Pub Date : 2023-03-28DOI: 10.1108/itse-12-2022-0165
Yupeng Lin, Zhonggen Yu
Purpose The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. Design/methodology/approach This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Findings Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. Research limitations/implications The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. Originality/value This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.
目的人工智能聊天机器人的应用具有多方面的优势，是教育技术研究的一个新兴趋势。然而，现有的研究很少从教育技术应用的角度来评估聊天机器人在教育情境中的应用。本研究旨在通过从教育的角度对人工智能聊天机器人的现有文献进行回顾，以弥合研究空白。设计/方法/方法本研究将文献计量分析与引文网络分析相结合:通过关键词、作者、组织和国家的可视化进行文献计量分析和基于文献聚类的引文网络分析。在covid -19后的学习环境中，聊天机器人的教育应用仍在增加。关于这一主题的热门研究问题包括技术进步、学生对聊天机器人的看法以及聊天机器人在不同教育背景下的有效性。聊天机器人源于类似的技术和理论基础，主要应用于语言教育、教育服务(如信息咨询和自动评分)、卫生保健教育和医疗培训。多样化的应用环境展示了在教育中使用聊天机器人的特定目的，但也面临着一些共同的挑战。多方面的因素会影响聊天机器人在教育中的有效性和接受度。本研究提供了一个扩展的框架，以促进人工智能聊天机器人在教育中的应用。研究的局限性/启示作者必须承认本研究有一定的局限性。首先，文献检索是基于Web of Science的核心馆藏，没有包括一些已有的研究。其次，这个文献计量分析只包括用英语发表的研究。第三，由于技术专业知识的限制，作者无法全面解释一些报告技术进步的研究的含义。然而，本研究旨在通过从教育角度总结和评估人工智能聊天机器人的有效性来确立其研究意义。原创性/价值本研究确定了人工智能聊天机器人在教育背景下的出版趋势。它弥补了以往忽视将教育情境作为一个相互联系的整体来看待而造成的研究空白，从而体现了教育情境的特征。它确定了人工智能聊天机器人在教育中的主要应用环境，并鼓励进一步扩展应用。当未来的研究人员和教师将人工智能聊天机器人应用于新的教育环境时，它还提出了一个扩展框架，涵盖了教育中技术集成的三个关键组成部分。
{"title":"A bibliometric analysis of artificial intelligence chatbots in educational contexts","authors":"Yupeng Lin, Zhonggen Yu","doi":"10.1108/itse-12-2022-0165","DOIUrl":"https://doi.org/10.1108/itse-12-2022-0165","url":null,"abstract":"\u0000Purpose\u0000The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.\u0000\u0000\u0000Design/methodology/approach\u0000This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.\u0000\u0000\u0000Findings\u0000Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.\u0000\u0000\u0000Research limitations/implications\u0000The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.\u0000\u0000\u0000Originality/value\u0000This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46242212","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 : 2023-03-13DOI: 10.1108/itse-09-2022-0124
Anagha Vaidya, Saurabh Sharma
Purpose Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods. Design/methodology/approach Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables. Findings The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria. Originality/value This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.
{"title":"Anomaly detection in the course evaluation process: a learning analytics–based approach","authors":"Anagha Vaidya, Saurabh Sharma","doi":"10.1108/itse-09-2022-0124","DOIUrl":"https://doi.org/10.1108/itse-09-2022-0124","url":null,"abstract":"\u0000Purpose\u0000Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods.\u0000\u0000\u0000Design/methodology/approach\u0000Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables.\u0000\u0000\u0000Findings\u0000The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria.\u0000\u0000\u0000Originality/value\u0000This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295542","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 : 2023-02-06DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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