Pub Date : 2023-02-06DOI: 10.1108/itse-10-2022-0133
Yao Tong, Zehui Zhan
Purpose The purpose of this study is to set up an evaluation model to predict massive open online courses (MOOC) learning performance by analyzing MOOC learners’ online learning behaviors, and comparing three algorithms – multiple linear regression (MLR), multilayer perceptron (MLP) and classification and regression tree (CART). Design/methodology/approach Through literature review and analysis of data correlation in the original database, a framework of online learning behavior indicators containing 26 behaviors was constructed. The degree of correlation with the final learning performance was analyzed based on learners’ system interaction behavior, resource interaction behavior, social interaction behavior and independent learning behavior. A total of 12 behaviors highly correlated to learning performance were extracted as major indicators, and the MLR method, MLP method and CART method were used as typical algorithms to evaluate learners’ MOOC learning performance. Findings The behavioral indicator framework constructed in this study can effectively analyze learners’ learning, and the evaluation model constructed using the MLP method (89.91%) and CART method (90.29%) can better achieve the prediction of MOOC learners’ learning performance than using MLR method (83.64%). Originality/value This study explores the patterns and characteristics among different learning behaviors and constructs an effective prediction model for MOOC learners’ learning performance, which can help teachers understand learners’ learning status, locate learners with learning difficulties promptly and provide targeted instructional interventions at the right time to improve teaching quality.
{"title":"An evaluation model based on procedural behaviors for predicting MOOC learning performance: students' online learning behavior analytics and algorithms construction","authors":"Yao Tong, Zehui Zhan","doi":"10.1108/itse-10-2022-0133","DOIUrl":"https://doi.org/10.1108/itse-10-2022-0133","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to set up an evaluation model to predict massive open online courses (MOOC) learning performance by analyzing MOOC learners’ online learning behaviors, and comparing three algorithms – multiple linear regression (MLR), multilayer perceptron (MLP) and classification and regression tree (CART).\u0000\u0000\u0000Design/methodology/approach\u0000Through literature review and analysis of data correlation in the original database, a framework of online learning behavior indicators containing 26 behaviors was constructed. The degree of correlation with the final learning performance was analyzed based on learners’ system interaction behavior, resource interaction behavior, social interaction behavior and independent learning behavior. A total of 12 behaviors highly correlated to learning performance were extracted as major indicators, and the MLR method, MLP method and CART method were used as typical algorithms to evaluate learners’ MOOC learning performance.\u0000\u0000\u0000Findings\u0000The behavioral indicator framework constructed in this study can effectively analyze learners’ learning, and the evaluation model constructed using the MLP method (89.91%) and CART method (90.29%) can better achieve the prediction of MOOC learners’ learning performance than using MLR method (83.64%).\u0000\u0000\u0000Originality/value\u0000This study explores the patterns and characteristics among different learning behaviors and constructs an effective prediction model for MOOC learners’ learning performance, which can help teachers understand learners’ learning status, locate learners with learning difficulties promptly and provide targeted instructional interventions at the right time to improve teaching quality.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":"20 1","pages":"291-312"},"PeriodicalIF":4.4,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62051876","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 : 2023-01-10DOI: 10.1108/itse-09-2022-0120
S. Santoveña-Casal, J. Gil-Quintana, José Javier Hueso-Romero
Purpose Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.
目的微格教学是一种基于微格（四到五名学生组成的小组）和持续时间不超过5-20分钟的微格透镜的教师培训方法。自20世纪末斯坦福大学的实验中首次探索微格教学以来，微格教学已在跨学科水平上发展。本文的目的是通过对Web of Science数据库的研究和检查，检验通过对教师培训中与微格教学相关的科学产出的分析性文献计量研究所发现的网络。设计/方法论/方法本研究使用VOSviewer工具，通过数据挖掘和标准化技术的科学网络结构映射进行内容分析。该技术基于关联强度指标，该指标被解释为分析单元的相似性的测量。因此，从科学网数据库中获得了209篇文章。结果显示了所生成的网络以及各种项目、合著者和共同引用之间的联系，这清楚地表明在微格教学领域存在着重要的作者和机构。最大的集群由澳大利亚天主教大学等机构组成。最常被引用的文件是Rich和Hannafin的。Allen（1968）将微格教学定义为一种基于微类和微透镜的技术，他是最常被引用的作者，也是联系最多的作者。研究局限性/含义这项研究的局限性要么涉及超出研究可能性的方面，要么涉及无法实现的目标。第二个视角侧重于技能转移，包含的文件比例较低，因此中心文件结构较弱。最后，作者还必须记住这样一个事实，即科学产出取决于一个高度特定的领域，即数字技术的出现和/或自由化，以及在20世纪末获得这些技术。创新性/价值这项研究表明，微格教学是一个很有前途的研究领域，为高等教育教师培训在技术领域的应用开辟了巨大的可能性。本文可以为未来的研究开辟几条道路，例如从基于微格教学的不同沟通和教学模式的角度，获得学习的途径和普遍设计。
{"title":"Microteaching networks in higher education","authors":"S. Santoveña-Casal, J. Gil-Quintana, José Javier Hueso-Romero","doi":"10.1108/itse-09-2022-0120","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0120","url":null,"abstract":"\u0000Purpose\u0000Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database.\u0000\u0000\u0000Design/methodology/approach\u0000This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis.\u0000\u0000\u0000Findings\u0000Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections.\u0000\u0000\u0000Research limitations/implications\u0000This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century.\u0000\u0000\u0000Originality/value\u0000This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42636759","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 : 2022-12-09DOI: 10.1108/itse-06-2022-0076
Min Chen, T. Chan, Y. Chen
Purpose Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]). Design/methodology/approach Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model. Findings The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI. Practical implications The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI. Originality/value This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.
{"title":"How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory","authors":"Min Chen, T. Chan, Y. Chen","doi":"10.1108/itse-06-2022-0076","DOIUrl":"https://doi.org/10.1108/itse-06-2022-0076","url":null,"abstract":"\u0000Purpose\u0000Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).\u0000\u0000\u0000Design/methodology/approach\u0000Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.\u0000\u0000\u0000Findings\u0000The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.\u0000\u0000\u0000Practical implications\u0000The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.\u0000\u0000\u0000Originality/value\u0000This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580049","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 : 2022-11-09DOI: 10.1108/itse-07-2022-0082
Eliza Rossiter, T. Thomson, Rachel Fitzgerald
Purpose The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. Design/methodology/approach This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews. Findings Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain. Originality/value This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.
{"title":"Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approach","authors":"Eliza Rossiter, T. Thomson, Rachel Fitzgerald","doi":"10.1108/itse-07-2022-0082","DOIUrl":"https://doi.org/10.1108/itse-07-2022-0082","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.\u0000\u0000\u0000Design/methodology/approach\u0000This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.\u0000\u0000\u0000Findings\u0000Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.\u0000\u0000\u0000Originality/value\u0000This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48618178","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 : 2022-10-11DOI: 10.1108/itse-05-2022-0067
Sijia Xue, H. Crompton
Purpose This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.
{"title":"Educational technology research during the COVID-19 pandemic","authors":"Sijia Xue, H. Crompton","doi":"10.1108/itse-05-2022-0067","DOIUrl":"https://doi.org/10.1108/itse-05-2022-0067","url":null,"abstract":"\u0000Purpose\u0000This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.\u0000\u0000\u0000Design/methodology/approach\u0000Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.\u0000\u0000\u0000Findings\u0000The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.\u0000\u0000\u0000Research limitations/implications\u0000Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.\u0000\u0000\u0000Practical implications\u0000For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.\u0000\u0000\u0000Originality/value\u0000This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253807","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 : 2022-09-13DOI: 10.1108/itse-04-2022-0045
Yufang Cheng, M. Lee, Chung-Sung Yang, P. Wu
Purpose The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject. Design/methodology/approach The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system. Findings These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects. Originality/value The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.
{"title":"Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study","authors":"Yufang Cheng, M. Lee, Chung-Sung Yang, P. Wu","doi":"10.1108/itse-04-2022-0045","DOIUrl":"https://doi.org/10.1108/itse-04-2022-0045","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.\u0000\u0000\u0000Design/methodology/approach\u0000The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.\u0000\u0000\u0000Findings\u0000These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.\u0000\u0000\u0000Originality/value\u0000The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022813","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 : 2022-09-13DOI: 10.1108/itse-05-2022-0063
Haixdao Dai, Phong Lam Nguyen, C. Kutay
Purpose Digital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Design/methodology/approach A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support. Findings The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback. Research limitations/implications Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS. Practical implications This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique. Social implications Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job ne
{"title":"Offline collaborative learning approach for remote Northern territory students","authors":"Haixdao Dai, Phong Lam Nguyen, C. Kutay","doi":"10.1108/itse-05-2022-0063","DOIUrl":"https://doi.org/10.1108/itse-05-2022-0063","url":null,"abstract":"\u0000Purpose\u0000Digital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet.\u0000\u0000\u0000Design/methodology/approach\u0000A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support.\u0000\u0000\u0000Findings\u0000The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback.\u0000\u0000\u0000Research limitations/implications\u0000Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS.\u0000\u0000\u0000Practical implications\u0000This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique.\u0000\u0000\u0000Social implications\u0000Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job ne","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46495595","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 : 2022-09-07DOI: 10.1108/itse-12-2021-0225
Davood Ghorbanzadeh, Mohsen Sharbatiyan
Purpose Despite promising conceptual developments in value co-creation behaviors, the scholarly attention afforded to the importance of the university website features in strengthening the university brand image and reputation through students’ value co-creation behaviors is limited. University website features are conceptualized as a hierarchical construct with three dimensions: usability, availability and information. This study aims to investigate the effect of university website features and value co-creation behaviors of students on promoting brand image and brand reputation at Islamic Azad University in Iran. Design/methodology/approach This study is quantitative. Using convenience sampling techniques, a responsive group of 384 students was chosen from the Islamic Azad University of Tehran in Iran. Survey methods were used for data collection. Partial least squares structural equation modeling was used to test the derived hypotheses. Findings The findings of this study indicated that website features have a positive effect on fostering value co-creation behaviors (participation and citizenship behavior), and participation behavior, in turn, improves university brand image and reputation. At the same time, among value co-creation behaviors, citizenship behavior has no impact on the university’s brand image. Finally, the brand image formed through website features and participation behavior positively affects brand reputation. Research limitations/implications This study was conducted in the higher education (HE) sector in one cosmopolitan Iranian city (i.e. Tehran), to which Iranians from other cities travel for studying. Thus, the results of this survey include a variety of subcultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of university brand reputation across different nations using a cross-cultural approach. Practical implications Pragmatically, the findings of this study urge university policymakers, information technology managers and marketers to consider the university website’s unique role in assisting co-creation behavior, which in turn promotes university brand image and reputation in the HE market. One of the ways to assess a university’s brand image and reputation is through the university ranking system. Ascending the ranking system can allow a university to attract qualified students. Originality/value These findings contribute to the marketing literature by empirically validating the three elements in the website features construct, providing intelligence on how website features can drive value co-creation behaviors, brand image and reputation. Also, results revealed that the brand image of universities positively affects brand reputation. This study highlights the importance of
{"title":"The role of website features in creating value co-creation behaviors and enhancing the brand image and reputation of higher education institutions","authors":"Davood Ghorbanzadeh, Mohsen Sharbatiyan","doi":"10.1108/itse-12-2021-0225","DOIUrl":"https://doi.org/10.1108/itse-12-2021-0225","url":null,"abstract":"\u0000Purpose\u0000Despite promising conceptual developments in value co-creation behaviors, the scholarly attention afforded to the importance of the university website features in strengthening the university brand image and reputation through students’ value co-creation behaviors is limited. University website features are conceptualized as a hierarchical construct with three dimensions: usability, availability and information. This study aims to investigate the effect of university website features and value co-creation behaviors of students on promoting brand image and brand reputation at Islamic Azad University in Iran.\u0000\u0000\u0000Design/methodology/approach\u0000This study is quantitative. Using convenience sampling techniques, a responsive group of 384 students was chosen from the Islamic Azad University of Tehran in Iran. Survey methods were used for data collection. Partial least squares structural equation modeling was used to test the derived hypotheses.\u0000\u0000\u0000Findings\u0000The findings of this study indicated that website features have a positive effect on fostering value co-creation behaviors (participation and citizenship behavior), and participation behavior, in turn, improves university brand image and reputation. At the same time, among value co-creation behaviors, citizenship behavior has no impact on the university’s brand image. Finally, the brand image formed through website features and participation behavior positively affects brand reputation.\u0000\u0000\u0000Research limitations/implications\u0000This study was conducted in the higher education (HE) sector in one cosmopolitan Iranian city (i.e. Tehran), to which Iranians from other cities travel for studying. Thus, the results of this survey include a variety of subcultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of university brand reputation across different nations using a cross-cultural approach.\u0000\u0000\u0000Practical implications\u0000Pragmatically, the findings of this study urge university policymakers, information technology managers and marketers to consider the university website’s unique role in assisting co-creation behavior, which in turn promotes university brand image and reputation in the HE market. One of the ways to assess a university’s brand image and reputation is through the university ranking system. Ascending the ranking system can allow a university to attract qualified students.\u0000\u0000\u0000Originality/value\u0000These findings contribute to the marketing literature by empirically validating the three elements in the website features construct, providing intelligence on how website features can drive value co-creation behaviors, brand image and reputation. Also, results revealed that the brand image of universities positively affects brand reputation. This study highlights the importance of","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49082796","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 : 2022-08-22DOI: 10.1108/itse-05-2022-0058
Neerja Kashive, Sayali Mohite
Purpose This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested. Design/methodology/approach The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model. Findings The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms. Research limitations/implications Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study. Originality/value This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.
{"title":"Use of gamification to enhance e-learning experience","authors":"Neerja Kashive, Sayali Mohite","doi":"10.1108/itse-05-2022-0058","DOIUrl":"https://doi.org/10.1108/itse-05-2022-0058","url":null,"abstract":"\u0000Purpose\u0000This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.\u0000\u0000\u0000Design/methodology/approach\u0000The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.\u0000\u0000\u0000Findings\u0000The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.\u0000\u0000\u0000Research limitations/implications\u0000Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.\u0000\u0000\u0000Originality/value\u0000This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47738902","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 : 2022-07-26DOI: 10.1108/itse-03-2022-0030
A. D., K. D
Purpose The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers. Design/methodology/approach This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques. Findings From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods. Research limitations/implications The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores. Practical implications Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training. Social implications Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation. Originality/value This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.
{"title":"Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course","authors":"A. D., K. D","doi":"10.1108/itse-03-2022-0030","DOIUrl":"https://doi.org/10.1108/itse-03-2022-0030","url":null,"abstract":"\u0000Purpose\u0000The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.\u0000\u0000\u0000Findings\u0000From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.\u0000\u0000\u0000Research limitations/implications\u0000The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.\u0000\u0000\u0000Practical implications\u0000Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.\u0000\u0000\u0000Social implications\u0000Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.\u0000\u0000\u0000Originality/value\u0000This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41965755","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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