Mamoun Mohammed AL-Azzam, Burhan M. Hamadneh, Turki Mahdi Alqarni, Abdulaziz Derwesh Almalki
The study aimed to reveal the degree of using blended learning among teachers of students with learning disabilities in the Kingdom of Saudi Arabia. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey design was used. The sample of the study consisted of (110) male and female teachers of students with learning disabilities, of whom (53) male and (57) female teachers were chosen by the stratified random method from the educational regions in the south of the Kingdom of Saudi Arabia in the second semester of the academic year 2022/2023. A questionnaire consisting of (22) items was used, distributed in three domains: planning, implementation, and evaluation, after verifying the indications of its validity and reliability. The results showed that the degree of using blended learning among teachers of students with learning disabilities in all domains and the total score was moderate. The results also showed that there are statistically significant differences in the answers of the study sample about the degree of using blended education among teachers of students with learning disabilities due to the variables of academic qualification in favor of postgraduate studies and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education in the Kingdom of Saudi Arabia should provide training requirements for teachers with learning disabilities on blended education and include them in their teaching practices (planning, implementation, and evaluation).
{"title":"The Degree of Using Blended Learning among Teachers of Students with Learning Disabilities","authors":"Mamoun Mohammed AL-Azzam, Burhan M. Hamadneh, Turki Mahdi Alqarni, Abdulaziz Derwesh Almalki","doi":"10.46328/ijemst.3761","DOIUrl":"https://doi.org/10.46328/ijemst.3761","url":null,"abstract":"The study aimed to reveal the degree of using blended learning among teachers of students with learning disabilities in the Kingdom of Saudi Arabia. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey design was used. The sample of the study consisted of (110) male and female teachers of students with learning disabilities, of whom (53) male and (57) female teachers were chosen by the stratified random method from the educational regions in the south of the Kingdom of Saudi Arabia in the second semester of the academic year 2022/2023. A questionnaire consisting of (22) items was used, distributed in three domains: planning, implementation, and evaluation, after verifying the indications of its validity and reliability. The results showed that the degree of using blended learning among teachers of students with learning disabilities in all domains and the total score was moderate. The results also showed that there are statistically significant differences in the answers of the study sample about the degree of using blended education among teachers of students with learning disabilities due to the variables of academic qualification in favor of postgraduate studies and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education in the Kingdom of Saudi Arabia should provide training requirements for teachers with learning disabilities on blended education and include them in their teaching practices (planning, implementation, and evaluation).","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788883","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 study aimed to identify the level of emotional regulation and psychological identity styles among adolescents. It also identified emotional regulation as a predictor of psychological identity styles in adolescents. To achieve the aim of the study, the descriptive correlational approach was used. The study sample consisted of 645 male and female students, randomly selected from adolescent students in secondary and preparatory schools in Nazareth District inside The Green Line in the first semester of the academic year 2022/2023. The results showed that the level of the dimensions of emotional regulation (cognitive reappraisal and suppression) among adolescents in Nazareth District inside The Green Line was moderate from the point of view of the study sample. The informational identity style came in the first rank with (45.4%) of the study sample, and their scores for this style were higher than their scores for the other two styles. Then, the normative identity style was followed by (30.1%) of the study sample. The diffuse/avoidant identity style came in third and last place with (24.5%) of the study sample. The results also showed a statistically significant predictive ability between the informational, normative, and diffuse/avoidant psychological identity styles with emotional regulation dimensions (cognitive reappraisal and suppression). The study recommended that students be encouraged to adopt the informational identity style, especially since the study results revealed a positive relationship between this style and emotional regulation. It also recommended training students with a diffuse/avoidant identity style on emotional regulation, especially since the study results revealed a negative relationship between emotional regulation and the diffuse/avoidant identity style.
{"title":"Emotional Regulation as a Predictor of Psychological Identity Styles among Adolescents","authors":"Wijdan Fakhry Shtiwi","doi":"10.46328/ijemst.3816","DOIUrl":"https://doi.org/10.46328/ijemst.3816","url":null,"abstract":"The study aimed to identify the level of emotional regulation and psychological identity styles among adolescents. It also identified emotional regulation as a predictor of psychological identity styles in adolescents. To achieve the aim of the study, the descriptive correlational approach was used. The study sample consisted of 645 male and female students, randomly selected from adolescent students in secondary and preparatory schools in Nazareth District inside The Green Line in the first semester of the academic year 2022/2023. The results showed that the level of the dimensions of emotional regulation (cognitive reappraisal and suppression) among adolescents in Nazareth District inside The Green Line was moderate from the point of view of the study sample. The informational identity style came in the first rank with (45.4%) of the study sample, and their scores for this style were higher than their scores for the other two styles. Then, the normative identity style was followed by (30.1%) of the study sample. The diffuse/avoidant identity style came in third and last place with (24.5%) of the study sample. The results also showed a statistically significant predictive ability between the informational, normative, and diffuse/avoidant psychological identity styles with emotional regulation dimensions (cognitive reappraisal and suppression). The study recommended that students be encouraged to adopt the informational identity style, especially since the study results revealed a positive relationship between this style and emotional regulation. It also recommended training students with a diffuse/avoidant identity style on emotional regulation, especially since the study results revealed a negative relationship between emotional regulation and the diffuse/avoidant identity style.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788879","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}
In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers working in different primary schools in Kazakhstan. In the study, student-centered education and technology integration competencies of teachers were described and then these variables were compared according to gender and professional seniority variables. "Competency Scale for Student-Centered Education and Teacher Technology Integration Scale" were used to collect the data. Descriptive statistics, independent groups t-test, one-way ANOVA and Regression analysis techniques were used to analyze the data. According to the results obtained, primary school teachers' efficacy levels for student-centered education are at the middle level and their technology integration efficacy levels are below the middle level. Teachers' efficacy levels related to student-centered education showed significant differences according to gender and professional seniority variables. However, primary school teachers' technology integration competencies did not differ according to gender and professional seniority variables. There is a moderate positive relationship between student-centered education and technology integration competencies of primary school teachers. Teachers' student-centered education competencies significantly predict their technology integration competencies
{"title":"Investigation of Primary School Teachers' Student-Centered Teaching and Technology Integration Competencies","authors":"Dinara Naimanova, Larissa Lebedeva, Assel Akpayeva, Zhupat Astambayeva, Ekaterina Ryabova, Kalbike Yessenova","doi":"10.46328/ijemst.3681","DOIUrl":"https://doi.org/10.46328/ijemst.3681","url":null,"abstract":"In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers working in different primary schools in Kazakhstan. In the study, student-centered education and technology integration competencies of teachers were described and then these variables were compared according to gender and professional seniority variables. \"Competency Scale for Student-Centered Education and Teacher Technology Integration Scale\" were used to collect the data. Descriptive statistics, independent groups t-test, one-way ANOVA and Regression analysis techniques were used to analyze the data. According to the results obtained, primary school teachers' efficacy levels for student-centered education are at the middle level and their technology integration efficacy levels are below the middle level. Teachers' efficacy levels related to student-centered education showed significant differences according to gender and professional seniority variables. However, primary school teachers' technology integration competencies did not differ according to gender and professional seniority variables. There is a moderate positive relationship between student-centered education and technology integration competencies of primary school teachers. Teachers' student-centered education competencies significantly predict their technology integration competencies","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788880","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 study aimed to identify the level of science and mathematics teachers’ employment of artificial intelligence applications in the educational process in Jordan from their point of view. The study followed the descriptive method to achieve the objectives of the study. A questionnaire consisting of 22 items was developed, and the study sample consisted of 358 male and female teachers. The results showed that the level of science and mathematics teachers’ employment of artificial intelligence applications in the educational process was moderate. It also showed that there are statistically significant differences between genders in favor of female teachers at the level of employing artificial intelligence applications; there were no differences due to specialization. The study recommended shedding light on new services and applications provided by artificial intelligence in teaching and learning, publishing them, and introducing teachers to them through teaching methods and educational activities.
{"title":"The Level of Science and Mathematics Teachers’ Employment of Artificial Intelligence Applications in the Educational Process","authors":"Rahmah Ahmad Salameh Alissa, Munes Adeeb Hamadneh","doi":"10.46328/ijemst.3806","DOIUrl":"https://doi.org/10.46328/ijemst.3806","url":null,"abstract":"The study aimed to identify the level of science and mathematics teachers’ employment of artificial intelligence applications in the educational process in Jordan from their point of view. The study followed the descriptive method to achieve the objectives of the study. A questionnaire consisting of 22 items was developed, and the study sample consisted of 358 male and female teachers. The results showed that the level of science and mathematics teachers’ employment of artificial intelligence applications in the educational process was moderate. It also showed that there are statistically significant differences between genders in favor of female teachers at the level of employing artificial intelligence applications; there were no differences due to specialization. The study recommended shedding light on new services and applications provided by artificial intelligence in teaching and learning, publishing them, and introducing teachers to them through teaching methods and educational activities.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788885","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}
Aman Simaremare, Arif Rahman, Muhammad Meftah, Baharuddin Baharuddin, Dina Ampera
This research aims to determine the influence of teacher leadership and school climate on the performance of high school (SMP) teachers. This type of research uses a quantitative approach through path analysis. The sample consisted of 80 Medan 35 State Junior High School (SMP) teachers. Data collection was carried out using a questionnaire. The research results show: (1) Teacher leadership directly affects the learning climate in schools; the better the teacher leads the class, the better the learning climate created in the school environment. (2) Teacher leadership directly affects teacher performance; the better the teacher's leadership, the more the teacher's performance will also increase. (3) School climate has a direct positive effect on teacher performance, meaning that the better the school climate, the higher the teacher performance. (4) Teacher leadership indirectly affects teacher performance through the school climate because the teacher leads the class better and can work well together, internally and externally. A good school climate will be created. The school atmosphere will feel comfortable and peaceful when the members can work together, which ultimately results in a good performance for the teacher.
{"title":"The Existence of Teacher Leadership and School Climate Impact on Teacher Performance","authors":"Aman Simaremare, Arif Rahman, Muhammad Meftah, Baharuddin Baharuddin, Dina Ampera","doi":"10.46328/ijemst.3819","DOIUrl":"https://doi.org/10.46328/ijemst.3819","url":null,"abstract":"This research aims to determine the influence of teacher leadership and school climate on the performance of high school (SMP) teachers. This type of research uses a quantitative approach through path analysis. The sample consisted of 80 Medan 35 State Junior High School (SMP) teachers. Data collection was carried out using a questionnaire. The research results show: (1) Teacher leadership directly affects the learning climate in schools; the better the teacher leads the class, the better the learning climate created in the school environment. (2) Teacher leadership directly affects teacher performance; the better the teacher's leadership, the more the teacher's performance will also increase. (3) School climate has a direct positive effect on teacher performance, meaning that the better the school climate, the higher the teacher performance. (4) Teacher leadership indirectly affects teacher performance through the school climate because the teacher leads the class better and can work well together, internally and externally. A good school climate will be created. The school atmosphere will feel comfortable and peaceful when the members can work together, which ultimately results in a good performance for the teacher.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788882","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 can be said that self-efficacy perceptions of using the Internet for intercultural communication purposes is a characteristic that can be developed by putting computer and Internet use skills into practice. Before starting the studies to improve this characteristic, there is a need for research to reveal the current situation. The purpose of this study is to examine the intercultural communication competencies and internet self-efficacy of prospective prospective primary school teachers in Kazakhstan in a relational way. In this study, since it is aimed to examine whether these two variables differ in terms of gender and professional seniority by examining the contribution of internet self-efficacy scores in predicting intercultural communication competence scores of teachers, a relational survey model with descriptive method was used. The research sample consists of prospective primary school teachers at two different universities, in which there are different campuses in Taldykorgan, Ural, Almaty and Semey in Kazakhstan in the 2022-2023 academic year. In this context, questionnaires were collected from 261 teachers through face-to-face questionnaires. According to the findings of the study, teachers' intercultural competence and Internet self-efficacy were found to be at a moderate level. Participant prospective teachers' intercultural competence and Internet self-efficacy differed in relation to gender and age. Finally, internet self-efficacy of prospective primary school teachers significantly predicted their intercultural competence.
{"title":"Analysis of Intercultural Communication Competencies in Prospective Primary School Teachers' Use of Internet Technologies","authors":"Guldana Turabay, Gulmira Mailybaeva, Salima Seitenova, Kulbarshyn Meterbayeva, Abay Duisenbayev, Gulnara Ismailova","doi":"10.46328/ijemst.3795","DOIUrl":"https://doi.org/10.46328/ijemst.3795","url":null,"abstract":"It can be said that self-efficacy perceptions of using the Internet for intercultural communication purposes is a characteristic that can be developed by putting computer and Internet use skills into practice. Before starting the studies to improve this characteristic, there is a need for research to reveal the current situation. The purpose of this study is to examine the intercultural communication competencies and internet self-efficacy of prospective prospective primary school teachers in Kazakhstan in a relational way. In this study, since it is aimed to examine whether these two variables differ in terms of gender and professional seniority by examining the contribution of internet self-efficacy scores in predicting intercultural communication competence scores of teachers, a relational survey model with descriptive method was used. The research sample consists of prospective primary school teachers at two different universities, in which there are different campuses in Taldykorgan, Ural, Almaty and Semey in Kazakhstan in the 2022-2023 academic year. In this context, questionnaires were collected from 261 teachers through face-to-face questionnaires. According to the findings of the study, teachers' intercultural competence and Internet self-efficacy were found to be at a moderate level. Participant prospective teachers' intercultural competence and Internet self-efficacy differed in relation to gender and age. Finally, internet self-efficacy of prospective primary school teachers significantly predicted their intercultural competence.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788877","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}
Novita Br Ginting, Bazilah A. Talip, Siti Haryani Shaikh Ali, Foni Agus Setiawan, Rudi Hartono
Higher education today operates in a globally competitive environment. Competition is increasingly focused on quality. The quality of higher education reflects the relationship of higher education with users. Higher education uses various standards in the internal quality assurance system. It makes improvements in performance, features, suitability, reliability, durability, service, responsiveness, aesthetics, and reputation to support the progress of the quality of its performance. Implementing standards requires excellent effort because it requires quality fulfillment, and the satisfaction of each standard criterion requires internal and external audit processes. Standard alignment is needed for cost efficiency in implementing standards. Standard alignment can be done with ontology alignment technology. However, before applying ontology alignment, each ontology standard is needed. This study aims to explore literature that has implemented ontology and ontology alignment in education. This study aims to find out whether there has been research on the alignment of educational quality standards. The results of this study show that ontology has been applied in education, namely on the topics of curriculum, e-learning, learning assessment, system integration, syllabus, learning style, service, and accreditation. The implementation of ontology alignment has been carried out on the topics of Profile Learning, Learning Design, E-Learning, Curriculum, and System Integration. While the application of ontology or ontology alignment on educational quality standards has yet to be found by research that discusses it, quality standards have been applied to quality management models based on ISO 9000 requirements and software quality standards based on CMMI standards.
{"title":"A Literature Review on Research Opportunities in Ontology Alignment for Quality Standards in Higher Education","authors":"Novita Br Ginting, Bazilah A. Talip, Siti Haryani Shaikh Ali, Foni Agus Setiawan, Rudi Hartono","doi":"10.46328/ijemst.3722","DOIUrl":"https://doi.org/10.46328/ijemst.3722","url":null,"abstract":"Higher education today operates in a globally competitive environment. Competition is increasingly focused on quality. The quality of higher education reflects the relationship of higher education with users. Higher education uses various standards in the internal quality assurance system. It makes improvements in performance, features, suitability, reliability, durability, service, responsiveness, aesthetics, and reputation to support the progress of the quality of its performance. Implementing standards requires excellent effort because it requires quality fulfillment, and the satisfaction of each standard criterion requires internal and external audit processes. Standard alignment is needed for cost efficiency in implementing standards. Standard alignment can be done with ontology alignment technology. However, before applying ontology alignment, each ontology standard is needed. This study aims to explore literature that has implemented ontology and ontology alignment in education. This study aims to find out whether there has been research on the alignment of educational quality standards. The results of this study show that ontology has been applied in education, namely on the topics of curriculum, e-learning, learning assessment, system integration, syllabus, learning style, service, and accreditation. The implementation of ontology alignment has been carried out on the topics of Profile Learning, Learning Design, E-Learning, Curriculum, and System Integration. While the application of ontology or ontology alignment on educational quality standards has yet to be found by research that discusses it, quality standards have been applied to quality management models based on ISO 9000 requirements and software quality standards based on CMMI standards.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788875","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 COVID-19 pandemic, teaching has moved overnight from a traditional classroom setting to a virtual setting. This has been a great challenge for students, and especially for teachers. Most teachers have not had a lot of experience teaching in a virtual setting. In the course of only a few days, teachers were forced to fully devise and organize teaching subjects without receiving any particular training. Previously, numerous advantages and disadvantages of online teaching compared to traditional forms of teaching have been elaborated. There are three basic forms of online teaching: synchronous teaching, asynchronous teaching based on materials prepared in advance and individually tutoring students. The paper describes research involving 56 9th grade student concerning their attitudes towards online teaching and preferred forms of online teaching. The results suggest students slightly prefer traditional forms of teaching over online teaching. In addition, students appear to favor the asynchronous form of online teaching based on recorded resources as well as teacher availability for prompt feedback. Overall, the conclusion is that, despite some disadvantages of online teaching, it also has some positive features that can possibly be retained in the future.
{"title":"What Form of Online Teaching Do High School Students Prefer?","authors":"Predrag Brođanac, Josip Novak","doi":"10.46328/ijtes.505","DOIUrl":"https://doi.org/10.46328/ijtes.505","url":null,"abstract":"Due to the COVID-19 pandemic, teaching has moved overnight from a traditional classroom setting to a virtual setting. This has been a great challenge for students, and especially for teachers. Most teachers have not had a lot of experience teaching in a virtual setting. In the course of only a few days, teachers were forced to fully devise and organize teaching subjects without receiving any particular training. Previously, numerous advantages and disadvantages of online teaching compared to traditional forms of teaching have been elaborated. There are three basic forms of online teaching: synchronous teaching, asynchronous teaching based on materials prepared in advance and individually tutoring students. The paper describes research involving 56 9th grade student concerning their attitudes towards online teaching and preferred forms of online teaching. The results suggest students slightly prefer traditional forms of teaching over online teaching. In addition, students appear to favor the asynchronous form of online teaching based on recorded resources as well as teacher availability for prompt feedback. Overall, the conclusion is that, despite some disadvantages of online teaching, it also has some positive features that can possibly be retained in the future.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"2013 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82653794","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}
Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecture-style classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors—indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication—XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner.
{"title":"Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments","authors":"James Hutson, Caitlyn McGinley","doi":"10.46328/ijtes.499","DOIUrl":"https://doi.org/10.46328/ijtes.499","url":null,"abstract":"Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecture-style classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors—indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication—XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75418616","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 use of Social Networking Sites (SNS) has grown in popularity in recent years, notably for college students' study and communication. This article examines college students' experiences with SNS and the strategies they employ to strengthen sociability and learning activities receiving assistance through social media platforms such as Facebook, TIKTOK, Messenger, YouTube, and WhatsApp. The qualitative study was established on primary data gathered from a semi-structured face-to-face interview with twenty college students from two urban colleges who reported the multiple strategies in learning and communicative activities and experiences received from SNS. The randomly sampled data were transcribed and thematically analysed.The results of the qualitative study showed that despite some limitations, college students use SNS for social and academic purposes. Unpleasant experiences like restlessness, low self-esteem, anxiety, physical threats, cyberbullying, online harassment, and prejudice were also noted by the participants. This study examined encouraging signs of interacting with others, sharing, and working together to learn, and building self-efficacy to use technology competently and the impact of social media on their communication and academic activities was recognized. However, SNS dependence appears to be growing and putting students' academic, social, and physical wellbeing at threat. SNS platforms have been suggested as a community center for college students. This study serves as a foundation for further investigation into the effects of social media on the welfare of high school and college students.
{"title":"College Students’ Utilization of Social Networking Sites","authors":"Khadga Bahadur Niraula, Pratima Bohora","doi":"10.46328/ijtes.472","DOIUrl":"https://doi.org/10.46328/ijtes.472","url":null,"abstract":"The use of Social Networking Sites (SNS) has grown in popularity in recent years, notably for college students' study and communication. This article examines college students' experiences with SNS and the strategies they employ to strengthen sociability and learning activities receiving assistance through social media platforms such as Facebook, TIKTOK, Messenger, YouTube, and WhatsApp. The qualitative study was established on primary data gathered from a semi-structured face-to-face interview with twenty college students from two urban colleges who reported the multiple strategies in learning and communicative activities and experiences received from SNS. The randomly sampled data were transcribed and thematically analysed.The results of the qualitative study showed that despite some limitations, college students use SNS for social and academic purposes. Unpleasant experiences like restlessness, low self-esteem, anxiety, physical threats, cyberbullying, online harassment, and prejudice were also noted by the participants. This study examined encouraging signs of interacting with others, sharing, and working together to learn, and building self-efficacy to use technology competently and the impact of social media on their communication and academic activities was recognized. However, SNS dependence appears to be growing and putting students' academic, social, and physical wellbeing at threat. SNS platforms have been suggested as a community center for college students. This study serves as a foundation for further investigation into the effects of social media on the welfare of high school and college students.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":"217 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74874845","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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