Pub Date : 2023-08-08DOI: 10.1108/itse-02-2023-0030
Julie Junaštíková
Purpose Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. Design/methodology/approach The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. Findings The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. Originality/value The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.
自我调节是学习者在学习过程中成为主动主体的学习水平，在主动性、动机和元认知方面都是如此。本文主要从元认知方面进行研究。摘要本研究旨在探讨现代科技背景下的高等教育学习自律问题。本研究还旨在强调与现代技术相关的学习自我调节的方向、趋势和趋势。设计/方法/方法本综述研究是通过对Scopus、Web of Science和ERIC三个数据库的检索汇编而成的。我们使用了一个过滤器来搜索过去十年中发表的关于高等教育中学习和技术自我调节主题的纯英文实证研究。研究结果清楚地表明，学习的自我调节与现代技术之间存在相关性，尤其是在新冠肺炎大流行等重大事件之后。然而，在这种变化之后，教育领域出现了可以为自主学习策略的发展提供支持的方法和新平台。本研究的独创性在于它关注了高等教育中学习自律与现代技术之间的联系，包括对这一背景下学习自律未来方向的一些预测。
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Pub Date : 2023-06-12DOI: 10.1108/itse-01-2023-0017
Mark Anthony Camilleri
Purpose Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. Design/methodology/approach A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. Findings A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Practical implications Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. Originality/value This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.
{"title":"Metaverse applications in education: a systematic review and a cost-benefit analysis","authors":"Mark Anthony Camilleri","doi":"10.1108/itse-01-2023-0017","DOIUrl":"https://doi.org/10.1108/itse-01-2023-0017","url":null,"abstract":"Purpose Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. Design/methodology/approach A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. Findings A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Practical implications Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. Originality/value This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136230608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1108/itse-09-2022-0116
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 examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs). Design/methodology/approach Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs. Originality/value This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.
{"title":"Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?","authors":"Yung-Ming Cheng","doi":"10.1108/itse-09-2022-0116","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0116","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).\u0000\u0000\u0000Design/methodology/approach\u0000Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.\u0000\u0000\u0000Findings\u0000This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.\u0000\u0000\u0000Originality/value\u0000This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519914","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 : 2023-05-26DOI: 10.1108/itse-01-2023-0007
K. Li, B. Wong
Purpose This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices. Design/methodology/approach A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed. Findings Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning. Originality/value This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers’ roles and teaching strategies.
本文旨在全面概述个性化学习中人工智能(AI)出版物的模式和趋势。鉴于越来越多的相关研究和实践，它解决了调查这一领域的知识结构和发展的需要。设计/方法/方法对2000年至2022年发表的关于人工智能在个性化学习方面的出版物进行了文献计量分析，其中包括从Web of Science和Scopus收集的1005份出版物。分析了出版物来源、知识结构和主要专题方面的模式和趋势。关于人工智能在个性化学习中的研究已经在各种渠道上广泛发表。相关工作的智力基础主要是研究人工智能技术在教育和个性化学习中的应用。相关研究主要涵盖人工智能技术和技术，以及支持个性化学习的人工智能系统的设计和开发。新兴主题涉及大数据、学习分析和深度学习等领域。原创性/价值本研究描述了人工智能支持下个性化学习的研究热点，并阐述了该领域的演变和新兴趋势。研究结果强调了人工智能的最新发展，以及未来需要在多种手段上开展工作，以支持人工智能个性化学习、教学问题以及教师的角色和教学策略。
{"title":"Artificial intelligence in personalised learning: a bibliometric analysis","authors":"K. Li, B. Wong","doi":"10.1108/itse-01-2023-0007","DOIUrl":"https://doi.org/10.1108/itse-01-2023-0007","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices.\u0000\u0000\u0000Design/methodology/approach\u0000A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed.\u0000\u0000\u0000Findings\u0000Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning.\u0000\u0000\u0000Originality/value\u0000This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers’ roles and teaching strategies.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052276","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}
Purpose The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project. Design/methodology/approach The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview. Findings The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes. Research limitations/implications The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning. Originality/value This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.
{"title":"Educational metaverse: an exploration and practice of VR wisdom teaching model in Chinese Open University English course","authors":"Jing Yuan, Yongquan Liu, Xichun Han, Aiping Li, LIli Zhao","doi":"10.1108/itse-10-2022-0140","DOIUrl":"https://doi.org/10.1108/itse-10-2022-0140","url":null,"abstract":"\u0000Purpose\u0000The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.\u0000\u0000\u0000Design/methodology/approach\u0000The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.\u0000\u0000\u0000Findings\u0000The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.\u0000\u0000\u0000Research limitations/implications\u0000The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.\u0000\u0000\u0000Originality/value\u0000This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62051888","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 : 2023-05-16DOI: 10.1108/itse-12-2022-0184
L. K. Ching, Carol Y.K. Lee, Chris Y. K. Wong, M. T. Lai, Amy Lip
Purpose This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong. Design/methodology/approach An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented. Findings An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode. Originality/value Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.
{"title":"Assessing the Zoom learning experience of the elderly under the effects of COVID in Hong Kong: application of the IPO model","authors":"L. K. Ching, Carol Y.K. Lee, Chris Y. K. Wong, M. T. Lai, Amy Lip","doi":"10.1108/itse-12-2022-0184","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0184","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong.\u0000\u0000\u0000Design/methodology/approach\u0000An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented.\u0000\u0000\u0000Findings\u0000An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode.\u0000\u0000\u0000Originality/value\u0000Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052669","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 : 2023-05-16DOI: 10.1108/itse-12-2022-0180
R. Ali
Purpose The purpose of this study is to describe university students’ motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform. Design/methodology/approach A case study approach was adopted in this study. Participants were 82 university students who participated in “e-Tutor” – an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students’ interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity. Findings Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners’ active participation on social media platforms such as Facebook. Originality/value This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students’ formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook.
{"title":"e-Tutor: understanding the use of Facebook for informal learning through the lens of uses and gratifications theory","authors":"R. Ali","doi":"10.1108/itse-12-2022-0180","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0180","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to describe university students’ motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform.\u0000\u0000\u0000Design/methodology/approach\u0000A case study approach was adopted in this study. Participants were 82 university students who participated in “e-Tutor” – an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students’ interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity.\u0000\u0000\u0000Findings\u0000Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners’ active participation on social media platforms such as Facebook.\u0000\u0000\u0000Originality/value\u0000This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students’ formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052648","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 : 2023-05-12DOI: 10.1108/itse-11-2022-0150
Dirk Ifenthaler, Muhittin Şahin
Purpose This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system. Design/methodology/approach A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data. Findings The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard. Originality/value The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.
本研究旨在提供一个计算机化分类测试(CCT)系统，该系统可以轻松地作为自我评估功能嵌入到高等教育机构现有的遗留环境中，使学生能够通过自我评估来监控他们的学习进度，并遵循严格的数据保护法规。本研究的目的是调查在一个学期的课程中使用CCT系统的两个不同版本(无仪表板和有仪表板);检查CCT系统的两个不同版本(无仪表板和有仪表板)在预期用途和感知有用性方面的变化;并比较CCT系统的两种不同版本(无仪表板和有仪表板)的自我报告信心水平。设计/方法/方法共N = 194名来自经济和商业教育领域的高等教育机构的学生参加了这项研究。在整个学期中，参与者都可以访问CCT系统，作为对五个领域知识进行自我评估的机会。实现了一种算法将学习器划分为精通型和非精通型。总共实施了9个指标来对学习者的表现进行分类。收集协变量的工具包括研究兴趣问卷(Cronbach’s a = 0.90)、成就动机量表(Cronbach’s a = 0.94)、关注感知有用性的测量和人口统计数据。研究结果表明，学生在整个学期中都集中使用了有条件现金资助系统。与没有仪表板的学生相比，有仪表板的学生与CCT系统的互动更多。此外，研究结果表明，有仪表板的学生对CCT系统的信心水平明显高于没有仪表板的参与者。创新/价值数字化支持学习环境的设计需要有效的形成性(自我)评估数据，以更好地支持学习者当前的需求。虽然目前的研究结果仅限于一个研究队列和有限数量的自我评估领域，但CCT系统正在进一步发展，以实现自我评估和相关反馈的无缝整合，从而进一步为未来的学生群体揭示不可预见的机会。
{"title":"Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing","authors":"Dirk Ifenthaler, Muhittin Şahin","doi":"10.1108/itse-11-2022-0150","DOIUrl":"https://doi.org/10.1108/itse-11-2022-0150","url":null,"abstract":"Purpose\u0000This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.\u0000\u0000\u0000Design/methodology/approach\u0000A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.\u0000\u0000\u0000Findings\u0000The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.\u0000\u0000\u0000Originality/value\u0000The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052605","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 : 2023-04-27DOI: 10.1108/itse-09-2022-0115
A. Kalam, Chai-Lee Goi, Ying Ying Tiong
Purpose Due to the incredible criticisms by scholars of the excessive use of social media networks, this study aims to explore students’ motivation for social media use (SMU) and its effects on academic performance (AP) in the light of uses and gratification theory. Design/methodology/approach Using the simple random and snowball sampling techniques, this study has considered 299 responses and critically analyzed them using structural equation modeling through the AMOS version 24. The mediation analysis has been done to explore the effective use of social media networks. Findings The results reveal that video clip watching and nonacademic learning intentions significantly influence SMU and AP. Besides, socialization through friends and family connections has tremendously fostered SMU intention, while it could not benefit AP. This study found an exceptional result that the entertainment intention of the students did not influence SMU but dramatically impacted their AP. Again, SMU has robust effects on enhancing students’ academic achievement. This study also concluded the results of the mediation analysis. Practical implications The learners, professionals, higher education policymakers, etc. may benefit from following this study's guidelines for using social media networks. Social implications This study may tremendously contribute to changing the mindset of youth from addiction to SMU and improving AP. Originality/value The prime novelty of this study is to justify the mediation analysis for SMU to explore whether it can truly influence students’ AP and critically examine the deep insight of certain factors associated with SMU.
由于学者们对过度使用社交媒体网络的批评令人难以置信，本研究旨在根据使用与满足理论探讨学生使用社交媒体的动机及其对学习成绩的影响。采用简单的随机和滚雪球抽样技术，本研究考虑了299个响应，并通过AMOS version 24使用结构方程建模对其进行了批判性分析。本文通过中介分析来探讨社交媒体网络的有效使用。研究结果显示，视频剪辑观看和非学术性学习意愿显著影响SMU和AP。此外，通过朋友和家庭关系的社交极大地促进了SMU意愿，而对AP没有好处。本研究发现了一个特殊的结果，即学生的娱乐意愿对SMU没有影响，但对他们的AP有显著影响。本研究还总结了中介分析的结果。实践意义学习者、专业人士、高等教育政策制定者等可以从遵循本研究的社交媒体网络使用指南中受益。社会意义本研究可能对改变青少年从成瘾到新大的心态和提高AP做出巨大贡献。原创性/价值本研究的主要新颖之处在于证明了新大的中介分析是否能够真正影响学生的AP，并批判性地审视了新大相关因素的深刻见解。
{"title":"Student motivations for social media use and their effects on academic performance- a meditational approach in emerging market","authors":"A. Kalam, Chai-Lee Goi, Ying Ying Tiong","doi":"10.1108/itse-09-2022-0115","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0115","url":null,"abstract":"\u0000Purpose\u0000Due to the incredible criticisms by scholars of the excessive use of social media networks, this study aims to explore students’ motivation for social media use (SMU) and its effects on academic performance (AP) in the light of uses and gratification theory.\u0000\u0000\u0000Design/methodology/approach\u0000Using the simple random and snowball sampling techniques, this study has considered 299 responses and critically analyzed them using structural equation modeling through the AMOS version 24. The mediation analysis has been done to explore the effective use of social media networks.\u0000\u0000\u0000Findings\u0000The results reveal that video clip watching and nonacademic learning intentions significantly influence SMU and AP. Besides, socialization through friends and family connections has tremendously fostered SMU intention, while it could not benefit AP. This study found an exceptional result that the entertainment intention of the students did not influence SMU but dramatically impacted their AP. Again, SMU has robust effects on enhancing students’ academic achievement. This study also concluded the results of the mediation analysis.\u0000\u0000\u0000Practical implications\u0000The learners, professionals, higher education policymakers, etc. may benefit from following this study's guidelines for using social media networks.\u0000\u0000\u0000Social implications\u0000This study may tremendously contribute to changing the mindset of youth from addiction to SMU and improving AP.\u0000\u0000\u0000Originality/value\u0000The prime novelty of this study is to justify the mediation analysis for SMU to explore whether it can truly influence students’ AP and critically examine the deep insight of certain factors associated with SMU.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052335","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 : 2023-04-11DOI: 10.1108/itse-10-2022-0142
Yoko Hirata
Purpose This study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom. Design/methodology/approach A self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”. Findings The findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud. Originality/value Challenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.
{"title":"Do avatar-assisted virtual classrooms work for students with low speaking confidence?: A qualitative study","authors":"Yoko Hirata","doi":"10.1108/itse-10-2022-0142","DOIUrl":"https://doi.org/10.1108/itse-10-2022-0142","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom.\u0000\u0000\u0000Design/methodology/approach\u0000A self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”.\u0000\u0000\u0000Findings\u0000The findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud.\u0000\u0000\u0000Originality/value\u0000Challenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62051927","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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