The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.
{"title":"ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools","authors":"S. Alneyadi, Yousef Wardat","doi":"10.30935/cedtech/13417","DOIUrl":"https://doi.org/10.30935/cedtech/13417","url":null,"abstract":"The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47743021","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}
Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.
{"title":"Exploring secondary students’ emergency remote teaching and learning experience in science curriculum during the COVID-19 pandemic","authors":"Emily Hope Morrison, Dimitrios Vlachopoulos","doi":"10.30935/cedtech/13703","DOIUrl":"https://doi.org/10.30935/cedtech/13703","url":null,"abstract":"Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135274893","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}
S. Aderibigbe, A. Abdelrahman, Abdalla Falah ELMneizel, Fakir Al Gharaibeh
Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.
{"title":"Undergraduate students’ views about peer mentoring as a tool to enhance computer-supported collaborative learning","authors":"S. Aderibigbe, A. Abdelrahman, Abdalla Falah ELMneizel, Fakir Al Gharaibeh","doi":"10.30935/cedtech/13588","DOIUrl":"https://doi.org/10.30935/cedtech/13588","url":null,"abstract":"Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706674","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}
R. M. Tawafak, L. H. Al-Obaydi, B. Klimova, M. Pikhart
This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.
{"title":"Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention","authors":"R. M. Tawafak, L. H. Al-Obaydi, B. Klimova, M. Pikhart","doi":"10.30935/cedtech/13454","DOIUrl":"https://doi.org/10.30935/cedtech/13454","url":null,"abstract":"This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45737227","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}
Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.
{"title":"Professionalism in the classroom: How online learning influences English language instructors","authors":"Mohammed AbdAlgane","doi":"10.30935/cedtech/13741","DOIUrl":"https://doi.org/10.30935/cedtech/13741","url":null,"abstract":"Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135373046","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}
Azeneth Patiño, M. Ramírez-Montoya, Gerardo Ibarra-Vázquez
Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.
复杂思维是21世纪大学生所需要的能力,因此在训练他们复杂推理技能时,必须仔细考虑基于技术的教学和学习策略。本研究旨在探讨科技支持下的教学策略在提高大学生复杂思维能力方面的应用。本综述根据PRISMA(系统评价和荟萃分析的首选报告项目)指南报告结果。该搜索策略于2022年6月在Scopus和Web of Science数据库中执行。在2018年至2022年期间最初确定的151条记录中,根据纳入和排除标准,32篇论文被纳入最终综合。研究结果表明:(1)基于技术的复杂思维发展策略基于主动学习方法,包括基于问题的学习、基于案例的学习、基于协作和讨论的学习、基于项目的学习、基于评估和反馈的活动以及思维导图技术;(2)大多数记录的策略都是在混合环境中实施的;(3)通常用于促进高阶思维技能的传统教学材料,如阅读作业、视频和引出/反思性问题,在通过技术传递时仍然有效地培养复杂思维;(4)目前针对融合新兴技术的复杂思维开发软件的定制化技术开发较少。需要进一步的研究来记录使用教育4.0技术交互式地训练学生复杂思维技能的干预措施。
{"title":"Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications","authors":"Azeneth Patiño, M. Ramírez-Montoya, Gerardo Ibarra-Vázquez","doi":"10.30935/cedtech/13416","DOIUrl":"https://doi.org/10.30935/cedtech/13416","url":null,"abstract":"Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69235695","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}
Filippos N. Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
{"title":"Design of a location-based augmented reality game for the development of key 21st century competences in primary education","authors":"Filippos N. Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou","doi":"10.30935/cedtech/13221","DOIUrl":"https://doi.org/10.30935/cedtech/13221","url":null,"abstract":"The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47366300","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}
Paula Sofia Nunes, P. Catarino, Paulo Martins, M. Nascimento
There are several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.
{"title":"Plickers to support similarities learning: An experience on 7th grade Portuguese basic education","authors":"Paula Sofia Nunes, P. Catarino, Paulo Martins, M. Nascimento","doi":"10.30935/cedtech/13276","DOIUrl":"https://doi.org/10.30935/cedtech/13276","url":null,"abstract":"There are several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324120","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}
Mohamed Atef El-Badramany, M. E. Khalifa, Dina Samir Mekky, Noha Mohamed Soliman
The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.
{"title":"The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers","authors":"Mohamed Atef El-Badramany, M. E. Khalifa, Dina Samir Mekky, Noha Mohamed Soliman","doi":"10.30935/cedtech/13334","DOIUrl":"https://doi.org/10.30935/cedtech/13334","url":null,"abstract":"The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159599","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}
Elhampour Hussein, Ashraf Kan’an, A. Rasheed, Yousef Alrashed, M. Jdaitawi, Ahmed Abas, Sherin Mabrouk, Mona Abdelmoneim
Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.
{"title":"Exploring the impact of gamification on skill development in special education: A systematic review","authors":"Elhampour Hussein, Ashraf Kan’an, A. Rasheed, Yousef Alrashed, M. Jdaitawi, Ahmed Abas, Sherin Mabrouk, Mona Abdelmoneim","doi":"10.30935/cedtech/13335","DOIUrl":"https://doi.org/10.30935/cedtech/13335","url":null,"abstract":"Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45466660","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}