the obtained results, it can be concluded that there is a potential for the application of computer technology in the process of learning to play musical instruments.
{"title":"Adaptive Drum Kit Learning System: Impact on Students’ Learning Outcomes","authors":"Mladen Konecki","doi":"10.18178/ijiet.2023.13.10.1959","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1959","url":null,"abstract":"Computer technology is increasingly integrated into various teaching and educational processes. The role of various educational tools and artificial intelligence in the educational process is becoming more and more significant for overall educational success. In this paper, a review of the scientific literature on the application of computer technology for music education is given, with an emphasis on learning to play musical instruments. It has been observed that for many created systems, proper evaluation was not conducted to determine the created systems’ effectiveness in achieving desired learning outcomes. An innovative part of this paper is a description of a new conceptual model of an adaptive system for self-paced learning to play musical instruments. A prototype of an adaptive drum kit learning system has been created based on the presented model. The main goal of this research was to determine the effectiveness of created prototype in achieving students’ learning outcomes. In the evaluation process, the use of created prototype was compared to other self-paced learning methods to learn how to play the drum kit. The obtained data were analyzed by ANOVA method, along with other appropriate statistical methods. The results of the research showed that the use of an adaptive drum kit learning system has a positive impact on achieving learning outcomes. The participants who learned to play using the created prototype were more precise in playing, played more accurate rhythmic patterns, and were rated with higher marks by an independent expert compared to the control groups. Based on the obtained results, it can be concluded that there is a potential for the application of computer technology in the process of learning to play musical instruments.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259492","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.2023.13.1.1782
Nisha S. Raj, R. V G
Ubiquitous learning is a new educational paradigm partly created by the affordance of digital media. This trend has continued to expand over time. The emergence of ubiquitous computing has created unique conditions for people working as education professionals and learning as students. Procrastination is one of the characteristics that has been seen in students that forces them to set back and sit back without achieving their goals. It has been estimated that almost 70% of college students or even school students engage in frequent academic procrastination and purposive delays in the beginning or completing tasks. Throughout this study, we concentrated on different predictive measures that can be used to identify procrastination behaviour among students. These measures include the usage of ensemble classification models such as Logistic Regression, Stochastic Gradient Descent, K-Nearest Neighbours, Decision Tree and Random Forest. Of these, the random forest model achieved the best predictive outcome with an accuracy of almost 85%. Moreover, earlier prediction of such procrastination behaviours would assist tutors in classifying students before completing any task or homework which is a useful path for developing sustainability in the learning process. A strength of this study is that the parameters discussed can be well defined in both virtual and traditional learning environments. However, the parameters defining students’ cognitive or emotional states were not explored in this study.
{"title":"An Approach for Early Prediction of Academic Procrastination in e-Learning Environment","authors":"Nisha S. Raj, R. V G","doi":"10.18178/ijiet.2023.13.1.1782","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1782","url":null,"abstract":"Ubiquitous learning is a new educational paradigm partly created by the affordance of digital media. This trend has continued to expand over time. The emergence of ubiquitous computing has created unique conditions for people working as education professionals and learning as students. Procrastination is one of the characteristics that has been seen in students that forces them to set back and sit back without achieving their goals. It has been estimated that almost 70% of college students or even school students engage in frequent academic procrastination and purposive delays in the beginning or completing tasks. Throughout this study, we concentrated on different predictive measures that can be used to identify procrastination behaviour among students. These measures include the usage of ensemble classification models such as Logistic Regression, Stochastic Gradient Descent, K-Nearest Neighbours, Decision Tree and Random Forest. Of these, the random forest model achieved the best predictive outcome with an accuracy of almost 85%. Moreover, earlier prediction of such procrastination behaviours would assist tutors in classifying students before completing any task or homework which is a useful path for developing sustainability in the learning process. A strength of this study is that the parameters discussed can be well defined in both virtual and traditional learning environments. However, the parameters defining students’ cognitive or emotional states were not explored in this study.","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":"67490866","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.2023.13.1.1789
S. Menggo, Y. Jem, Stanislaus Guna, Raimundus Beda
With their audio-visual capacity, linguistic and non-linguistic content, WhatsApp group video calls appear to have great potential for encouraging EFL learners' speaking development. However, the literature has yet to establish the degree to which WhatsApp group video calls promote English learning motivation and self-efficacy, reduce English speaking anxiety, authentic self-assessment, or urge teachers and students to improve their digital literacy. Therefore, this study aims to analyze the effect of using WhatsApp group video calls to improve students' speaking skills and reveal the extent of this media's impact on student learning. The pre-/post-test, the two-group quantitative explanatory research design was undertaken, featuring one hundred and nineteen students from four classes. A test and questionnaires were used for data collection, and then data were analyzed by using SPSS 24.0. The findings reveal that WhatsApp group video calls have been helpful for increasing learners’ speaking competence during the COVID-19 pandemic and promoting students' English speaking motivation. With all these advantages in mind, this study suggests that ESL/EFL speaking instructors use WhatsApp group video calls in their distance or online English speaking classes.
{"title":"Watch and Practice: Effectiveness of Using WhatsApp as a Multimedia Tool in Boosting Speaking Competence during the COVID-19 Pandemic in Indonesia","authors":"S. Menggo, Y. Jem, Stanislaus Guna, Raimundus Beda","doi":"10.18178/ijiet.2023.13.1.1789","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1789","url":null,"abstract":"With their audio-visual capacity, linguistic and non-linguistic content, WhatsApp group video calls appear to have great potential for encouraging EFL learners' speaking development. However, the literature has yet to establish the degree to which WhatsApp group video calls promote English learning motivation and self-efficacy, reduce English speaking anxiety, authentic self-assessment, or urge teachers and students to improve their digital literacy. Therefore, this study aims to analyze the effect of using WhatsApp group video calls to improve students' speaking skills and reveal the extent of this media's impact on student learning. The pre-/post-test, the two-group quantitative explanatory research design was undertaken, featuring one hundred and nineteen students from four classes. A test and questionnaires were used for data collection, and then data were analyzed by using SPSS 24.0. The findings reveal that WhatsApp group video calls have been helpful for increasing learners’ speaking competence during the COVID-19 pandemic and promoting students' English speaking motivation. With all these advantages in mind, this study suggests that ESL/EFL speaking instructors use WhatsApp group video calls in their distance or online English speaking classes.","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":"67491455","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.2023.13.2.1809
Nurulnadwan Aziz, Siti Zulaiha Ahmad, Sariya Binsaleh, Wan Wan Rahzihan Zulnasyreeq Wan A Rahman
Low-vision children need engaging technology to explore learning materials regardless of visual impairment, which usually restricts their access to innovative learning tools. Understanding and learning fractions in Mathematics could be challenging for them as it requires conceptualization and visualization of the divisional concept. Having considered their ability to visualize the learning content, this study introduced a mobile 4-Dimensional Augmented Reality with the inclusion of affective attributes, which are feeling, thought, emotion, and action, known as Affective 4-Dimensional Augmented Reality Mathematics for Low Vision (ARM4LV). Before the apps are introduced to the targeted users, this study conducts a heuristic evaluation to extract comments and suggestions from the perspective of experts and validate the prototype. The heuristic evaluation is based on Nielsen and Molich’s 10 Heuristics with nine principles and engaged with six experts. They were involved in two phases of evaluation sessions. Results revealed that all experts strongly agreed that the prototype is usable and applicable to low vision needs with the overall mean score being 4.7. However, it still requires some improvement and enhancement in terms of user control expectations which will be further explored in the future.
{"title":"Heuristic Evaluation on Affective 4-Dimensional Augmented Reality Mathematics for Children with Low Vision","authors":"Nurulnadwan Aziz, Siti Zulaiha Ahmad, Sariya Binsaleh, Wan Wan Rahzihan Zulnasyreeq Wan A Rahman","doi":"10.18178/ijiet.2023.13.2.1809","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1809","url":null,"abstract":"Low-vision children need engaging technology to explore learning materials regardless of visual impairment, which usually restricts their access to innovative learning tools. Understanding and learning fractions in Mathematics could be challenging for them as it requires conceptualization and visualization of the divisional concept. Having considered their ability to visualize the learning content, this study introduced a mobile 4-Dimensional Augmented Reality with the inclusion of affective attributes, which are feeling, thought, emotion, and action, known as Affective 4-Dimensional Augmented Reality Mathematics for Low Vision (ARM4LV). Before the apps are introduced to the targeted users, this study conducts a heuristic evaluation to extract comments and suggestions from the perspective of experts and validate the prototype. The heuristic evaluation is based on Nielsen and Molich’s 10 Heuristics with nine principles and engaged with six experts. They were involved in two phases of evaluation sessions. Results revealed that all experts strongly agreed that the prototype is usable and applicable to low vision needs with the overall mean score being 4.7. However, it still requires some improvement and enhancement in terms of user control expectations which will be further explored in the future.","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":"67492458","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.2023.13.3.1834
Chee Ken Nee, Mohd Hishamuddin Abdul Rahman, Noraffandy Yahaya, N. Ibrahim, R. Razak, Chie Sugino
This study reviews recently published scientific literature on the use of chatbot in education, in order to: (a) identify the potential contribution of the incorporation of chatbot as educational tool in educational institutions, (b) present a synthesis of the available empirical evidence on the educational effectiveness of chatbot as an educational tool, and (c) define future research perspectives concerning educational chatbot. From 369 sources, 25 studies on chatbots and their application in education were selected through a step‐by‐step procedure based on the guidelines of the modified PRISMA framework, using a set of predefined criteria between 2016 – 2021 in five prestigious databases (a) Ebscohost, (b) Emerald, (c) ScienceDirect, (d) SpringerLink, and (e) Scopus. For each article, we analyse the purpose of the study, the content to be taught with the aid of chatbot, the type of chatbot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational chatbot usually acts as an element that enhances learning and other benefits; however, this is not always the case, as there are still few studies that have reported adverse situations. The outcomes of the literature review are discussed in terms of their implications for future research and can provide helpful guidance for educators, practitioners and researchers in terms of design, implementation and research in the area.
{"title":"Exploring the Trend and Potential Distribution of Chatbot in Education: A Systematic Review","authors":"Chee Ken Nee, Mohd Hishamuddin Abdul Rahman, Noraffandy Yahaya, N. Ibrahim, R. Razak, Chie Sugino","doi":"10.18178/ijiet.2023.13.3.1834","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1834","url":null,"abstract":"This study reviews recently published scientific literature on the use of chatbot in education, in order to: (a) identify the potential contribution of the incorporation of chatbot as educational tool in educational institutions, (b) present a synthesis of the available empirical evidence on the educational effectiveness of chatbot as an educational tool, and (c) define future research perspectives concerning educational chatbot. From 369 sources, 25 studies on chatbots and their application in education were selected through a step‐by‐step procedure based on the guidelines of the modified PRISMA framework, using a set of predefined criteria between 2016 – 2021 in five prestigious databases (a) Ebscohost, (b) Emerald, (c) ScienceDirect, (d) SpringerLink, and (e) Scopus. For each article, we analyse the purpose of the study, the content to be taught with the aid of chatbot, the type of chatbot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational chatbot usually acts as an element that enhances learning and other benefits; however, this is not always the case, as there are still few studies that have reported adverse situations. The outcomes of the literature review are discussed in terms of their implications for future research and can provide helpful guidance for educators, practitioners and researchers in terms of design, implementation and research in the area.","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":"67492783","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.2023.13.3.1830
E. Rahali, A. Chikhaoui, K. E. Khattabi, F. Ouzennou
This article aims to evaluate the influence of using tablets for learning in the Moroccan educational context on learners’ motivation and academic performance. To do this, we conducted research in primary school, consisting of two stages: the first is based on a questionnaire, which we used to probe the perceptions of learners towards learning with tablets, and the influence of this practice on their motivations; And the second is an experimentation with tablets in classroom to assess the impact on academic performance. Two groups, respectively of 30 and 35 learners, participated in this second part of the study, in which we used student’s t statistic to compare two independent samples. The results showed, on the one hand, a strong motivational power of the use of the tablets on the learning process; and on the other hand, a positive impact on the learners’ academic performance.
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