Kevin Mario Laura-De La Cruz, Stefany Juliana Noa-Copaja, Osbaldo Turpo-Gebera, Cecilia Claudia Montesinos-Valencia, Silvia Milagritos Bazán-Velásquez, G. Pérez-Postigo
Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.
{"title":"Use of gamification in English learning in Higher Education: A systematic review","authors":"Kevin Mario Laura-De La Cruz, Stefany Juliana Noa-Copaja, Osbaldo Turpo-Gebera, Cecilia Claudia Montesinos-Valencia, Silvia Milagritos Bazán-Velásquez, G. Pérez-Postigo","doi":"10.3926/jotse.1740","DOIUrl":"https://doi.org/10.3926/jotse.1740","url":null,"abstract":"Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82648019","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}
Alicia Taipe, Yulissa Heredia, Osbaldo Turpo - Gebera, Juan Igartua-Perosanz
The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil et al., 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara et al., 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of “entertainment” and “virtual community” with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.
世界各地Facebook消费的发生率及其对大学生的影响是科学文献中必要研究的内容(Gil et al.， 2019)。专注于研究人群中的社交网络和学业拖延症的作品很少，特别是采用非传统的教学方法(通识研究)，尽管这些知识可以让我们获得大学生的概况，并确定他们可能产生学术问题的行为。事实上，它的重要性使本研究能够分析使用Facebook的动机与学业拖延症之间的关系，从而确定其与某些使用指标、Facebook满意度和学业拖延症之间的相关性。为此，除了学业拖延量表(Domínguez-Lara et al.， 2014)外，还使用了Facebook使用问卷(Igartua & Rodríguez de Dios, 2016)，样本为150名公立大学一年级学生。在这种方式下，结果是一致的，显示了“娱乐”和“虚拟社区”的动机与中度拖延之间的明确关系，对应于这种社交网络的更大含义。性别和年龄方面的显著差异显示，这允许更好地理解这些变量的行为模式。
{"title":"Uses of Facebook and academic procrastination in general studies students at a Peruvian university","authors":"Alicia Taipe, Yulissa Heredia, Osbaldo Turpo - Gebera, Juan Igartua-Perosanz","doi":"10.3926/jotse.1742","DOIUrl":"https://doi.org/10.3926/jotse.1742","url":null,"abstract":"The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil et al., 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara et al., 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of “entertainment” and “virtual community” with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82710982","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}
Gerber Sergio Pérez Postigo, B. Amante García, M. Martínez Martínez
Different papers have been presented to the congress by renowned researchers along the following five thematic lines:- Scientific research, training and researcher training- Research, innovation and development policies in Higher Education.- Paradigms in scientific research and new epistemological challenges in the production of knowledge in Latin American universities.- Internationalization of research networks, groups and institutes.- Public communication of science and technology.
{"title":"1ST International Congress on Research, Technological Development and Innovation in University Education","authors":"Gerber Sergio Pérez Postigo, B. Amante García, M. Martínez Martínez","doi":"10.3926/jotse.2185","DOIUrl":"https://doi.org/10.3926/jotse.2185","url":null,"abstract":"Different papers have been presented to the congress by renowned researchers along the following five thematic lines:- Scientific research, training and researcher training- Research, innovation and development policies in Higher Education.- Paradigms in scientific research and new epistemological challenges in the production of knowledge in Latin American universities.- Internationalization of research networks, groups and institutes.- Public communication of science and technology.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74303447","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}
Rosa Núñez-Pacheco, Claudia Espinoza-Montoya, Liz-Marjorie Yucra-Quispe, Osbaldo Turpo-Gebera, Ignacio Aguaded
Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students.
电子游戏已经成为当代生活的重要元素。在教育领域使用它们的需要导致了严肃的电子游戏的出现，这些游戏是专门为实现不同教育水平的目标而设计的，并为教育创新创造了空间。这项工作的目的是调查严肃的电子游戏在工程教育中的使用。我们对为此目的而使用或设计的严肃电子游戏进行了范围审查。这项研究是在2016年至2021年间在Scopus和Web of Science数据库中进行的。主要结果显示，工科学生对严肃的模拟电子游戏有强烈的倾向，工科学生对模拟电子游戏的教育接受程度也很高。
{"title":"Serious video games in engineering education: A scoping review","authors":"Rosa Núñez-Pacheco, Claudia Espinoza-Montoya, Liz-Marjorie Yucra-Quispe, Osbaldo Turpo-Gebera, Ignacio Aguaded","doi":"10.3926/jotse.1743","DOIUrl":"https://doi.org/10.3926/jotse.1743","url":null,"abstract":"Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84155823","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}
Rosa Núñez-Pacheco, Aymé Barreda-Parra, Eveling Castro-Gutierrez, Osbaldo Turpo-Gebera, Ignacio Aguaded
The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r≥.700, p=.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.
{"title":"Professor's perception of the use of digital skills and gamification in a Peruvian university","authors":"Rosa Núñez-Pacheco, Aymé Barreda-Parra, Eveling Castro-Gutierrez, Osbaldo Turpo-Gebera, Ignacio Aguaded","doi":"10.3926/jotse.1737","DOIUrl":"https://doi.org/10.3926/jotse.1737","url":null,"abstract":"The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r≥.700, p=.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"71 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72480291","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}
The aim of this research is to describe the impact of implementing an integrated STEAM Project via mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was used, with data collected by observation. A pre-test, and post-test was administered to determine the impact of the STEAM Project on students' reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pretest of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic.
本研究的目的是描述通过移动技术实施综合STEAM项目对小学生数学推理能力的影响，并描述设计一个综合STEAM项目和移动应用程序的过程。采用定量描述和准实验研究设计，采用观察法收集数据。通过前测和后测来确定STEAM项目对学生推理能力的影响。本研究以印度尼西亚亚齐省Meuraxa地区不同小学的130名五年级学生、70名女生和60名男生为样本进行研究。结果表明，对小学五年级学生使用移动技术的实证分析是有效和可行的。在实施STEAM项目之前，推理能力的平均预测值为40.44，标准差为10.27。实施后，平均得分提高到84.01，标准差为7.31。配对样本相关的结果得出STEAM项目实施前后的数学推理能力得分为0.452。根据STEAM Project on Reasoning Ability实施的N-GAIN测试表的计算，76名学生属于高水平，占58.46%，54名学生属于中等水平，占41.54%。本研究的结果为学习模式的发展提供了信息和建议，可以提高推理能力。该项目可作为参考模板，在大流行病等具有挑战性的时期加速恢复优质教育。
{"title":"The impact of an integrated STEAM project delivered via mobile technology on the reasoning ability of elementary school students","authors":"Y. E. Y. Siregar, Y. Rahmawati, S. Suyono","doi":"10.3926/jotse.1446","DOIUrl":"https://doi.org/10.3926/jotse.1446","url":null,"abstract":"The aim of this research is to describe the impact of implementing an integrated STEAM Project via mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was used, with data collected by observation. A pre-test, and post-test was administered to determine the impact of the STEAM Project on students' reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pretest of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91206670","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}
The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.
{"title":"Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools","authors":"O. Badmus, L. Jita","doi":"10.3926/jotse.1631","DOIUrl":"https://doi.org/10.3926/jotse.1631","url":null,"abstract":"The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas. ","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82617994","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. Sudarmin, Rr. Sri Endang Pujiastuti, Rayandra Asyhar, Agung Tri Prasetya, S. Diliarosta, Ariyatun Ariyatun
This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students' conservative and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D by Thiagarajan (1997). The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students' conservative and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an Ethno-STEM approach was feasible and effective for improving students' conservative and entrepreneurial character with moderate and high criteria based on the N-gain score. The chemical batik motif on canvas based on the secondary metabolites' chemical structure is attractive and creative.
{"title":"Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students' conservation and entrepreneurial character in the 21st century","authors":"S. Sudarmin, Rr. Sri Endang Pujiastuti, Rayandra Asyhar, Agung Tri Prasetya, S. Diliarosta, Ariyatun Ariyatun","doi":"10.3926/jotse.1792","DOIUrl":"https://doi.org/10.3926/jotse.1792","url":null,"abstract":"This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students' conservative and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D by Thiagarajan (1997). The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students' conservative and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an Ethno-STEM approach was feasible and effective for improving students' conservative and entrepreneurial character with moderate and high criteria based on the N-gain score. The chemical batik motif on canvas based on the secondary metabolites' chemical structure is attractive and creative.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90978550","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}
This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic.To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject.
{"title":"Application of the flipped classroom model to stimulate university students’ learning with online education","authors":"M. J. Cuetos","doi":"10.3926/jotse.1806","DOIUrl":"https://doi.org/10.3926/jotse.1806","url":null,"abstract":"This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic.To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject. ","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"377 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80593209","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}
It has previously been argued that Augmented Reality (AR) has the potential to provide relevant digital information to support pupils learning in real-time through engaging formats. However, the use of AR in the classroom remains uncommon for mainstream adoption. This study uses a service design methodology to focus on a more holistic approach toward AR as an educational service by investigating the challenges and conditions of integrating AR learning experiences into a primary curriculum. The research paper aims to provide an overview of how primary science (Key stage 2) in the UK is currently being delivered and where both barriers and opportunities occur for adoption to integrate more meaningful AR experiences that add real value to primary science education. An exploration stage (phase one) includes a questionnaire, contextual interviews, classroom observations, and focus groups. A thematic analysis was conducted on gathered data, identifying emerging patterns around teachers’ needs. The discussion section empathises with teachers’ needs and unearths key factors surrounding the implications of using augmented reality for primary science education.
{"title":"A service design thinking approach: What are the barriers and opportunities of using Augmented Reality for primary science education?","authors":"Warren Fearn, Jonathan Hook","doi":"10.3926/jotse.1394","DOIUrl":"https://doi.org/10.3926/jotse.1394","url":null,"abstract":"It has previously been argued that Augmented Reality (AR) has the potential to provide relevant digital information to support pupils learning in real-time through engaging formats. However, the use of AR in the classroom remains uncommon for mainstream adoption. This study uses a service design methodology to focus on a more holistic approach toward AR as an educational service by investigating the challenges and conditions of integrating AR learning experiences into a primary curriculum. The research paper aims to provide an overview of how primary science (Key stage 2) in the UK is currently being delivered and where both barriers and opportunities occur for adoption to integrate more meaningful AR experiences that add real value to primary science education. An exploration stage (phase one) includes a questionnaire, contextual interviews, classroom observations, and focus groups. A thematic analysis was conducted on gathered data, identifying emerging patterns around teachers’ needs. The discussion section empathises with teachers’ needs and unearths key factors surrounding the implications of using augmented reality for primary science education. ","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73562509","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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