首页 > 最新文献

Interactive Technology and Smart Education最新文献

英文 中文
Use of gamification to enhance e-learning experience 利用游戏化提升电子学习体验
IF 4.4 Q1 Social Sciences Pub Date : 2022-08-22 DOI: 10.1108/itse-05-2022-0058
Neerja Kashive, Sayali Mohite
PurposeThis study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.Design/methodology/approachThe data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.FindingsThe findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.Research limitations/implicationsBecause this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.Originality/valueThis study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.
目的本研究旨在探讨基于技术接受模型的电子学习模型中游戏化的整合。数据来自居住在印度的受访者,测试了游戏化因素(成就、沉浸感和社交)和学习者的个人特征(自我效能、计算机焦虑和享受)及其对感知易用性(PEOU)和感知有用性(PU)的影响。设计/方法论/方法这些数据是从那些在学习期间使用电子学习模块玩过游戏的学生和专业人士那里收集的。使用智能偏最小二乘法建立结构方程模型。研究结果表明,快乐对PEOU和PU以及对电子学习的态度都有影响。成就和社会因素影响态度,沉浸因素调节享受与PEOU和PU的关系。这些最终影响了态度和满意度,导致使用电子学习平台的意愿更高。研究局限性/含义由于这项研究非常具体地针对印度背景,因此需要在其他文化背景下进行进一步的探索。缺乏这种探索是本研究的局限性之一。独创性/价值这项研究测试了Högberg等人提出的游戏规则。(2019)基于自决理论及其对整体电子学习体验的影响。适度的沉浸感已经证明是重要的,成就和社会因素影响了态度。
{"title":"Use of gamification to enhance e-learning experience","authors":"Neerja Kashive, Sayali Mohite","doi":"10.1108/itse-05-2022-0058","DOIUrl":"https://doi.org/10.1108/itse-05-2022-0058","url":null,"abstract":"\u0000Purpose\u0000This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.\u0000\u0000\u0000Design/methodology/approach\u0000The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.\u0000\u0000\u0000Findings\u0000The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.\u0000\u0000\u0000Research limitations/implications\u0000Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.\u0000\u0000\u0000Originality/value\u0000This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47738902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course 在第一年的工程数学课程中,通过技术辅助的协作学习来提高解决问题的能力
IF 4.4 Q1 Social Sciences Pub Date : 2022-07-26 DOI: 10.1108/itse-03-2022-0030
A. D., K. D
PurposeThe purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.Design/methodology/approachThis paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.FindingsFrom the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.Research limitations/implicationsThe teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.Practical implicationsPractice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.Social implicationsUsing technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.Originality/valueThis work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.
目的探讨简单的协作式数学教学方法,提高学生的数学解题能力。需要更好的教学活动来激励学生将数学视为一门激发工程师所需的解决问题技能的学科。设计/方法/方法本文介绍了一项关于应用技术支持的协作学习来提高工科一年级学生在数学课程中解决问题的能力的研究。实验采用数学课程“工程微积分”进行,286名工科大一学生分为两组:实验组(N = 60)和对照组(N = 226)。用统计方法对学生的学习成绩进行测量和分析。从获得的结果来看,实验组的学习成绩优于对照组。此外,学生对合作学习的主题表现出的兴趣比使用传统教学方法的其他主题更大。研究的局限性/启示教师需要找到有效的教学活动来提高数学解决问题的能力。本研究提出了一种在入门级工程课程中获得更高认知水平的数学协作方法。本研究的局限性在于小组组成技术和仅处理个人评估分数的评分政策。实践意义通过简单的技术使协作学习的实践变得容易。提出了开展协作学习会议的明确战略。建议的解决方案实际上是可行的,不需要任何特殊的基础设施或专门的培训。对所有教师来说,在数学教学中使用技术可能并不容易。尤其是,对于一名工科本科新生来说,数学可能不是一件容易的事。这项工作将通过简单的技术辅助协作学习来弥补这一差距。教师不需要花费太多的时间和精力去学习数学教学技术。这种学习的效果在绩效和满意度评价方面是显著的。独创性/价值这项工作提出了协作学习的系统实施,这将提高解决问题的能力和参与学习的过程。统计分析方法和获得结果的可视化将有助于理解所提出工作的含义。通过简单的技术使协作学习的实践变得容易。建议的解决方案实际上是可行的,不需要任何特殊的基础设施或专门的培训。
{"title":"Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course","authors":"A. D., K. D","doi":"10.1108/itse-03-2022-0030","DOIUrl":"https://doi.org/10.1108/itse-03-2022-0030","url":null,"abstract":"\u0000Purpose\u0000The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques.\u0000\u0000\u0000Findings\u0000From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods.\u0000\u0000\u0000Research limitations/implications\u0000The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores.\u0000\u0000\u0000Practical implications\u0000Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.\u0000\u0000\u0000Social implications\u0000Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation.\u0000\u0000\u0000Originality/value\u0000This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41965755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementation of gamification and bloom’s digital taxonomy-based assessment: a scale development study with mixed-methods sequential exploratory design 基于游戏化和bloom数字分类法的评估实现:基于混合方法的量表开发研究——顺序探索设计
IF 4.4 Q1 Social Sciences Pub Date : 2022-07-08 DOI: 10.1108/itse-02-2022-0029
Zamzami Zainuddin, Amru Alba, Taufik Gunawan, D. Armanda, Ana Zahara
PurposeThis study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.Design/methodology/approachThis study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).FindingsFour major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.Originality/valueThe scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.
目的本研究旨在构建一个量表,并在目标设定理论的指导下,确定可能影响游戏化和Bloom基于数字分类的学生学习评估实施的因素。设计/方法/方法本研究使用了顺序探索性混合方法设计,通过访谈(n=18)和现场笔记定性收集数据。然后通过问卷(n=96)进行定量分析。发现在对观察笔记和访谈数据进行主题分析后,出现了四个主要主题:学习参与;可理解的学习目标;友谊赛;以及交互式学习反馈。根据定性数据编制了一份由32个项目组成的量表。然后收集定量数据,使用Promax因子旋转的最大似然探索性因子分析来评估量表的因子结构。该量表的最终版本有29个项目。作者验证了每个元素和整个层次的阿尔法系数,系数范围从0.94到0.98。总量表被确定为0.96,项目内容有效性指数被认为是有效的。原创性/价值本研究中开发的量表有望为未来的研究提供信息,并指导希望将当代数字教育纳入不同背景的教育工作者。这项研究也可能有利于那些渴望在教育背景下进行目标设定理论研究的研究人员。
{"title":"Implementation of gamification and bloom’s digital taxonomy-based assessment: a scale development study with mixed-methods sequential exploratory design","authors":"Zamzami Zainuddin, Amru Alba, Taufik Gunawan, D. Armanda, Ana Zahara","doi":"10.1108/itse-02-2022-0029","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0029","url":null,"abstract":"\u0000Purpose\u0000This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).\u0000\u0000\u0000Findings\u0000Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.\u0000\u0000\u0000Originality/value\u0000The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191723","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}
引用次数: 0
Mapping the landscape of Makerspaces in higher education: an inventory of research findings 绘制高等教育创客空间的景观:研究结果清单
IF 4.4 Q1 Social Sciences Pub Date : 2022-06-16 DOI: 10.1108/itse-01-2022-0013
Georgios Pallaris, Panayiotis Zaphiris, A. Parmaxi
PurposeThe purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.Design/methodology/approachThe approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.FindingsThe research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.Originality/valueThis paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.
目的本研究的目的是通过绘制该领域现有研究工作的地图,绘制高等教育创客空间(MIHE)的发展图。基于2014年1月至2021年4月期间发表的183篇手稿,它开始描述MIHE保护伞下涵盖的主题范围,并提供该领域的整体观点。设计/方法论/方法本研究采用的方法包括开发2014-2011年MIHE语料库;文献综述和初步编码方案开发;在焦点组的帮助下细化初始编码方案并构建MIHE映射版本1.0;遵循MIHE地图版本2.0的内容分析和开发的系统方法,对MIHE地图1.0版本进行细化;使用卡片排序技术评估MIHE地图2.0版中所有类别的拟议结构和包容性;以及,最后,MIHE地图3.0版的开发。文中讨论了MIHE地图类别的研究趋势,以及该领域未来可能的发展方向。原创性/价值本文提供了一个关于高等教育学院领域的整体观点,指导高等教育学院的初级研究人员将自己置于该领域,以及试图评估该领域当前和未来学者活动的决策者和决策者。最后,它迎合了更有经验的研究人员关注某些研究不足的领域。
{"title":"Mapping the landscape of Makerspaces in higher education: an inventory of research findings","authors":"Georgios Pallaris, Panayiotis Zaphiris, A. Parmaxi","doi":"10.1108/itse-01-2022-0013","DOIUrl":"https://doi.org/10.1108/itse-01-2022-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.\u0000\u0000\u0000Design/methodology/approach\u0000The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.\u0000\u0000\u0000Findings\u0000The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.\u0000\u0000\u0000Originality/value\u0000This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44840433","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}
引用次数: 0
Visual literacy shown through a magnifying lens by high school students 高中生通过放大镜展示视觉素养
IF 4.4 Q1 Social Sciences Pub Date : 2022-06-07 DOI: 10.1108/itse-01-2022-0007
P. Reddy, B. Sharma, K. Chaudhary, Osaiasi Lolohea, Robert Tamath
PurposeThe purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale.Design/methodology/approachIt includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale.FindingsThe newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate.Research limitations/implicationsThe limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji.Practical implicationsImages are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students.Social implicationsIn society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve.Originality/valueTo the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.
目的采用新设计的视觉素养框架和视觉素养(VL)量表来评估学生的视觉素养。设计/方法/方法它包括一个新设计的框架,一个自我报告问卷和一个评估个人VL技能和整体能力的量表。自我报告问卷由13个项目组成,采用李克特五点量表。新开发的VL技能量表评估了斐济学生的能力(即识别、理解、评估和使用视觉交流)。VL技能13项的平均值为平均水平,但有46.33%的人具有较高的视觉素养。多元线性回归分析结果显示,所有13种技能都对视觉素养有显著贡献。本研究的局限性/启示本研究的局限性在于问卷是自我报告的,因此评价可以被高度评价。其影响是,相关利益攸关方将能够制定战略和内容,以提高斐济的视觉素养。如今,图像发挥着重要作用,特别是在新冠肺炎疫情迫使教育系统转向互联网之后。在线学习涉及很多视觉,因此,视觉素养对学生来说很重要,这样他们才能成功地在线学习。本文提出了视觉素养需要学生理解的重要方面。在社会上,一切都与视觉有关。本文介绍了一种视觉素养量表和一种测量个体视觉能力的视觉素养工具。如果人们理解了视觉素养的组成部分,那么人们的视觉能力也会提高。原创性/价值据作者所知,这篇论文是第一篇评估斐济和南太平洋地区视觉素养能力的论文。视觉识字工具对世界来说也是全新的。
{"title":"Visual literacy shown through a magnifying lens by high school students","authors":"P. Reddy, B. Sharma, K. Chaudhary, Osaiasi Lolohea, Robert Tamath","doi":"10.1108/itse-01-2022-0007","DOIUrl":"https://doi.org/10.1108/itse-01-2022-0007","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale.\u0000\u0000\u0000Design/methodology/approach\u0000It includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale.\u0000\u0000\u0000Findings\u0000The newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate.\u0000\u0000\u0000Research limitations/implications\u0000The limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji.\u0000\u0000\u0000Practical implications\u0000Images are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students.\u0000\u0000\u0000Social implications\u0000In society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590685","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}
引用次数: 0
The effect of virtual reality technology and education on sustainable behavior: a comparative quasi-experimental study 虚拟现实技术与教育对可持续行为的影响:一项比较准实验研究
IF 4.4 Q1 Social Sciences Pub Date : 2022-05-19 DOI: 10.1108/itse-02-2022-0025
M. Ronaghi
PurposeSustainability is one of the global challenges, individuals and businesses need to change their behavior and consumption patterns to move towards sustainable development. This is not possible without planning for education and related knowledge transfer. On the other hand, disruptive technologies such as virtual reality (VR) have revolutionized the field of education. The purpose of this study is to evaluate the effect of holding traditional training courses and VR-based training courses on sustainable behavior.Design/methodology/approachIt is a quasi-experimental study, in which pretest-posttest design and control group are used. The statistical population includes students of one of the Iranian universities. A total of 105 students were randomly divided into two experimental groups and one control group (35 students in each group). Experimental group 1 underwent a training course using VR and Experimental group 2 received a traditional training course. At first, a pre-test was performed and after completing the eight-session period (two 1-h sessions per week), the post-test was conducted again for the groups.FindingsThe results of analysis of variance test show that there was a significant difference between the mean scores of sustainable behaviors in the post-test phase in the two experimental groups and the control group. Using Tukey’s test, it was found that the scores of sustainable behavior were different among three groups in pairs. That is, holding a training course as well as using VR has been effective on sustainable behavior. Environmental policymakers and planners can use technologies such as VR to teach environmental issues to create a culture of sustainability and sustainable development, in addition to training and educational courses.Originality/valueContribution of this study shows that the use of VR can be effective in learning sustainable behavior. Also, holding training courses is a way to change the consumption pattern and behavior of people to maintain the environment and sustainability.
可持续发展是全球性的挑战之一,个人和企业需要改变他们的行为和消费模式,走向可持续发展。如果没有教育和相关知识转移的规划,这是不可能的。另一方面,虚拟现实(VR)等颠覆性技术已经彻底改变了教育领域。本研究的目的是评估举办传统培训课程和虚拟现实培训课程对可持续行为的影响。设计/方法/方法准实验研究,采用前测后测设计和对照组。统计人口包括一所伊朗大学的学生。105名学生随机分为2个实验组和1个对照组(每组35人)。实验组1采用虚拟现实技术进行训练,实验组2采用传统方法进行训练。首先,进行预测试,在完成8个疗程(每周2次1小时)后,再次进行后测试。结果方差检验分析结果显示,实验组和对照组在测试后阶段的可持续行为平均得分存在显著差异。通过Tukey的测试,我们发现三组学生在可持续行为方面的得分是不同的。也就是说,举办培训课程以及使用VR对可持续行为是有效的。除了培训和教育课程外,环境政策制定者和规划者还可以利用VR等技术来教授环境问题,以创造一种可持续发展和可持续发展的文化。本研究的原创性/价值贡献表明,使用VR可以有效地学习可持续行为。此外,举办培训课程是改变人们的消费模式和行为,以维护环境和可持续性的一种方式。
{"title":"The effect of virtual reality technology and education on sustainable behavior: a comparative quasi-experimental study","authors":"M. Ronaghi","doi":"10.1108/itse-02-2022-0025","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0025","url":null,"abstract":"\u0000Purpose\u0000Sustainability is one of the global challenges, individuals and businesses need to change their behavior and consumption patterns to move towards sustainable development. This is not possible without planning for education and related knowledge transfer. On the other hand, disruptive technologies such as virtual reality (VR) have revolutionized the field of education. The purpose of this study is to evaluate the effect of holding traditional training courses and VR-based training courses on sustainable behavior.\u0000\u0000\u0000Design/methodology/approach\u0000It is a quasi-experimental study, in which pretest-posttest design and control group are used. The statistical population includes students of one of the Iranian universities. A total of 105 students were randomly divided into two experimental groups and one control group (35 students in each group). Experimental group 1 underwent a training course using VR and Experimental group 2 received a traditional training course. At first, a pre-test was performed and after completing the eight-session period (two 1-h sessions per week), the post-test was conducted again for the groups.\u0000\u0000\u0000Findings\u0000The results of analysis of variance test show that there was a significant difference between the mean scores of sustainable behaviors in the post-test phase in the two experimental groups and the control group. Using Tukey’s test, it was found that the scores of sustainable behavior were different among three groups in pairs. That is, holding a training course as well as using VR has been effective on sustainable behavior. Environmental policymakers and planners can use technologies such as VR to teach environmental issues to create a culture of sustainability and sustainable development, in addition to training and educational courses.\u0000\u0000\u0000Originality/value\u0000Contribution of this study shows that the use of VR can be effective in learning sustainable behavior. Also, holding training courses is a way to change the consumption pattern and behavior of people to maintain the environment and sustainability.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907716","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}
引用次数: 5
A study on the relation between industry 4.0 technologies and gamification in e-learning 电子学习中工业4.0技术与游戏化的关系研究
IF 4.4 Q1 Social Sciences Pub Date : 2022-05-17 DOI: 10.1108/itse-02-2022-0020
Renata Pereira Oliveira, Igor Leão dos Santos, C. G. De Souza, A. Reis, Wallice Medeiros de Souza
PurposeCOVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.Design/methodology/approachThe preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.FindingsThe leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.Originality/valueTo the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.
目的新冠肺炎在电子媒体学习的发展和扩大中发挥了至关重要的作用。尽管如此,最近的第四次工业革命[工业4.0(I4.0)]为教育4.0铺平了道路。在这方面,出现了一些研究挑战,涉及在线学习环境中游戏化策略的准备。从这个意义上说,本文旨在研究I4.0技术与世界各地在线学习中游戏化实践之间的关系。具体而言,将该领域的科学文献研究分为知识领域和提及I4.0技术,并验证这些技术与不同教育水平的关系。设计/方法论/方法系统综述和荟萃分析方案的首选报告项目被用作一种研究方法,其中130篇论文被纳入完整内容分析,并从科学网获得。结果分析论文中提到的领先的I4.0技术依次是模拟、物联网和增强/虚拟现实。尽管还有更多提到的技术,但要应用的知识领域和教育水平会影响这些支柱的选择。由此,这种关系的主要发现在一个独特的、现代的、积极的、现实主义的技术框架中得以揭示,以展示I4.0与在线教育环境中的游戏化实践之间的关系。独创性/价值据作者所知,这是第一项将电子学习中应用的游戏化与I4.0技术的关系结合起来的研究。
{"title":"A study on the relation between industry 4.0 technologies and gamification in e-learning","authors":"Renata Pereira Oliveira, Igor Leão dos Santos, C. G. De Souza, A. Reis, Wallice Medeiros de Souza","doi":"10.1108/itse-02-2022-0020","DOIUrl":"https://doi.org/10.1108/itse-02-2022-0020","url":null,"abstract":"\u0000Purpose\u0000COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.\u0000\u0000\u0000Design/methodology/approach\u0000The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.\u0000\u0000\u0000Findings\u0000The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49427470","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}
引用次数: 2
Using DIME maps and STEM project-based learning to teach physics 使用DIME地图和基于STEM项目的学习来教授物理
IF 4.4 Q1 Social Sciences Pub Date : 2021-04-07 DOI: 10.1108/ITSE-07-2020-0109
Michael Rugh, Donald Beyette, M. M. Capraro, R. Capraro
PurposeThe purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas.Design/methodology/approachAs an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL.FindingsUsing DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints.Practical implicationsSTEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios.Social implicationsFor any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction.Originality/valueFor STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.
本研究的目的是检验一个为期一周的科学、技术、工程和数学(STEM)基于项目的学习(PBL)活动,该活动将新的教育技术和工程设计过程结合起来,教授初高中学生旋转物理所涉及的概念。本文所描述的技术和教学方法可以应用于广泛的STEM内容领域。设计/方法/方法作为一种教育技术,动态和交互式数学表达式(DIME)地图系统自动生成一个交互式的、连接的概念图,该概念图是从可移植文档格式的教科书章节中提取的基于数学的概念。在五天的时间里,学生们使用DIME地图在工程设计过程和STEM PBL中进行了有意义的自我指导学习。在STEM PBL活动中,学生们使用DIME地图探索了旋转物体背后的物理原理,提出了多种创意设计,并构建了各种旋转器,以满足指定的标准和约束。STEM教师可以使用DIME地图和STEM PBL来支持学生将课堂知识与现实世界联系起来。社会意义对于任何有电脑、平板电脑或手机和互联网连接的教室来说,DIME地图是一种可访问的教育技术,为那些无法通过传统教学方法获得服务的学习者提供另一种知识表示。原创性/价值对于STEM教师和教育研究人员来说,本文中描述的活动使用了技术进步(DIME地图和手机上的慢动作视频捕捉)和教学法(STEM PBL和工程设计过程),使学生能够参与有意义的学习。
{"title":"Using DIME maps and STEM project-based learning to teach physics","authors":"Michael Rugh, Donald Beyette, M. M. Capraro, R. Capraro","doi":"10.1108/ITSE-07-2020-0109","DOIUrl":"https://doi.org/10.1108/ITSE-07-2020-0109","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas.\u0000\u0000\u0000Design/methodology/approach\u0000As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL.\u0000\u0000\u0000Findings\u0000Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints.\u0000\u0000\u0000Practical implications\u0000STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios.\u0000\u0000\u0000Social implications\u0000For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction.\u0000\u0000\u0000Originality/value\u0000For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.\u0000","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052324","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}
引用次数: 3
Adoption intention and effectiveness of digital collaboration platforms for online learning: the Indian students' perspective 在线学习数字协作平台的采用意向和有效性:印度学生的视角
IF 4.4 Q1 Social Sciences Pub Date : 2020-09-10 DOI: 10.1108/itse-05-2020-0070
Archana Singh, Sarika Sharma, Manisha Paliwal
PurposeCovid-19 outbreak has compelled the world-wide education system to use the digital collaboration platform (DCP) for online learning, for robust inclusive sustainable education. The purpose of this paper is to understand the adoption intention and effectiveness of DCP using technology acceptance model (TAM) for online learning among students studying in higher education institutes (HEIs) in India.Design/methodology/approachA structured questionnaire has been adopted to survey and collect data from 324 students studying in HEI of Maharashtra state in India. The questionnaire consisted of 28 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, first-order confirmatory factor analysis is carried out by using the software IBM AMOS-20. The initial model is generated for six constructs, and outcomes are used to analyze the model’s goodness of fit and construct validity. In second step, structural equation modelling is carried out to do the path analysis of the proposed model.FindingsThe findings connote that the interactivity, cost-effectiveness and the core TAM constructs as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. The research is an attempt to provide possible explanations for the epochal relationships between the constructs and discusses the usage of information, which can be further used to enhance the acceptance of DCP among students in urban as well as rural India.Research limitations/implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of digital collaborative platform from a learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies.Practical implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of DCP from learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies. The findings imply that the interactivity, cost-effectiveness and the core constructs of TAM such as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India.Social implicationsThis research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India, which is the need of hour for sustainable educatio
2019冠状病毒病疫情迫使全球教育系统使用数字协作平台(DCP)进行在线学习,以实现强大的包容性可持续教育。本文的目的是了解在印度高等教育机构(HEIs)学习的学生使用技术接受模型(TAM)进行在线学习的DCP的采用意图和有效性。设计/方法/方法采用结构化问卷对在印度马哈拉施特拉邦高等教育学院学习的324名学生进行调查和收集数据。问卷由28个构念组成。本节的构念采用李克特五点量表进行测量。第一步,利用IBM AMOS-20软件进行一阶验证性因子分析。为6个构念生成初始模型,并用结果分析模型的拟合优度和构念效度。第二步,进行结构方程建模,对所提模型进行路径分析。研究结果表明,互动性、成本效益和核心TAM结构作为感知有用性形成了印度高等教育学生对DCP使用的积极态度和在不久的将来采用DCP的意图。本研究试图为构式之间的时代关系提供可能的解释,并讨论信息的使用,这可以进一步用于提高印度城市和农村学生对DCP的接受程度。研究的局限性/启示研究结果和发现将从学习者的角度为教育者、管理层、学习者和家长等利益相关者提供关于数字协作平台采用意向的指导。这将导致有助于这些技术的实际实现的知识。实践意义本研究的结果和发现将从学习者的角度出发,为教育工作者、管理人员、学习者和家长等各利益相关方探讨采用DCP的意向提供指导。这将导致有助于这些技术的实际实现的知识。研究结果表明,互动性、成本效益和TAM的核心结构如感知有用性形成了印度高等教育学生对DCP使用的积极态度和在不久的将来采用DCP的意愿。本研究为构式之间的重要关系提供了可能的解释,并讨论了如何利用这些信息来提高印度城市和农村学生对DCP的接受程度。社会意义本研究为构式之间的重要关系提供了可能的解释,并讨论了如何利用这些信息来提高印度城市和农村学生对DCP的接受程度,这是可持续教育的需要。原创性/价值关于在线学习和使用数字平台的研究很多,包括TAM的构建,但在新冠肺炎时代,所有教育机构都必须使用数字协作平台进行继续教育。这项研究是原创的,旨在了解学生对DCP使用的看法,以及DCP在马哈拉施特拉邦农村地区学习的有效性,这些学生来自普纳和孟买的高等教育学院。
{"title":"Adoption intention and effectiveness of digital collaboration platforms for online learning: the Indian students' perspective","authors":"Archana Singh, Sarika Sharma, Manisha Paliwal","doi":"10.1108/itse-05-2020-0070","DOIUrl":"https://doi.org/10.1108/itse-05-2020-0070","url":null,"abstract":"PurposeCovid-19 outbreak has compelled the world-wide education system to use the digital collaboration platform (DCP) for online learning, for robust inclusive sustainable education. The purpose of this paper is to understand the adoption intention and effectiveness of DCP using technology acceptance model (TAM) for online learning among students studying in higher education institutes (HEIs) in India.Design/methodology/approachA structured questionnaire has been adopted to survey and collect data from 324 students studying in HEI of Maharashtra state in India. The questionnaire consisted of 28 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, first-order confirmatory factor analysis is carried out by using the software IBM AMOS-20. The initial model is generated for six constructs, and outcomes are used to analyze the model’s goodness of fit and construct validity. In second step, structural equation modelling is carried out to do the path analysis of the proposed model.FindingsThe findings connote that the interactivity, cost-effectiveness and the core TAM constructs as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. The research is an attempt to provide possible explanations for the epochal relationships between the constructs and discusses the usage of information, which can be further used to enhance the acceptance of DCP among students in urban as well as rural India.Research limitations/implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of digital collaborative platform from a learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies.Practical implicationsThe results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of DCP from learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies. The findings imply that the interactivity, cost-effectiveness and the core constructs of TAM such as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India.Social implicationsThis research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India, which is the need of hour for sustainable educatio","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/itse-05-2020-0070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62052286","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}
引用次数: 31
Mobile learning, emerging learning design, and learning 2.0 移动学习、新兴学习设计和学习2.0
IF 4.4 Q1 Social Sciences Pub Date : 2017-05-12 DOI: 10.1108/ITSE-02-2017-0016
D. Churchill, Mark Pegrum
{"title":"Mobile learning, emerging learning design, and learning 2.0","authors":"D. Churchill, Mark Pegrum","doi":"10.1108/ITSE-02-2017-0016","DOIUrl":"https://doi.org/10.1108/ITSE-02-2017-0016","url":null,"abstract":"","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2017-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/ITSE-02-2017-0016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47613931","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}
引用次数: 4
期刊
Interactive Technology and Smart Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1