{"title":"The Effect of Practice Prescription E-Learning System on Learning and Motivation of Pharmacy Students","authors":"Yamin Hejazi, Setareh Emadzadeh, Mehri Yavari, Haniye Mastour, Sajjad Azad, Zhila Taherzadeh","doi":"10.1007/s10758-023-09688-0","DOIUrl":"https://doi.org/10.1007/s10758-023-09688-0","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959220","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 : 2023-09-23DOI: 10.1007/s10758-023-09685-3
Andrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc
Abstract An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of "anytime, anywhere learning" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefficients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate influence on all constructs except motivation. Satisfaction influenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfied and suffered more. This is reflected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of "anytime, anywhere learning" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.
{"title":"The Idea That Digital Remote Learning Can Happen Anytime, Anywhere in Forced Online Teacher Education is a Myth","authors":"Andrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc","doi":"10.1007/s10758-023-09685-3","DOIUrl":"https://doi.org/10.1007/s10758-023-09685-3","url":null,"abstract":"Abstract An involuntary international experiment in which the entire student population was switched to digital remote learning due to the measures to stop COVID-19 put the paradigm of \"anytime, anywhere learning\" to the test. Online survey responses were obtained from 281 preservice primary and subject teachers. Using Structural Equation Modelling, connections were examined by inspection of path coefficients between constructs quality of personal digital technology, satisfaction, health, well-being, motivation, and physical activity. Problems with the quality of personal digital technology had a moderate influence on all constructs except motivation. Satisfaction influenced all constructs, well-being, and health the most. When comparing responses of the bottom and top third students based on the quality of personal digital technology, it was found that students who did not have the appropriate technology and workspace were less satisfied and suffered more. This is reflected in an increased incidence of problems related to health, well-being, and physical activity, along with a decrease in motivation. At least for the technologically deprived, the paradigm of \"anytime, anywhere learning\" is a myth. The study highlights the need for educational institutions to provide adequate technology and workspaces for all students in order to support their well-being and motivation during remote learning.","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135965616","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 : 2023-09-21DOI: 10.1007/s10758-023-09682-6
Chiara Alzetta, Ilaria Torre, Frosina Koceva
Abstract Extracting and formally representing the knowledge embedded in textbooks, such as the concepts explained and the relations between them, can support the provision of advanced knowledge-based services for learning environments and digital libraries. In this paper, we consider a specific type of relation in textbooks referred to as prerequisite relations (PR). PRs represent precedence relations between concepts aimed to provide the reader with the knowledge needed to understand a further concept(s). Their annotation in educational texts produces datasets that can be represented as a graph of concepts connected by PRs. However, building good-quality and reliable datasets of PRs from a textbook is still an open issue, not just for automated annotation methods but even for manual annotation. In turn, the lack of good-quality datasets and well-defined criteria to identify PRs affect the development and validation of automated methods for prerequisite identification. As a contribution to this issue, in this paper, we propose PREAP, a protocol for the annotation of prerequisite relations in textbooks aimed at obtaining reliable annotated data that can be shared, compared, and reused in the research community. PREAP defines a novel textbook-driven annotation method aimed to capture the structure of prerequisites underlying the text. The protocol has been evaluated against baseline methods for manual and automatic annotation. The findings show that PREAP enables the creation of prerequisite knowledge graphs that have higher inter-annotator agreement, accuracy, and alignment with text than the baseline methods. This suggests that the protocol is able to accurately capture the PRs expressed in the text. Furthermore, the findings show that the time required to complete the annotation using PREAP are significantly shorter than with the other manual baseline methods. The paper includes also guidelines for using PREAP in three annotation scenarios, experimentally tested. We also provide example datasets and a user interface that we developed to support prerequisite annotation.
{"title":"Annotation Protocol for Textbook Enrichment with Prerequisite Knowledge Graph","authors":"Chiara Alzetta, Ilaria Torre, Frosina Koceva","doi":"10.1007/s10758-023-09682-6","DOIUrl":"https://doi.org/10.1007/s10758-023-09682-6","url":null,"abstract":"Abstract Extracting and formally representing the knowledge embedded in textbooks, such as the concepts explained and the relations between them, can support the provision of advanced knowledge-based services for learning environments and digital libraries. In this paper, we consider a specific type of relation in textbooks referred to as prerequisite relations (PR). PRs represent precedence relations between concepts aimed to provide the reader with the knowledge needed to understand a further concept(s). Their annotation in educational texts produces datasets that can be represented as a graph of concepts connected by PRs. However, building good-quality and reliable datasets of PRs from a textbook is still an open issue, not just for automated annotation methods but even for manual annotation. In turn, the lack of good-quality datasets and well-defined criteria to identify PRs affect the development and validation of automated methods for prerequisite identification. As a contribution to this issue, in this paper, we propose PREAP, a protocol for the annotation of prerequisite relations in textbooks aimed at obtaining reliable annotated data that can be shared, compared, and reused in the research community. PREAP defines a novel textbook-driven annotation method aimed to capture the structure of prerequisites underlying the text. The protocol has been evaluated against baseline methods for manual and automatic annotation. The findings show that PREAP enables the creation of prerequisite knowledge graphs that have higher inter-annotator agreement, accuracy, and alignment with text than the baseline methods. This suggests that the protocol is able to accurately capture the PRs expressed in the text. Furthermore, the findings show that the time required to complete the annotation using PREAP are significantly shorter than with the other manual baseline methods. The paper includes also guidelines for using PREAP in three annotation scenarios, experimentally tested. We also provide example datasets and a user interface that we developed to support prerequisite annotation.","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136129195","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 : 2023-09-15DOI: 10.1007/s10758-023-09689-z
Mohammad Khalil, Paraskevi Topali, Alejandro Ortega-Arranz, Erkan Er, Gökhan Akçapınar, Gleb Belokrys
{"title":"Correction: Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts","authors":"Mohammad Khalil, Paraskevi Topali, Alejandro Ortega-Arranz, Erkan Er, Gökhan Akçapınar, Gleb Belokrys","doi":"10.1007/s10758-023-09689-z","DOIUrl":"https://doi.org/10.1007/s10758-023-09689-z","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436734","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 : 2023-09-11DOI: 10.1007/s10758-023-09690-6
Asmahan Masry-Herzallah
{"title":"Factors Promoting and Inhibiting Teachers’ Perception of Success in Online Teaching During the Covid-19 Crisis","authors":"Asmahan Masry-Herzallah","doi":"10.1007/s10758-023-09690-6","DOIUrl":"https://doi.org/10.1007/s10758-023-09690-6","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982629","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 : 2023-08-31DOI: 10.1007/s10758-023-09686-2
Natalija Bošnjaković, Ivana Đurđević Babić
{"title":"Systematic Review on Educational Data Mining in Educational Gamification","authors":"Natalija Bošnjaković, Ivana Đurđević Babić","doi":"10.1007/s10758-023-09686-2","DOIUrl":"https://doi.org/10.1007/s10758-023-09686-2","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49344455","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 : 2023-08-30DOI: 10.1007/s10758-023-09687-1
Ozlem Uzumcu, Hasan Acilmis
{"title":"Do Innovative Teachers use AI-powered Tools More Interactively? A Study in the Context of Diffusion of Innovation Theory","authors":"Ozlem Uzumcu, Hasan Acilmis","doi":"10.1007/s10758-023-09687-1","DOIUrl":"https://doi.org/10.1007/s10758-023-09687-1","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41334148","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 : 2023-08-28DOI: 10.1007/s10758-023-09671-9
José-Antonio Marín-Marín, J. López-Belmonte, Santiago Pozo-Sánchez, Antonio-José Moreno-Guerrero
{"title":"Attitudes Towards the Development of Good Practices with Augmented Reality in Secondary Education Teachers in Spain","authors":"José-Antonio Marín-Marín, J. López-Belmonte, Santiago Pozo-Sánchez, Antonio-José Moreno-Guerrero","doi":"10.1007/s10758-023-09671-9","DOIUrl":"https://doi.org/10.1007/s10758-023-09671-9","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":"28 1","pages":"1443 - 1459"},"PeriodicalIF":3.3,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41886860","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 : 2023-08-18DOI: 10.1007/s10758-023-09681-7
Vinícius Silva, A. P. Pereira, F. Soares, C. Leão, A. Jurdi, J. Sena Esteves, J. Hertzberg
{"title":"Social Stories for Promoting Social Communication with Children with Autism Spectrum Disorder Using a Humanoid Robot: Step-by-Step Study","authors":"Vinícius Silva, A. P. Pereira, F. Soares, C. Leão, A. Jurdi, J. Sena Esteves, J. Hertzberg","doi":"10.1007/s10758-023-09681-7","DOIUrl":"https://doi.org/10.1007/s10758-023-09681-7","url":null,"abstract":"","PeriodicalId":46366,"journal":{"name":"Technology Knowledge and Learning","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706239","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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