Pub Date : 2024-08-13DOI: 10.1108/itse-02-2024-0043
Shurui Bai, K. Hew
Purpose Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses. Design/methodology/approach Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis. Findings Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters. Practical implications Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience. Originality/value The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.
{"title":"Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement","authors":"Shurui Bai, K. Hew","doi":"10.1108/itse-02-2024-0043","DOIUrl":"https://doi.org/10.1108/itse-02-2024-0043","url":null,"abstract":"\u0000Purpose\u0000Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses.\u0000\u0000\u0000Design/methodology/approach\u0000Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis.\u0000\u0000\u0000Findings\u0000Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters.\u0000\u0000\u0000Practical implications\u0000Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience.\u0000\u0000\u0000Originality/value\u0000The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919145","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 : 2024-08-13DOI: 10.1108/itse-02-2024-0043
Shurui Bai, K. Hew
Purpose Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses. Design/methodology/approach Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis. Findings Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters. Practical implications Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience. Originality/value The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.
{"title":"Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement","authors":"Shurui Bai, K. Hew","doi":"10.1108/itse-02-2024-0043","DOIUrl":"https://doi.org/10.1108/itse-02-2024-0043","url":null,"abstract":"\u0000Purpose\u0000Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses.\u0000\u0000\u0000Design/methodology/approach\u0000Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis.\u0000\u0000\u0000Findings\u0000Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters.\u0000\u0000\u0000Practical implications\u0000Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience.\u0000\u0000\u0000Originality/value\u0000The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919631","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 : 2024-07-29DOI: 10.1108/itse-04-2024-0094
Z. Hojeij, M. Kuhail, A. Elsayary
Purpose This study aims investigate in-service teachers’ perspectives on the integration of ChatGPT, an artificial intelligence (AI)-driven chatbot, into United Arab Emirates (UAE) private schools. As the UAE progresses towards a knowledge-based economy, aligning with the goals of the UAE 2030 vision, this research assesses the capacity of ChatGPT to enhance the educational experience within the framework of technological pedagogical content knowledge. Design/methodology/approach A mixed-methods approach is used, combining a survey assessing teachers’ attitudes and a thematic analysis of open-ended responses, to explore the effectiveness, challenges and pedagogical implications of ChatGPT’s use in the classroom. Findings Findings reveal that teachers value ChatGPT for its potential to individualize learning and streamline the creation of educational materials, aligning with the shift towards student-centred approaches and the demands of 21st-century skills. However, significant challenges are noted, including ethical concerns, the need for reliable content and a necessity for extensive professional development to fully realize ChatGPT’s benefits. Practical implications While ChatGPT transforms teaching and learning practices, realizing this potential requires addressing critical issues through adaptive policy-making, continuous educator training and thoughtful integration into the curriculum. Originality/value The study highlights the importance of a collaborative approach to dealing with the details of AI in education, ensuring that advancements like ChatGPT align with the evolving educational paradigms of the UAE.
{"title":"Investigating in-service teachers’ views on ChatGPT integration","authors":"Z. Hojeij, M. Kuhail, A. Elsayary","doi":"10.1108/itse-04-2024-0094","DOIUrl":"https://doi.org/10.1108/itse-04-2024-0094","url":null,"abstract":"Purpose\u0000This study aims investigate in-service teachers’ perspectives on the integration of ChatGPT, an artificial intelligence (AI)-driven chatbot, into United Arab Emirates (UAE) private schools. As the UAE progresses towards a knowledge-based economy, aligning with the goals of the UAE 2030 vision, this research assesses the capacity of ChatGPT to enhance the educational experience within the framework of technological pedagogical content knowledge.\u0000\u0000Design/methodology/approach\u0000A mixed-methods approach is used, combining a survey assessing teachers’ attitudes and a thematic analysis of open-ended responses, to explore the effectiveness, challenges and pedagogical implications of ChatGPT’s use in the classroom.\u0000\u0000Findings\u0000Findings reveal that teachers value ChatGPT for its potential to individualize learning and streamline the creation of educational materials, aligning with the shift towards student-centred approaches and the demands of 21st-century skills. However, significant challenges are noted, including ethical concerns, the need for reliable content and a necessity for extensive professional development to fully realize ChatGPT’s benefits.\u0000\u0000Practical implications\u0000While ChatGPT transforms teaching and learning practices, realizing this potential requires addressing critical issues through adaptive policy-making, continuous educator training and thoughtful integration into the curriculum.\u0000\u0000Originality/value\u0000The study highlights the importance of a collaborative approach to dealing with the details of AI in education, ensuring that advancements like ChatGPT align with the evolving educational paradigms of the UAE.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796545","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 : 2024-07-26DOI: 10.1108/itse-02-2024-0032
Alisha Waquar, Sujood, Saima Kareem, Nusrat Yasmeen, Sarah Hussain
Purpose This study aims to conduct a comprehensive review of scholarly literature on the educational impacts of the metaverse, systematically identifying emerging themes, challenges and implications for metaverse education. Design/methodology/approach The study uses systematic literature review techniques using the Scopus database to investigate empirical studies and systematic reviews specifically examining the convergence of the metaverse and education. Findings The study shows that the metaverse has a substantial influence on education, emphasising immersive learning, real social interactions and the transformation of traditional frameworks. This paper identifies nine themes, illuminating the growing relevance of metaverse tools in academic institutions, influencing learning methods, outcomes and positive student dispositions. Research limitations/implications This study provides a foundation for further investigations into the metaverse’s potential to disseminate knowledge and enhance comprehension of metaverse technologies. It explores the metaverse’s potential in relation to progress, upcoming trends and cultural awareness while highlighting obstacles that must be addressed for effective metaverse teaching. Originality/value This research paper makes a substantial scholarly contribution by undertaking a systematic analysis of empirical studies and identifying emerging themes in the area of metaverse education. It offers substantial insights into the transformative potential of metaverse education and its implications for pedagogical and instructional approaches in the digitised era through the analysis of fundamental inquiries.
{"title":"From traditional to virtual classrooms: unravelling themes and shaping the future of metaverse education","authors":"Alisha Waquar, Sujood, Saima Kareem, Nusrat Yasmeen, Sarah Hussain","doi":"10.1108/itse-02-2024-0032","DOIUrl":"https://doi.org/10.1108/itse-02-2024-0032","url":null,"abstract":"\u0000Purpose\u0000This study aims to conduct a comprehensive review of scholarly literature on the educational impacts of the metaverse, systematically identifying emerging themes, challenges and implications for metaverse education.\u0000\u0000\u0000Design/methodology/approach\u0000The study uses systematic literature review techniques using the Scopus database to investigate empirical studies and systematic reviews specifically examining the convergence of the metaverse and education.\u0000\u0000\u0000Findings\u0000The study shows that the metaverse has a substantial influence on education, emphasising immersive learning, real social interactions and the transformation of traditional frameworks. This paper identifies nine themes, illuminating the growing relevance of metaverse tools in academic institutions, influencing learning methods, outcomes and positive student dispositions.\u0000\u0000\u0000Research limitations/implications\u0000This study provides a foundation for further investigations into the metaverse’s potential to disseminate knowledge and enhance comprehension of metaverse technologies. It explores the metaverse’s potential in relation to progress, upcoming trends and cultural awareness while highlighting obstacles that must be addressed for effective metaverse teaching.\u0000\u0000\u0000Originality/value\u0000This research paper makes a substantial scholarly contribution by undertaking a systematic analysis of empirical studies and identifying emerging themes in the area of metaverse education. It offers substantial insights into the transformative potential of metaverse education and its implications for pedagogical and instructional approaches in the digitised era through the analysis of fundamental inquiries.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799315","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 : 2024-07-22DOI: 10.1108/itse-01-2024-0002
Shimelis Kebede Kekeba, A. Gure, T. T. Olkaba
Purpose The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases. Design/methodology/approach The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis. Findings The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject. Research limitations/implications The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences. Practical implications This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers. Originality/value The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literat
{"title":"Effects of jigsaw learning strategy integrated with computer simulations on grade 10 students’ achievement and attitude and their correlations in chemistry","authors":"Shimelis Kebede Kekeba, A. Gure, T. T. Olkaba","doi":"10.1108/itse-01-2024-0002","DOIUrl":"https://doi.org/10.1108/itse-01-2024-0002","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.\u0000\u0000\u0000Design/methodology/approach\u0000The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.\u0000\u0000\u0000Findings\u0000The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.\u0000\u0000\u0000Research limitations/implications\u0000The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.\u0000\u0000\u0000Practical implications\u0000This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.\u0000\u0000\u0000Originality/value\u0000The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literat","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815464","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 : 2024-07-16DOI: 10.1108/itse-12-2023-0233
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 social media affordances and media richness as environmental stimuli to learners’ involvement elicited by massive open online courses (MOOCs) can affect their learning persistence in MOOCs and, in turn, their learning outcomes in MOOCs. This study further examines whether demographic variables can moderate the relationship between learners’ learning persistence in MOOCs and their learning outcomes. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 396 usable questionnaires were analyzed using structural equation modeling. Findings This study proved that learners’ perceived social media affordances and media richness in MOOCs positively influenced their cognitive involvement and affective involvement elicited by MOOCs, which concurrently expounded their learning persistence in MOOCs and, in turn, uplifted their learning outcomes in MOOCs. The results support all proposed hypotheses and the research model, respectively, explains 70.5% and 61.8% of the variance in learners’ learning persistence in MOOCs and learning outcomes. Besides, this study showed that learners’ usage experience moderated the relationship between learners’ learning persistence in MOOCs and their learning outcomes. Originality/value This study uses the S-O-R model as a theoretical groundwork to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is affected by social media affordances and media richness. Noteworthily, while the S-O-R model has been extensively used in previous literature, little research uses the S-O-R model to explain the media antecedents of learners’ learning persistence and learning outcomes in MOOCs. Hence, this study enriches the research for understanding how learners value their learning gains via using media features to support them in MOOCs.
{"title":"Impact of media antecedents on persistence and learning outcomes of MOOC learners","authors":"Yung-Ming Cheng","doi":"10.1108/itse-12-2023-0233","DOIUrl":"https://doi.org/10.1108/itse-12-2023-0233","url":null,"abstract":"Purpose\u0000The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether social media affordances and media richness as environmental stimuli to learners’ involvement elicited by massive open online courses (MOOCs) can affect their learning persistence in MOOCs and, in turn, their learning outcomes in MOOCs. This study further examines whether demographic variables can moderate the relationship between learners’ learning persistence in MOOCs and their learning outcomes.\u0000\u0000Design/methodology/approach\u0000Sample data for this study were collected from learners who had experience in taking MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 396 usable questionnaires were analyzed using structural equation modeling.\u0000\u0000Findings\u0000This study proved that learners’ perceived social media affordances and media richness in MOOCs positively influenced their cognitive involvement and affective involvement elicited by MOOCs, which concurrently expounded their learning persistence in MOOCs and, in turn, uplifted their learning outcomes in MOOCs. The results support all proposed hypotheses and the research model, respectively, explains 70.5% and 61.8% of the variance in learners’ learning persistence in MOOCs and learning outcomes. Besides, this study showed that learners’ usage experience moderated the relationship between learners’ learning persistence in MOOCs and their learning outcomes.\u0000\u0000Originality/value\u0000This study uses the S-O-R model as a theoretical groundwork to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is affected by social media affordances and media richness. Noteworthily, while the S-O-R model has been extensively used in previous literature, little research uses the S-O-R model to explain the media antecedents of learners’ learning persistence and learning outcomes in MOOCs. Hence, this study enriches the research for understanding how learners value their learning gains via using media features to support them in MOOCs.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641078","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 : 2024-07-16DOI: 10.1108/itse-01-2024-0015
Chun-Chia Wang, Hsuan-Chu Chen, Jason C. Hung
Purpose This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process. Findings The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.
{"title":"Examining learners’ cognitive processes and learning emotions in digital game-based vocabulary learning: evidence from eye-tracking technology and facial emotion recognition","authors":"Chun-Chia Wang, Hsuan-Chu Chen, Jason C. Hung","doi":"10.1108/itse-01-2024-0015","DOIUrl":"https://doi.org/10.1108/itse-01-2024-0015","url":null,"abstract":"Purpose\u0000This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools.\u0000\u0000Design/methodology/approach\u0000This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process.\u0000\u0000Findings\u0000The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments.\u0000\u0000Originality/value\u0000Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643786","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 : 2024-07-16DOI: 10.1108/itse-10-2023-0202
Tapas Sudan, Arjun Hans, Rashi Taggar
Purpose The intricate dynamics of ChatGPT adoption among Indian students are discussed while exploring the factors outlined by Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). By assessing these factors, this study aims to unravel their impact on the behavioral intention to use ChatGPT. Design/methodology/approach While evaluating ChatGPT's adoption dynamics, this study analyses the UTAUT2 core factors and perceived benefits. Real-time data from 638 business and management students in India were collected through purposive sampling and a cross-sectional survey. An in-depth examination using IBM SPSS and AMOS revealed the patterns that regulate ChatGPT reception in educational settings. Findings Habit emerges as a powerful predictor, which aligns with the Habit Loop Theory's cues, routine and rewards. Perceived benefits significantly influence adoption, and traditional factors like performance expectancy and social influence exert no influence. The insignificance of effort expectancy challenges conventional understanding, unveiling novel aspects of student tech adoption. Social implications There is a need for guidelines to ensure fair and responsible use of ChatGPT among students. While ChatGPT presents advantages like task automation and personalized learning, integrating it into the existing education system requires careful planning to harness its benefits effectively. Originality/value With the recent introduction of Generative-AI tools, understanding student acceptance and application is essential. This research sheds light on this emerging technology, emphasizing the importance of analyzing technology acceptance for its successful adoption.
{"title":"Transformative learning with ChatGPT: analyzing adoption trends and implications for business management students in India","authors":"Tapas Sudan, Arjun Hans, Rashi Taggar","doi":"10.1108/itse-10-2023-0202","DOIUrl":"https://doi.org/10.1108/itse-10-2023-0202","url":null,"abstract":"\u0000Purpose\u0000The intricate dynamics of ChatGPT adoption among Indian students are discussed while exploring the factors outlined by Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). By assessing these factors, this study aims to unravel their impact on the behavioral intention to use ChatGPT.\u0000\u0000\u0000Design/methodology/approach\u0000While evaluating ChatGPT's adoption dynamics, this study analyses the UTAUT2 core factors and perceived benefits. Real-time data from 638 business and management students in India were collected through purposive sampling and a cross-sectional survey. An in-depth examination using IBM SPSS and AMOS revealed the patterns that regulate ChatGPT reception in educational settings.\u0000\u0000\u0000Findings\u0000Habit emerges as a powerful predictor, which aligns with the Habit Loop Theory's cues, routine and rewards. Perceived benefits significantly influence adoption, and traditional factors like performance expectancy and social influence exert no influence. The insignificance of effort expectancy challenges conventional understanding, unveiling novel aspects of student tech adoption.\u0000\u0000\u0000Social implications\u0000There is a need for guidelines to ensure fair and responsible use of ChatGPT among students. While ChatGPT presents advantages like task automation and personalized learning, integrating it into the existing education system requires careful planning to harness its benefits effectively.\u0000\u0000\u0000Originality/value\u0000With the recent introduction of Generative-AI tools, understanding student acceptance and application is essential. This research sheds light on this emerging technology, emphasizing the importance of analyzing technology acceptance for its successful adoption.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644036","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 : 2024-07-02DOI: 10.1108/itse-11-2023-0224
Zeinab Zaremohzzabieh, Seyedali Ahrari, Haslinda Abdullah, R. Abdullah, Mahboobeh Moosivand
Purpose This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings. Design/methodology/approach This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration). Findings No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious. Originality/value Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.
{"title":"Effects of educational technology intervention on creative thinking in educational settings: a meta-analysis","authors":"Zeinab Zaremohzzabieh, Seyedali Ahrari, Haslinda Abdullah, R. Abdullah, Mahboobeh Moosivand","doi":"10.1108/itse-11-2023-0224","DOIUrl":"https://doi.org/10.1108/itse-11-2023-0224","url":null,"abstract":"Purpose\u0000This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.\u0000\u0000Design/methodology/approach\u0000This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).\u0000\u0000Findings\u0000No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.\u0000\u0000Originality/value\u0000Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685344","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 : 2024-06-17DOI: 10.1108/itse-01-2024-0001
Nattaporn Thongsri, O. Tripak, Yukun Bao
Purpose This study aims to examine the variables that influence learners’ acceptance of chat generative pre-trained transformer (ChatGPT) through the theoretical synthesis of variables in the field of behavioral science. It uses the use and gratifications theory in conjunction with variables related to the information system (IS), as proposed by the Delone and McLean IS success model. Design/methodology/approach This quantitative research collected data from 679 undergraduate students using stratified random sampling. A two-staged structural equation modeling (SEM)-neural network approach was used to analyze the data, with SEM used to study the factors influencing the intention to use ChatGPT. Additionally, an artificial neural network approach was used to confirm the results obtained through SEM. Findings The two-staged SEM-neural network approach yielded robust and consistent analysis results, indicating that the variable “System quality (SYQ)” has the highest influence, followed by “Cognitive need (CN),” “Information Quality (INQ),” “Social need (SN)” and “Affective need (AN)” in descending order of importance. Practical implications The results obtained from integrating the behavioral variables with IS variables will provide guidance to various organizations, such as the Ministry of Education, universities and educators, in the application of artificial intelligence technology in learning. They should prioritize the quality aspect of the system and the technological infrastructure that supports the use of ChatGPT for learning. Additionally, they should prepare learners to be ready in various dimensions, including knowledge, emotions and social aspects. Originality/value This study presents challenges in implementing artificial intelligence technology in learning, which educational institutions must embrace to keep up with the global technological trends. The educational sector should integrate artificial intelligence into the curriculum planning, teaching methods and learner assessment processes from the outset.
{"title":"Do learners exhibit a willingness to use ChatGPT? An advanced two-stage SEM-neural network approach for forecasting factors influencing ChatGPT adoption","authors":"Nattaporn Thongsri, O. Tripak, Yukun Bao","doi":"10.1108/itse-01-2024-0001","DOIUrl":"https://doi.org/10.1108/itse-01-2024-0001","url":null,"abstract":"Purpose\u0000This study aims to examine the variables that influence learners’ acceptance of chat generative pre-trained transformer (ChatGPT) through the theoretical synthesis of variables in the field of behavioral science. It uses the use and gratifications theory in conjunction with variables related to the information system (IS), as proposed by the Delone and McLean IS success model.\u0000\u0000Design/methodology/approach\u0000This quantitative research collected data from 679 undergraduate students using stratified random sampling. A two-staged structural equation modeling (SEM)-neural network approach was used to analyze the data, with SEM used to study the factors influencing the intention to use ChatGPT. Additionally, an artificial neural network approach was used to confirm the results obtained through SEM.\u0000\u0000Findings\u0000The two-staged SEM-neural network approach yielded robust and consistent analysis results, indicating that the variable “System quality (SYQ)” has the highest influence, followed by “Cognitive need (CN),” “Information Quality (INQ),” “Social need (SN)” and “Affective need (AN)” in descending order of importance.\u0000\u0000Practical implications\u0000The results obtained from integrating the behavioral variables with IS variables will provide guidance to various organizations, such as the Ministry of Education, universities and educators, in the application of artificial intelligence technology in learning. They should prioritize the quality aspect of the system and the technological infrastructure that supports the use of ChatGPT for learning. Additionally, they should prepare learners to be ready in various dimensions, including knowledge, emotions and social aspects.\u0000\u0000Originality/value\u0000This study presents challenges in implementing artificial intelligence technology in learning, which educational institutions must embrace to keep up with the global technological trends. The educational sector should integrate artificial intelligence into the curriculum planning, teaching methods and learner assessment processes from the outset.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335120","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：