Pub Date : 2023-12-21DOI: 10.1108/itse-07-2023-0127
Imdadullah Hidayat-ur-Rehman, Yasser Ibrahim
Purpose A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT. Design/methodology/approach This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses. Findings The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots. Originality/value This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.
{"title":"Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach","authors":"Imdadullah Hidayat-ur-Rehman, Yasser Ibrahim","doi":"10.1108/itse-07-2023-0127","DOIUrl":"https://doi.org/10.1108/itse-07-2023-0127","url":null,"abstract":"\u0000Purpose\u0000A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses.\u0000\u0000\u0000Findings\u0000The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots.\u0000\u0000\u0000Originality/value\u0000This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"48 6","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.1108/itse-07-2023-0122
Bimal Aklesh Kumar, Salesh Saras Chand
Purpose Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications. Design/methodology/approach The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA). Findings CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7. Originality/value The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.
{"title":"Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applications","authors":"Bimal Aklesh Kumar, Salesh Saras Chand","doi":"10.1108/itse-07-2023-0122","DOIUrl":"https://doi.org/10.1108/itse-07-2023-0122","url":null,"abstract":"\u0000Purpose\u0000Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.\u0000\u0000\u0000Design/methodology/approach\u0000The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).\u0000\u0000\u0000Findings\u0000CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.\u0000\u0000\u0000Originality/value\u0000The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" 8","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1108/itse-05-2023-0078
Gavin Baxter, Thomas Hainey
Purpose The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. Design/methodology/approach The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. Findings The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. Originality/value The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.
{"title":"Using immersive technologies to enhance the student learning experience","authors":"Gavin Baxter, Thomas Hainey","doi":"10.1108/itse-05-2023-0078","DOIUrl":"https://doi.org/10.1108/itse-05-2023-0078","url":null,"abstract":"Purpose The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. Design/methodology/approach The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. Findings The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. Originality/value The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1108/itse-05-2023-0093
Zixi Li, Curtis J. Bonk, Chen Zhou
Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.
{"title":"Supporting learners self-management for self-directed language learning: a study within Duolingo","authors":"Zixi Li, Curtis J. Bonk, Chen Zhou","doi":"10.1108/itse-05-2023-0093","DOIUrl":"https://doi.org/10.1108/itse-05-2023-0093","url":null,"abstract":"Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135110759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1108/itse-05-2023-0096
Cong Doanh Duong, Duc Tho Bui, H. T. Pham, Anh Trong Vu, Van Hoang Nguyen
Purpose The emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning. Design/methodology/approach An advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses. Findings Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases. Practical implications Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context. Originality/value This study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.
{"title":"How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learning","authors":"Cong Doanh Duong, Duc Tho Bui, H. T. Pham, Anh Trong Vu, Van Hoang Nguyen","doi":"10.1108/itse-05-2023-0096","DOIUrl":"https://doi.org/10.1108/itse-05-2023-0096","url":null,"abstract":"\u0000Purpose\u0000The emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning.\u0000\u0000\u0000Design/methodology/approach\u0000An advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses.\u0000\u0000\u0000Findings\u0000Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases.\u0000\u0000\u0000Practical implications\u0000Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context.\u0000\u0000\u0000Originality/value\u0000This study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"1 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41415363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.1108/itse-04-2023-0061
C. Tiwari, Mohd Abass Bhat, S. Khan, Rajaswaminathan Subramaniam, Mohammad Atif Irshad Khan
Purpose The purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model. Design/methodology/approach The recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses. Findings The study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students. Practical implications This research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots. Originality/value Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.
{"title":"What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT","authors":"C. Tiwari, Mohd Abass Bhat, S. Khan, Rajaswaminathan Subramaniam, Mohammad Atif Irshad Khan","doi":"10.1108/itse-04-2023-0061","DOIUrl":"https://doi.org/10.1108/itse-04-2023-0061","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model.\u0000\u0000\u0000Design/methodology/approach\u0000The recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses.\u0000\u0000\u0000Findings\u0000The study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students.\u0000\u0000\u0000Practical implications\u0000This research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots.\u0000\u0000\u0000Originality/value\u0000Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43055655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1108/itse-05-2023-0097
Yung-Ming Cheng
Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling. Findings This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes. Originality/value This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.
{"title":"What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization","authors":"Yung-Ming Cheng","doi":"10.1108/itse-05-2023-0097","DOIUrl":"https://doi.org/10.1108/itse-05-2023-0097","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.\u0000\u0000\u0000Design/methodology/approach\u0000Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.\u0000\u0000\u0000Findings\u0000This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.\u0000\u0000\u0000Originality/value\u0000This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47481794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1108/itse-01-2023-0025
J. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero, Eloy López Meneses
Purpose The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education. Design/methodology/approach The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included. Findings The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers. Originality/value This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.
本研究的目的是确定研究在国家、参与者简介和方法方面的特征，以及确定物联网(IoT)目前对高等教育的贡献。设计/方法/方法:本研究采用系统评价和meta分析优选报告项目和PICOS策略支持的方法，检索Web of Science、Scopus、ERIC和谷歌Scholar的科学文献。在搜索得到的237项研究中，有11项被纳入。结果表明，物联网提供的机会之一是，它不仅将信息和通信技术引入课堂，而且还提高了学生的兴趣，从而提高了高等教育的教学质量。另一方面，它面临的挑战之一是教师对其采用的态度，以及教师的数字能力水平。原创性/价值本研究展示了高等教育机构如何将物联网纳入其教育活动。物联网是指设备、人员和互联网本身之间的数字互联网络，使它们之间能够交换数据，允许捕获有关设备和对象的使用和性能的关键信息，以检测模式、提出建议、提高效率并创造更好的用户体验。
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Pub Date : 2023-08-08DOI: 10.1108/itse-02-2023-0030
Julie Junaštíková
Purpose Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. Design/methodology/approach The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. Findings The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. Originality/value The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.
自我调节是学习者在学习过程中成为主动主体的学习水平，在主动性、动机和元认知方面都是如此。本文主要从元认知方面进行研究。摘要本研究旨在探讨现代科技背景下的高等教育学习自律问题。本研究还旨在强调与现代技术相关的学习自我调节的方向、趋势和趋势。设计/方法/方法本综述研究是通过对Scopus、Web of Science和ERIC三个数据库的检索汇编而成的。我们使用了一个过滤器来搜索过去十年中发表的关于高等教育中学习和技术自我调节主题的纯英文实证研究。研究结果清楚地表明，学习的自我调节与现代技术之间存在相关性，尤其是在新冠肺炎大流行等重大事件之后。然而，在这种变化之后，教育领域出现了可以为自主学习策略的发展提供支持的方法和新平台。本研究的独创性在于它关注了高等教育中学习自律与现代技术之间的联系，包括对这一背景下学习自律未来方向的一些预测。
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Pub Date : 2023-06-12DOI: 10.1108/itse-01-2023-0017
Mark Anthony Camilleri
Purpose Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. Design/methodology/approach A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. Findings A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Practical implications Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. Originality/value This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.
{"title":"Metaverse applications in education: a systematic review and a cost-benefit analysis","authors":"Mark Anthony Camilleri","doi":"10.1108/itse-01-2023-0017","DOIUrl":"https://doi.org/10.1108/itse-01-2023-0017","url":null,"abstract":"Purpose Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. Design/methodology/approach A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. Findings A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Practical implications Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. Originality/value This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136230608","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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