Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.3.1831
Nurfatimah Sugrah, Suyanta, A. Wiyarsi
The flipped classroom model (FCM) has become a popular and most effective approach to implementing educational technology reforms. This study aims to 1) determine students’ perceptions of support, self-regulated learning, and critical thinking skills in interventions using FCM; 2) determine the relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills; and 3) determine students’ general perceptions of FCM learning. This type of research is quantitative with a pre-experimental design, One-Shot Case Study. The data analysis technique used is descriptive data analysis and correlation analysis. Results showed that first the quantitative descriptive results showed that students’ critical thinking skills, SRL, and perceptions of support were quite good after being given the FCM intervention. Second, there is a relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills. The general perspective of students about FCM shows that most agree with FCM. This study shows that during FCM learning, educators can provide students with several types of support and easy access to them and ensure smooth communication. Furthermore, teachers are encouraged to take on the role of learning facilitators to strengthen students’ self-regulation and thinking skills.
{"title":"An Exploration of FCM's Impact on Students' Perceptions of Support, Self-regulated Learning, and Critical Thinking","authors":"Nurfatimah Sugrah, Suyanta, A. Wiyarsi","doi":"10.18178/ijiet.2023.13.3.1831","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1831","url":null,"abstract":"The flipped classroom model (FCM) has become a popular and most effective approach to implementing educational technology reforms. This study aims to 1) determine students’ perceptions of support, self-regulated learning, and critical thinking skills in interventions using FCM; 2) determine the relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills; and 3) determine students’ general perceptions of FCM learning. This type of research is quantitative with a pre-experimental design, One-Shot Case Study. The data analysis technique used is descriptive data analysis and correlation analysis. Results showed that first the quantitative descriptive results showed that students’ critical thinking skills, SRL, and perceptions of support were quite good after being given the FCM intervention. Second, there is a relationship between students’ perceptions of support, self-regulated learning, and critical thinking skills. The general perspective of students about FCM shows that most agree with FCM. This study shows that during FCM learning, educators can provide students with several types of support and easy access to them and ensure smooth communication. Furthermore, teachers are encouraged to take on the role of learning facilitators to strengthen students’ self-regulation and thinking skills.","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":"67492918","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.2023.13.4.1861
Ossai Peter Agbadobi Uloku
The Covid-19 pandemic brought about the closure of schools throughout Nigeria. It was expected that the closure of schools would result in students’ poor performance in school. For this reason, this study aims at comparing students’ mean achievements before and during the Covid-19 pandemic. An expost facto survey design was used in the study. One hundred and forty-three students admitted for 2019/2020 session participated in the study. Students’ grade point average before and during Covid-19 pandemic were used in the study. The first GPA was obtained through face-to-face classroom interaction while the second resulted from an examination taken after online classes necessitated by the Covid-19 lockdown. The two GPAs were compared using correlated samples t-test. Students’ mean achievements before and during the Covid-10 pandemic were statistically significant across the three departments used in the study. Students achieved more from online classes, contrary to people’s expectations that school closure would result in students’ poor performances in school. The correlations between the two measures were also significant. It was concluded that school closures caused by the Covid-19 lockdown did not affect first-year undergraduate students’ academic achievements. The improvement in achievements was remarkable.
{"title":"A Comparison of Students' Mean Achievements before and during the Covid-19 Pandemic: A Case Study","authors":"Ossai Peter Agbadobi Uloku","doi":"10.18178/ijiet.2023.13.4.1861","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1861","url":null,"abstract":"The Covid-19 pandemic brought about the closure of schools throughout Nigeria. It was expected that the closure of schools would result in students’ poor performance in school. For this reason, this study aims at comparing students’ mean achievements before and during the Covid-19 pandemic. An expost facto survey design was used in the study. One hundred and forty-three students admitted for 2019/2020 session participated in the study. Students’ grade point average before and during Covid-19 pandemic were used in the study. The first GPA was obtained through face-to-face classroom interaction while the second resulted from an examination taken after online classes necessitated by the Covid-19 lockdown. The two GPAs were compared using correlated samples t-test. Students’ mean achievements before and during the Covid-10 pandemic were statistically significant across the three departments used in the study. Students achieved more from online classes, contrary to people’s expectations that school closure would result in students’ poor performances in school. The correlations between the two measures were also significant. It was concluded that school closures caused by the Covid-19 lockdown did not affect first-year undergraduate students’ academic achievements. The improvement in achievements was remarkable.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493733","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.2023.13.5.1872
Hambalee Jehma, Apirat Akaraphattanawong
This research aimed to investigate if the application of the virtual learning (VL) platform, developed VRChat in teaching and developing students’ English listening skills is highly effective. Other different variables namely genders, majors of study, and the number of hours the students spent on the screen were also investigated. The VRChat platform has been employed as a research tool in the study for developing undergraduate students’ English listening skills. The forty students themselves have been purposively randomly selected. They were from different majors of social sciences and sciences, divided 24 females and 16 males. They were studying English course at the university as a compulsory required subject. The students took the test of english for international communication (TOEIC) Listening test as the pre-test at the beginning of the semester and participated in the English language classes to practice for developing their listening skills by typically interacting with the English contents, having discussion in the VRChat platform virtually followed the instructional design with the teacher as a facilitator. The students were later asked to take the TOEIC Listening test again at the end of the semester as the post-test. The data has been analyzed through the t-test and ANOVA. The findings showed that students with different backgrounds have developed their English listening skills. Therefore, applying the VL platform of the VRChat for developing students’ English language skills was highly recommended.
{"title":"VRChat as a Virtual Learning Platform for Enhancing English Listening Skills","authors":"Hambalee Jehma, Apirat Akaraphattanawong","doi":"10.18178/ijiet.2023.13.5.1872","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1872","url":null,"abstract":"This research aimed to investigate if the application of the virtual learning (VL) platform, developed VRChat in teaching and developing students’ English listening skills is highly effective. Other different variables namely genders, majors of study, and the number of hours the students spent on the screen were also investigated. The VRChat platform has been employed as a research tool in the study for developing undergraduate students’ English listening skills. The forty students themselves have been purposively randomly selected. They were from different majors of social sciences and sciences, divided 24 females and 16 males. They were studying English course at the university as a compulsory required subject. The students took the test of english for international communication (TOEIC) Listening test as the pre-test at the beginning of the semester and participated in the English language classes to practice for developing their listening skills by typically interacting with the English contents, having discussion in the VRChat platform virtually followed the instructional design with the teacher as a facilitator. The students were later asked to take the TOEIC Listening test again at the end of the semester as the post-test. The data has been analyzed through the t-test and ANOVA. The findings showed that students with different backgrounds have developed their English listening skills. Therefore, applying the VL platform of the VRChat for developing students’ English language skills was highly recommended.","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":"67494464","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.2023.13.7.1905
Benjamín Maraza-Quispe, Jorge Luis Torres-Loayza, Grunilda Telma Reymer-Morales, José Luis Aguilar-Gonzales, Edwin Wilber Angulo-Silva, Diego Alonso Huaracha-Condori
The objective of this research is to evaluate the impact of using the simulators on students’ achievement of competencies, such as: Inquire, through scientific methods to build knowledge. The methodology used consisted of qualitative research whose data collection was carried out through an experiment with interactive Physics Educational Technology (PhET) simulators. The experiment was carried out through a simple random sampling of 25 students from a population of 100 students of physics subjects. With this sample, four learning sessions were developed using the PhET interactive simulator, which were implemented in a way that helped the development of skills according to learning indicators oriented to the achievement of the competence, Inquire, through scientific methods to build knowledge. A pretest and a posttest were applied. The results of the study show the benefits of the use of simulators in the teachinglearning processes, contributing to the achievement of the competence inquire, through scientific methods to build knowledge, developing capacities, such as: Problematize situations to inquire, design strategies to inquire, generate and record data or information, analyze data and information, and evaluate and communicate the process and results of their inquiry. In conclusion, 100% of the students develop inquiry competencies through the development of capabilities.
{"title":"Towards the Development of Research Skills of Physics Students through the Use of Simulators: A Case Study","authors":"Benjamín Maraza-Quispe, Jorge Luis Torres-Loayza, Grunilda Telma Reymer-Morales, José Luis Aguilar-Gonzales, Edwin Wilber Angulo-Silva, Diego Alonso Huaracha-Condori","doi":"10.18178/ijiet.2023.13.7.1905","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1905","url":null,"abstract":"The objective of this research is to evaluate the impact of using the simulators on students’ achievement of competencies, such as: Inquire, through scientific methods to build knowledge. The methodology used consisted of qualitative research whose data collection was carried out through an experiment with interactive Physics Educational Technology (PhET) simulators. The experiment was carried out through a simple random sampling of 25 students from a population of 100 students of physics subjects. With this sample, four learning sessions were developed using the PhET interactive simulator, which were implemented in a way that helped the development of skills according to learning indicators oriented to the achievement of the competence, Inquire, through scientific methods to build knowledge. A pretest and a posttest were applied. The results of the study show the benefits of the use of simulators in the teachinglearning processes, contributing to the achievement of the competence inquire, through scientific methods to build knowledge, developing capacities, such as: Problematize situations to inquire, design strategies to inquire, generate and record data or information, analyze data and information, and evaluate and communicate the process and results of their inquiry. In conclusion, 100% of the students develop inquiry competencies through the development of capabilities.","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":"67495132","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.2023.13.7.1915
Benjamaporn Jantorn, Sumalee Chanchalo, S. Suksakulchai
The objectives of this research were 1) to synthesize and create a monitoring system model to develop the ability to face and cope with obstruction of interns in the Work-Based Learning (WBL) system; 2) to assess the suitability of the monitoring system to develop the ability to face and cope with obstruction of interns in the WBL system. The sample is five experts using a selective method of purposive sampling in evaluating a monitoring system model to develop the ability to face and cope with obstruction of the interns in the WBL system. From the results of the research, there was a monitoring system model to develop the ability to face and cope with obstruction of interns in the WBL system named the SP4D model. The results of the synthesized model evaluation showed that the most issue accepted by experts were 1) Component 2, Student Monitoring Process, Step 3 Promotion, and development of the ability to face and cope with obstruction, 2) Component 3, Cloud Computing system in Google Classroom for Adversity Quotient (AQ) development activities, and 3) Component 3, Cloud Computing system in Google Drive for data storage. The least acceptable issue by experts was Component 1, Defining the scope of users and students. The total synthesis was at the most suitable level (mean at 4.51, the standard deviation at 0.53) and experts agree that the synthesized model can be used appropriately.
{"title":"The Study on a Model for Monitoring and Supervising the Ability to Face and Cope with Obstruction for Students Participating in Work-Based Learning (WBL)","authors":"Benjamaporn Jantorn, Sumalee Chanchalo, S. Suksakulchai","doi":"10.18178/ijiet.2023.13.7.1915","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1915","url":null,"abstract":"The objectives of this research were 1) to synthesize and create a monitoring system model to develop the ability to face and cope with obstruction of interns in the Work-Based Learning (WBL) system; 2) to assess the suitability of the monitoring system to develop the ability to face and cope with obstruction of interns in the WBL system. The sample is five experts using a selective method of purposive sampling in evaluating a monitoring system model to develop the ability to face and cope with obstruction of the interns in the WBL system. From the results of the research, there was a monitoring system model to develop the ability to face and cope with obstruction of interns in the WBL system named the SP4D model. The results of the synthesized model evaluation showed that the most issue accepted by experts were 1) Component 2, Student Monitoring Process, Step 3 Promotion, and development of the ability to face and cope with obstruction, 2) Component 3, Cloud Computing system in Google Classroom for Adversity Quotient (AQ) development activities, and 3) Component 3, Cloud Computing system in Google Drive for data storage. The least acceptable issue by experts was Component 1, Defining the scope of users and students. The total synthesis was at the most suitable level (mean at 4.51, the standard deviation at 0.53) and experts agree that the synthesized model can be used appropriately.","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":"67495248","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.2023.13.6.1887
Edi Suyanto, Muhammad Fuad, B. Antrakusuma, Suparman, A. Shidiq
To date, the development of technological literacy studies representing the dynamics and phenomena of research regarding technological knowledge, technological capacity, and critical thinking-decision making has not been reported in scientific publications. Therefore, the purpose of this study is to present a bibliometric and bibliographic review regarding technological literacy studies. A bibliometric analysis was used to conduct this study in which 83 selected documents from the Scopus database published between 1991 and 2022 were the data. Some analyses, such as performance, citation, co-word, and co-authorship, were carried out to analyze the data supported by VOSviewer and PoP software. Results of this study revealed that the number of studies regarding technological literacy increased gradually, while the progress citations on the studies of technological literacy were not consistent every year. In addition, the most productive and influential documents, authors, countries, institutions, and sources contributed to developing technological literacy research. Furthermore, autonomous technology is expected to be the newly trending research in the technology field. Consequently, the studies about autonomous technology can be directed to further educational studies focusing on technology education. The development of autonomous technology in the future, like a robot for teaching, contributes to educational advancement.
{"title":"Exploring the Research Trends of Technological Literacy Studies in Education: A Systematic Review Using Bibliometric Analysis","authors":"Edi Suyanto, Muhammad Fuad, B. Antrakusuma, Suparman, A. Shidiq","doi":"10.18178/ijiet.2023.13.6.1887","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1887","url":null,"abstract":"To date, the development of technological literacy studies representing the dynamics and phenomena of research regarding technological knowledge, technological capacity, and critical thinking-decision making has not been reported in scientific publications. Therefore, the purpose of this study is to present a bibliometric and bibliographic review regarding technological literacy studies. A bibliometric analysis was used to conduct this study in which 83 selected documents from the Scopus database published between 1991 and 2022 were the data. Some analyses, such as performance, citation, co-word, and co-authorship, were carried out to analyze the data supported by VOSviewer and PoP software. Results of this study revealed that the number of studies regarding technological literacy increased gradually, while the progress citations on the studies of technological literacy were not consistent every year. In addition, the most productive and influential documents, authors, countries, institutions, and sources contributed to developing technological literacy research. Furthermore, autonomous technology is expected to be the newly trending research in the technology field. Consequently, the studies about autonomous technology can be directed to further educational studies focusing on technology education. The development of autonomous technology in the future, like a robot for teaching, contributes to educational advancement.","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":"67495266","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.2023.13.8.1927
Jayana Kaneriya, H. Patel
Advancements in digital technologies have made the storage, sharing, and verification of educational credentials extremely important for entities such as students, universities, institutions, and companies. Digital credentials play an important role in students’ lives as a lifelong learning passport. The educational field is experiencing numerous issues such as academic record forgery, record misuse, credential data tampering, time-consuming verification procedures, and issues related to ownership and control. Modern-day technology, Blockchain, is an appropriate alternative to resolve these issues and increase trust among entities. In this research, we intend to propose a Blockchain-based educational digital credential issuance, and verification model that addresses these issues in the education system using Ethereum Blockchain and smart contracts. The method we propose offers a way to demonstrate the correctness of specific credential attributes without revealing other attributes, thereby leading to ownership, minimal disclosure, and control. We offer an interface for storing massively encrypted academic records in a decentralized file system like Interplanetary File System (IPFS). Furthermore, Ethereum provides tamper-resistant chains to maintain the integrity of digital credentials. Finally, in comparison with the time it requires to issue credentials, our model safely accelerates the verification process by about 8%.
{"title":"A Secure and Privacy-Preserving Student Credential Verification System Using Blockchain Technology","authors":"Jayana Kaneriya, H. Patel","doi":"10.18178/ijiet.2023.13.8.1927","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1927","url":null,"abstract":"Advancements in digital technologies have made the storage, sharing, and verification of educational credentials extremely important for entities such as students, universities, institutions, and companies. Digital credentials play an important role in students’ lives as a lifelong learning passport. The educational field is experiencing numerous issues such as academic record forgery, record misuse, credential data tampering, time-consuming verification procedures, and issues related to ownership and control. Modern-day technology, Blockchain, is an appropriate alternative to resolve these issues and increase trust among entities. In this research, we intend to propose a Blockchain-based educational digital credential issuance, and verification model that addresses these issues in the education system using Ethereum Blockchain and smart contracts. The method we propose offers a way to demonstrate the correctness of specific credential attributes without revealing other attributes, thereby leading to ownership, minimal disclosure, and control. We offer an interface for storing massively encrypted academic records in a decentralized file system like Interplanetary File System (IPFS). Furthermore, Ethereum provides tamper-resistant chains to maintain the integrity of digital credentials. Finally, in comparison with the time it requires to issue credentials, our model safely accelerates the verification process by about 8%.","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":"67495456","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.2023.13.6.1891
Ananthi Claral Mary.T, Arul Leena Rose.P. J
One of the biggest challenges in higher educational institutions is to avoid students’ failures. Globally student dropout is a serious issue. Risk of dropouts can be identified at an earlier stage using machine learning classifiers, as they have gained more popularity in both academia and industry. The research team suggests that early prediction facilitates educators and higher education administrators to take necessary measures to prevent dropouts. Data for the research were collected from 530 Indian students when they were engaged in online learning during pandemic crisis. This research work involves two phases. In first phase, hybrid ensemble strategy is focused that integrates two powerful machine learning algorithms namely Random Forest (RF) and eXtreme Gradient Boosting (XGBoost) for early at-risk prediction. The result is a fast procedure for classification of at-risk students which is competitive in accuracy and highly robust. Prediction models are developed using ensemble learning, furthermore ensemble models are combined into a single meta-model, which provides best outcomes to enable higher education institutions for predictive analysis. Moreover, it correctly classified students’ at-risk regarding accuracy, precision, recall and F1-score with values of 93%, 91.52%, 96.42% and 93.91% respectively. In second phase, prediction model is deployed by creating a web application using. Net framework to sense students’ sentiments using Azure cognitive services text analytics (Application Programming Interface) API for detecting cognitive behavioral outcomes in online learning environment.
{"title":"Ensemble Machine Learning Model for University Students’ Risk Prediction and Assessment of Cognitive Learning Outcomes","authors":"Ananthi Claral Mary.T, Arul Leena Rose.P. J","doi":"10.18178/ijiet.2023.13.6.1891","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1891","url":null,"abstract":"One of the biggest challenges in higher educational institutions is to avoid students’ failures. Globally student dropout is a serious issue. Risk of dropouts can be identified at an earlier stage using machine learning classifiers, as they have gained more popularity in both academia and industry. The research team suggests that early prediction facilitates educators and higher education administrators to take necessary measures to prevent dropouts. Data for the research were collected from 530 Indian students when they were engaged in online learning during pandemic crisis. This research work involves two phases. In first phase, hybrid ensemble strategy is focused that integrates two powerful machine learning algorithms namely Random Forest (RF) and eXtreme Gradient Boosting (XGBoost) for early at-risk prediction. The result is a fast procedure for classification of at-risk students which is competitive in accuracy and highly robust. Prediction models are developed using ensemble learning, furthermore ensemble models are combined into a single meta-model, which provides best outcomes to enable higher education institutions for predictive analysis. Moreover, it correctly classified students’ at-risk regarding accuracy, precision, recall and F1-score with values of 93%, 91.52%, 96.42% and 93.91% respectively. In second phase, prediction model is deployed by creating a web application using. Net framework to sense students’ sentiments using Azure cognitive services text analytics (Application Programming Interface) API for detecting cognitive behavioral outcomes in online learning environment.","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":"67495476","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.2023.13.8.1932
Luthfi Jaka Satria, I. F. Kamsin, N. Zainal
In the ever-expanding world of technological advancement and development, many new concepts and technologies are being presented to the world that aim to streamline current processes or innovate an approach to an existing problem. The pandemic has brought forward new operating conditions that have forced many to make the leap to go fully digital, including the education sector. Therefore, this conducted study aims to develop facial recognition attendance system that promotes convenience and accurate attendance marking. This is crucial to ensure time taken to record students’ attendance could be minimize without any sacrifice in accuracy, and theoretically limit the occurrence of proxy attendance within the education setting. Quantitative research was conducted in Malaysia, which involved 82 students from private university. This is crucial to ensure students are able to engage in the teaching and learning process, and at the same time develop a meaningful learning environment. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) software. Research findings show that the facial recognition attendance system contribute to improve the quality of education within online settings by limiting the occurrence of attendance proxying among students. Therefore, this finding contributes by providing a research direction for improving attendance in education setting by utilizing facial recognition attendance system.
{"title":"Face-Nest, Facial Recognition Attendance System with Timestamp Logs: An Information System Security Approach","authors":"Luthfi Jaka Satria, I. F. Kamsin, N. Zainal","doi":"10.18178/ijiet.2023.13.8.1932","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.8.1932","url":null,"abstract":"In the ever-expanding world of technological advancement and development, many new concepts and technologies are being presented to the world that aim to streamline current processes or innovate an approach to an existing problem. The pandemic has brought forward new operating conditions that have forced many to make the leap to go fully digital, including the education sector. Therefore, this conducted study aims to develop facial recognition attendance system that promotes convenience and accurate attendance marking. This is crucial to ensure time taken to record students’ attendance could be minimize without any sacrifice in accuracy, and theoretically limit the occurrence of proxy attendance within the education setting. Quantitative research was conducted in Malaysia, which involved 82 students from private university. This is crucial to ensure students are able to engage in the teaching and learning process, and at the same time develop a meaningful learning environment. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) software. Research findings show that the facial recognition attendance system contribute to improve the quality of education within online settings by limiting the occurrence of attendance proxying among students. Therefore, this finding contributes by providing a research direction for improving attendance in education setting by utilizing facial recognition attendance 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":"67495516","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.2023.13.6.1898
Steven H. Urueta
This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.
{"title":"Challenges Facing the Adoption of VR for Language Education: Evaluating Dual-Frame System Design as a Possible Solution","authors":"Steven H. Urueta","doi":"10.18178/ijiet.2023.13.6.1898","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1898","url":null,"abstract":"This paper aims to review the challenges to wider adoption of VR technologies for language education at the university level, focusing on teaching English as a foreign language (TEFL). The first portion classifies these challenges, as outlined in the current literature, into seven main themes: “Lack of TEFL-Specific Content,” “Difficulty to Integrate Learning and Evaluation,” “Supporting Various Learning Approaches,” “Uncertainty Over Learning Outcomes,” “Costs and Development Difficulty,” “VR Sickness and Other Physical Issues,” and “Space and Setup.” In addition to this classification, it considers curriculum-related challenges that are underrepresented in current VR research, such as supporting translanguaging and content and language integrated learning (CLIL). Secondly, a novel design method, Dual-Frame System Design, is introduced, which separates VR-based experiences and TEFL learning content into separate “frames” that can be swapped in and out for different learning needs. Finally, three VR systems created with dual-frame system design are evaluated in terms of their structures, functions, and user experiences for how well they address these challenges. Lessons learned from this evaluation may be useful for the future design of VR systems.","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":"67495529","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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