Pub Date : 2025-01-01Epub Date: 2024-12-18DOI: 10.1007/s40692-024-00341-y
Mirjana Maričić, Branko Anđić, Filiz Mumcu, Lukáš Rokos, Jan Vondruška, Robert Weinhandl, Zsolt Lavicza, Andreja Špernjak
Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT-passive and active. On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion.
{"title":"Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale.","authors":"Mirjana Maričić, Branko Anđić, Filiz Mumcu, Lukáš Rokos, Jan Vondruška, Robert Weinhandl, Zsolt Lavicza, Andreja Špernjak","doi":"10.1007/s40692-024-00341-y","DOIUrl":"10.1007/s40692-024-00341-y","url":null,"abstract":"<p><p>Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT-<i>passive</i> and <i>active</i>. On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion.</p>","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"12 4","pages":"1135-1172"},"PeriodicalIF":4.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12671006/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-13DOI: 10.1007/s40692-023-00309-4
Christina Nishiyama, E. M. Nussbaum
{"title":"Using computer-supported critical annotation to improve perspective taking","authors":"Christina Nishiyama, E. M. Nussbaum","doi":"10.1007/s40692-023-00309-4","DOIUrl":"https://doi.org/10.1007/s40692-023-00309-4","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"20 10","pages":"1-27"},"PeriodicalIF":6.1,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1007/s40692-023-00307-6
Amir Reza Rahimi, Zahra Mosalli
{"title":"The role of twenty-first century digital competence in shaping pre-service teacher language teachers’ twenty-first century digital skills: the Partial Least Square Modeling Approach (PLS-SEM)","authors":"Amir Reza Rahimi, Zahra Mosalli","doi":"10.1007/s40692-023-00307-6","DOIUrl":"https://doi.org/10.1007/s40692-023-00307-6","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"2 6","pages":"1-25"},"PeriodicalIF":6.1,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380977","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 : 2023-12-16DOI: 10.1007/s40692-023-00303-w
Mahdi Pourmirzaei, G. Montazer, Ebrahim Mousavi
{"title":"ATTENDEE: an AffecTive Tutoring system based on facial EmotioN recognition and heaD posE Estimation to personalize e-learning environment","authors":"Mahdi Pourmirzaei, G. Montazer, Ebrahim Mousavi","doi":"10.1007/s40692-023-00303-w","DOIUrl":"https://doi.org/10.1007/s40692-023-00303-w","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"55 s63","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967731","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 : 2023-12-11DOI: 10.1007/s40692-023-00306-7
Rawad Chaker
{"title":"Studying ergonomic gestures on interactive learning tabletop and tablets from a situated approach: a pilot taxonomic table and a case study","authors":"Rawad Chaker","doi":"10.1007/s40692-023-00306-7","DOIUrl":"https://doi.org/10.1007/s40692-023-00306-7","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"80 6","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979431","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 : 2023-12-09DOI: 10.1007/s40692-023-00302-x
Stephen Snow, Sarah Matthews, Yueer Chen, Sicheng Yang, Mark Bayley
{"title":"Designing serious games to engage children with energy saving in the home: potential learning outcomes and design considerations","authors":"Stephen Snow, Sarah Matthews, Yueer Chen, Sicheng Yang, Mark Bayley","doi":"10.1007/s40692-023-00302-x","DOIUrl":"https://doi.org/10.1007/s40692-023-00302-x","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"2 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585527","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 : 2023-11-21DOI: 10.1007/s40692-023-00300-z
Andreas Giannakoulas, S. Xinogalos
{"title":"Studying the effects of educational games on cultivating computational thinking skills to primary school students: a systematic literature review","authors":"Andreas Giannakoulas, S. Xinogalos","doi":"10.1007/s40692-023-00300-z","DOIUrl":"https://doi.org/10.1007/s40692-023-00300-z","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"46 2","pages":""},"PeriodicalIF":6.1,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252427","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}
{"title":"Switching to metaverse? Perspectives from push–pull–mooring model","authors":"Debajyoti Pal, Xiangmin Zhang, Subhodeep Mukherjee, Suree Funilkul","doi":"10.1007/s40692-023-00301-y","DOIUrl":"https://doi.org/10.1007/s40692-023-00301-y","url":null,"abstract":"","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"104 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135138450","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 : 2023-11-10DOI: 10.1007/s40692-023-00299-3
Francisco D. Guillén-Gámez, Julio Ruiz-Palmero, Melchor Gómez-García
Abstract The first purpose of this study was to analyse the digital research competences of higher education teaching staff, depending on whether the level of creativity of the teacher to initiate new research projects and their level of entrepreneurial spirit was low/good. Following, it was analysed whether the use of different emerging technologies significantly affect the digital skills of teachers in research work; and to know in what order the use of these emerging technologies or the combination of several of them affect the digital competences of teachers. A ex post facto design was used with a sample of 1740 Higher Education teachers. Digital skills were measured using the instrument of Guillén-Gámez et al. (Educ Inf Technol 10.1007/s10639-023-11895-2, 2023). The levels of creativity and entrepreneurship were analyzed with dichotomous variables from a 10-point Likert scale (less than 7 points-low level, greater than or equal to 7-good level). The results showed that, although teachers possessed an adequate level of digital research skills, this could vary depending on transversal skills such as creativity and entrepreneurship, with large differences when these skills were at a basic level. Furthermore, depending on whether teachers had research experience in XR technology, cryptocurrencies, facial authentication systems, wearables or robotics, amongst others, this significantly affected the level of digital competence in research. The added value of this study lies on the one hand, in the fact that there are hardly any studies that analyse this subject; and on the other hand, the implications that this could have for institutions to launch training initiatives for their teaching staff in emerging technologies, as well as in transversal competences in any disciplinary field.
{"title":"Digital competences in research: creativity and entrepreneurship as essential predictors for teacher training","authors":"Francisco D. Guillén-Gámez, Julio Ruiz-Palmero, Melchor Gómez-García","doi":"10.1007/s40692-023-00299-3","DOIUrl":"https://doi.org/10.1007/s40692-023-00299-3","url":null,"abstract":"Abstract The first purpose of this study was to analyse the digital research competences of higher education teaching staff, depending on whether the level of creativity of the teacher to initiate new research projects and their level of entrepreneurial spirit was low/good. Following, it was analysed whether the use of different emerging technologies significantly affect the digital skills of teachers in research work; and to know in what order the use of these emerging technologies or the combination of several of them affect the digital competences of teachers. A ex post facto design was used with a sample of 1740 Higher Education teachers. Digital skills were measured using the instrument of Guillén-Gámez et al. (Educ Inf Technol 10.1007/s10639-023-11895-2, 2023). The levels of creativity and entrepreneurship were analyzed with dichotomous variables from a 10-point Likert scale (less than 7 points-low level, greater than or equal to 7-good level). The results showed that, although teachers possessed an adequate level of digital research skills, this could vary depending on transversal skills such as creativity and entrepreneurship, with large differences when these skills were at a basic level. Furthermore, depending on whether teachers had research experience in XR technology, cryptocurrencies, facial authentication systems, wearables or robotics, amongst others, this significantly affected the level of digital competence in research. The added value of this study lies on the one hand, in the fact that there are hardly any studies that analyse this subject; and on the other hand, the implications that this could have for institutions to launch training initiatives for their teaching staff in emerging technologies, as well as in transversal competences in any disciplinary field.","PeriodicalId":45855,"journal":{"name":"Journal of Computers in Education","volume":"115 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137646","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号