Kayode Asaju, Mabum Nelson Ben, Ashepo Sunday Yohanna
There is a global realization of the importance of technology in driving modernization, change, and development. The adoption of technology, particularly information communication telecommunication (ICT) has permeated almost every sphere of modern society, including the educational sector. While some universities in Nigeria have made inroads in the deployment and adoption of ICT for teaching and learning, others are lagging. However, efforts at the deployment and adoption of ICT and digitizing its operations in teaching and learning seem to be at an appreciable level at the Federal University Wukari, Taraba State. Hence, this study assesses the impact of ICT on achieving academic excellence at the Federal University, Wukari, Taraba State. Specifically, the study examines the appreciation of the use of technology by both staff and students, its availability and impact on qualitative teaching and learning and the academic performance of students in the university. The study used both qualitative and quantitative data collected from the institution. The quantitative data were presented and analyzed in tables, frequency counts and percentages. The Chi-Square (X2) was adopted to statistically test the postulated hypotheses. The quantitative data were explained in the content. The study revealed that the adoption of ICT in the process of teaching and learning has enhanced academic excellence at Federal University Wukari. The paper recommends amongst others that the school should partner with ICT companies to provide ICT facilities like Computers, and projectors among others, to the staff and students at a subsidized rate. The cost should be infused into the tuition fees of the students and deducted from the salaries of the staff on an installment basis. Also, the required facilities, especially, power, that will enhance the use of these ICT in the University should be provided by the university management.
{"title":"Information and communications technology (ICT) and academic excellence at the Federal University Wukari, Taraba State","authors":"Kayode Asaju, Mabum Nelson Ben, Ashepo Sunday Yohanna","doi":"10.57040/jet.v3i2.495","DOIUrl":"https://doi.org/10.57040/jet.v3i2.495","url":null,"abstract":"There is a global realization of the importance of technology in driving modernization, change, and development. The adoption of technology, particularly information communication telecommunication (ICT) has permeated almost every sphere of modern society, including the educational sector. While some universities in Nigeria have made inroads in the deployment and adoption of ICT for teaching and learning, others are lagging. However, efforts at the deployment and adoption of ICT and digitizing its operations in teaching and learning seem to be at an appreciable level at the Federal University Wukari, Taraba State. Hence, this study assesses the impact of ICT on achieving academic excellence at the Federal University, Wukari, Taraba State. Specifically, the study examines the appreciation of the use of technology by both staff and students, its availability and impact on qualitative teaching and learning and the academic performance of students in the university. The study used both qualitative and quantitative data collected from the institution. The quantitative data were presented and analyzed in tables, frequency counts and percentages. The Chi-Square (X2) was adopted to statistically test the postulated hypotheses. The quantitative data were explained in the content. The study revealed that the adoption of ICT in the process of teaching and learning has enhanced academic excellence at Federal University Wukari. The paper recommends amongst others that the school should partner with ICT companies to provide ICT facilities like Computers, and projectors among others, to the staff and students at a subsidized rate. The cost should be infused into the tuition fees of the students and deducted from the salaries of the staff on an installment basis. Also, the required facilities, especially, power, that will enhance the use of these ICT in the University should be provided by the university management.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014518","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: 10.3991/ijet.v18i16.42313
Janne Heilala, A. Shibani, Adriano Gomes de Freitas
As we launch into an era marked by rapid technological advancements, education is experiencing disruptive transformations. Central to this shift is the integration of Artificial Intelligence (AI), predictive hybrid cloud strategies, and large language models (LLMs) like ChatGPT. As technology, AI becomes increasingly central to education; this paper explores the evolution of pedagogy in response to these changes, with a focus on the horizon. This investigation delves into the challenges and opportunities arising from the integration of AI, predictive hybrid cloud strategies, and LLMs into education, especially in the context of self-determined learning or heutagogy. The research looks into the role of collaboration, innovation, and adaptability in shaping curricula that prepare students for the fast-paced and dynamic landscape of the future, supported by AI, autonomous systems, and high-performance computing. The significance of problem- or project-based learning and cross-disciplinary collaboration is addressed, as this paper underscores the potential for preparing someone capable of future careers across various sectors. By integrating technology into education, the vision is of a globally connected, skilled, and innovative workforce ready to navigate a rapidly evolving world. Future research in this area might illuminate the potential of collaboration networks to drive sustainable improvements in learning and well-being.
{"title":"The Requirements for Heutagogical Attunement within STEAM Education","authors":"Janne Heilala, A. Shibani, Adriano Gomes de Freitas","doi":"10.3991/ijet.v18i16.42313","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42313","url":null,"abstract":"As we launch into an era marked by rapid technological advancements, education is experiencing disruptive transformations. Central to this shift is the integration of Artificial Intelligence (AI), predictive hybrid cloud strategies, and large language models (LLMs) like ChatGPT. As technology, AI becomes increasingly central to education; this paper explores the evolution of pedagogy in response to these changes, with a focus on the horizon. This investigation delves into the challenges and opportunities arising from the integration of AI, predictive hybrid cloud strategies, and LLMs into education, especially in the context of self-determined learning or heutagogy. The research looks into the role of collaboration, innovation, and adaptability in shaping curricula that prepare students for the fast-paced and dynamic landscape of the future, supported by AI, autonomous systems, and high-performance computing. The significance of problem- or project-based learning and cross-disciplinary collaboration is addressed, as this paper underscores the potential for preparing someone capable of future careers across various sectors. By integrating technology into education, the vision is of a globally connected, skilled, and innovative workforce ready to navigate a rapidly evolving world. Future research in this area might illuminate the potential of collaboration networks to drive sustainable improvements in learning and well-being.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45224965","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: 10.3991/ijet.v18i16.42369
Xueping Lu, Yan Ma, Yiming Fang
Microcontroller education is attracting increasing attention owing to the widespread application of microcontroller-based systems. This study proposes the learning-by-doing approach. Rather than emphasizing a deep understanding of datasheets and register-level programming, the new teaching model focuses on microcontroller-based applications. During the pre-class, in-class, and post-class phases, students were instructed to practice writing subroutines or building circuits to interface external devices with a training board. A typical case study is presented to illustrate the detailed process of the proposed model. Feedback from students and teaching supervisors in the recent years has shown that the teaching approach coupled with the training board provides students with more opportunities to work on real equipment, which benefits both the grasp of the theoretical knowledge and improvement of practical skills.
{"title":"Learning-by-Doing Approach to Teach Microcontroller Course with Portable Training Board","authors":"Xueping Lu, Yan Ma, Yiming Fang","doi":"10.3991/ijet.v18i16.42369","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42369","url":null,"abstract":"Microcontroller education is attracting increasing attention owing to the widespread application of microcontroller-based systems. This study proposes the learning-by-doing approach. Rather than emphasizing a deep understanding of datasheets and register-level programming, the new teaching model focuses on microcontroller-based applications. During the pre-class, in-class, and post-class phases, students were instructed to practice writing subroutines or building circuits to interface external devices with a training board. A typical case study is presented to illustrate the detailed process of the proposed model. Feedback from students and teaching supervisors in the recent years has shown that the teaching approach coupled with the training board provides students with more opportunities to work on real equipment, which benefits both the grasp of the theoretical knowledge and improvement of practical skills.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49358659","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: 10.3991/ijet.v18i16.41471
Luqman M Rababah
This study’s objective was to investigate the impact that using an Intelligent Tutoring System (ITS) had on the English language abilities of English as a Foreign Language (EFL) students from Jordan who were enrolled in university-level programs. Sixty students from Jadara University in Jordan were chosen at random and assigned to one of two groups: an experimental group that got instruction based on ITS or a control group that received education in a more traditional classroom setting. Both groups were shown content for a total of 12 hours spread out over four weeks. Participants in the study who were given an education based on ITS showed significant gains in both their learning and their performance after receiving this kind of instruction. The post-test results of the experimental group in grammar, vocabulary, and reading comprehension were significantly better than the findings of the control group. Additionally, individuals in the experimental group reported higher levels of happiness with the training when compared to those in the control group. The findings of this study suggest that integrating an ITS into EFL instruction may prove to be an effective method for boosting the learning and performance of students studying EFL at institutions located in Jordan. This has enormous implications for the future of the development and implementations of instructional technology in EFL classrooms.
{"title":"The Impact of an Intelligent Tutoring System (ITS) on the Academic Progress and Success of EFL Jordanian Students: A Quasi-Experimental Study","authors":"Luqman M Rababah","doi":"10.3991/ijet.v18i16.41471","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.41471","url":null,"abstract":"This study’s objective was to investigate the impact that using an Intelligent Tutoring System (ITS) had on the English language abilities of English as a Foreign Language (EFL) students from Jordan who were enrolled in university-level programs. Sixty students from Jadara University in Jordan were chosen at random and assigned to one of two groups: an experimental group that got instruction based on ITS or a control group that received education in a more traditional classroom setting. Both groups were shown content for a total of 12 hours spread out over four weeks. Participants in the study who were given an education based on ITS showed significant gains in both their learning and their performance after receiving this kind of instruction. The post-test results of the experimental group in grammar, vocabulary, and reading comprehension were significantly better than the findings of the control group. Additionally, individuals in the experimental group reported higher levels of happiness with the training when compared to those in the control group. The findings of this study suggest that integrating an ITS into EFL instruction may prove to be an effective method for boosting the learning and performance of students studying EFL at institutions located in Jordan. This has enormous implications for the future of the development and implementations of instructional technology in EFL classrooms.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45783032","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: 10.3991/ijet.v18i16.42321
Xin Zhao
The COVID-19 pandemic has resulted in significant disruptions in higher education. Despite UK universities returning to in-person teaching, many international students still face travel restrictions imposed by their home countries, resulting in remote learning for many students at the beginning of the 2022–2023 academic year. To ensure a seamless academic transition for all students, a British university has implemented a hybrid learning model that utilizes lecture capture technology, specifically Blackboard Encore Streaming, to provide face-to-face and remote students with access to the same learning experience. This paper presents the findings from two online focus groups with students (n = 18) and two staff reflections, which aimed to explore the perspectives of teachers and students on the new Encore Streaming feature. The results indicate that both teachers and students value the hybrid approach, with remote students appreciating the flexibility and convenience of this approach more than face-to-face students. However, the study also reveals significant discrepancies in teacher attention and student participation opportunities between remote and face-to-face students, attributed to pedagogical and technological barriers. The study highlights the crucial role of teachers in orchestrating the hybrid classroom to ensure equal learning opportunities for all students and identifies areas where teachers require support, such as training, staff time, and technology support.
{"title":"Hybrid Learning through Lecture Capture: Exploring Perspectives and Overcoming Challenges with Blackboard Encore Technology","authors":"Xin Zhao","doi":"10.3991/ijet.v18i16.42321","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42321","url":null,"abstract":"The COVID-19 pandemic has resulted in significant disruptions in higher education. Despite UK universities returning to in-person teaching, many international students still face travel restrictions imposed by their home countries, resulting in remote learning for many students at the beginning of the 2022–2023 academic year. To ensure a seamless academic transition for all students, a British university has implemented a hybrid learning model that utilizes lecture capture technology, specifically Blackboard Encore Streaming, to provide face-to-face and remote students with access to the same learning experience. This paper presents the findings from two online focus groups with students (n = 18) and two staff reflections, which aimed to explore the perspectives of teachers and students on the new Encore Streaming feature. The results indicate that both teachers and students value the hybrid approach, with remote students appreciating the flexibility and convenience of this approach more than face-to-face students. However, the study also reveals significant discrepancies in teacher attention and student participation opportunities between remote and face-to-face students, attributed to pedagogical and technological barriers. The study highlights the crucial role of teachers in orchestrating the hybrid classroom to ensure equal learning opportunities for all students and identifies areas where teachers require support, such as training, staff time, and technology support.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44206542","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: 10.3991/ijet.v18i16.42703
J. Qian
Collaborative management of knowledge resources is a particularly important issue in the context of collaborative development of vocational education since it can increase utilization of knowledge resources, narrow knowledge gap, promote educational equity, and support the innovation and collaboration of vocational education. However, currently available studies and methods are quite deficient in the aspect of knowledge attribute regulation, such as the difficulty in meeting requirements for different-type knowledge resources, the ignorance of the dynamic feature of knowledge resources, and the insufficient consideration of knowledge attributes. To solve these matters, this study aims to discuss the importance of collaborative management of knowledge resources in a backdrop of the collaborative development of vocational education, with special attention on the key role of knowledge attribute regulation in collaborative management of knowledge resources. In the paper, a collaborative knowledge resource management evolution model was built to reveal the dynamic evolution process of the collaborative management of knowledge resources, so as to provide theoretical evidences for the decision-making of knowledge attribute regulation. On this basis, the paper further proposed a decision-making method of knowledge attribute regulation for the collaborative management of knowledge resources, in the hopes of realizing efficient collaborative management of knowledge resources and promoting the collaborative development of vocational education.
{"title":"A New Evolution Model for Collaborative Management of Knowledge Resources","authors":"J. Qian","doi":"10.3991/ijet.v18i16.42703","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42703","url":null,"abstract":"Collaborative management of knowledge resources is a particularly important issue in the context of collaborative development of vocational education since it can increase utilization of knowledge resources, narrow knowledge gap, promote educational equity, and support the innovation and collaboration of vocational education. However, currently available studies and methods are quite deficient in the aspect of knowledge attribute regulation, such as the difficulty in meeting requirements for different-type knowledge resources, the ignorance of the dynamic feature of knowledge resources, and the insufficient consideration of knowledge attributes. To solve these matters, this study aims to discuss the importance of collaborative management of knowledge resources in a backdrop of the collaborative development of vocational education, with special attention on the key role of knowledge attribute regulation in collaborative management of knowledge resources. In the paper, a collaborative knowledge resource management evolution model was built to reveal the dynamic evolution process of the collaborative management of knowledge resources, so as to provide theoretical evidences for the decision-making of knowledge attribute regulation. On this basis, the paper further proposed a decision-making method of knowledge attribute regulation for the collaborative management of knowledge resources, in the hopes of realizing efficient collaborative management of knowledge resources and promoting the collaborative development of vocational education.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44249312","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: 10.3991/ijet.v18i16.42701
Mingyang Li
Underpinned by the accelerated progression of information technology, the role of educational big data in information gathering and analysis has been underscored, particularly so in finance, a discipline embedded in logic and analysis. Patterns in student learning and behavioral data, when examined, can afford educators invaluable insights to shape efficacious teaching strategies. Contemporary research probing into the dynamics of student learning preference evolution and cognitive advancement appears to over-depend on static data, often falling short of effectively addressing the intricate data structures in educational big data. In this light, it becomes imperative to delve into the temporal shifts in student learning preferences and their link to cognitive advancement. In this context, a novel dynamic trustaware preference evolution model is brought to the fore, with the potential to precisely track variations in learning preferences of finance students and elucidate their correlation with cognitive advancement. A correlation model is erected, laying bare the reciprocal interaction between the metamorphosis of student learning preferences and cognitive progression. This pioneering approach eclipses the constraints inherent in extant research methodologies, rendering deeper comprehension to educators. Findings from regression analysis divulge the association between the transformative journey of learning preferences and cognitive advancement, holding far-reaching implications for educational practices. These revelations can capacitate educators to fine-tune their teaching approaches in line with student development, fostering personalized learning ecosystems. This research further holds significant merits for addressing complexities within finance education, aiding in the cultivation of adept professionals capable of navigating the fluid landscape of modern finance.
{"title":"A Model to Predict and Analyze Students' Learning Preferences and their Cognitive Development through Educational Big Data","authors":"Mingyang Li","doi":"10.3991/ijet.v18i16.42701","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42701","url":null,"abstract":"Underpinned by the accelerated progression of information technology, the role of educational big data in information gathering and analysis has been underscored, particularly so in finance, a discipline embedded in logic and analysis. Patterns in student learning and behavioral data, when examined, can afford educators invaluable insights to shape efficacious teaching strategies. Contemporary research probing into the dynamics of student learning preference evolution and cognitive advancement appears to over-depend on static data, often falling short of effectively addressing the intricate data structures in educational big data. In this light, it becomes imperative to delve into the temporal shifts in student learning preferences and their link to cognitive advancement. In this context, a novel dynamic trustaware preference evolution model is brought to the fore, with the potential to precisely track variations in learning preferences of finance students and elucidate their correlation with cognitive advancement. A correlation model is erected, laying bare the reciprocal interaction between the metamorphosis of student learning preferences and cognitive progression. This pioneering approach eclipses the constraints inherent in extant research methodologies, rendering deeper comprehension to educators. Findings from regression analysis divulge the association between the transformative journey of learning preferences and cognitive advancement, holding far-reaching implications for educational practices. These revelations can capacitate educators to fine-tune their teaching approaches in line with student development, fostering personalized learning ecosystems. This research further holds significant merits for addressing complexities within finance education, aiding in the cultivation of adept professionals capable of navigating the fluid landscape of modern finance.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44105668","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: 10.3991/ijet.v18i16.42317
O. Ajigini
This study investigates and identifies the determinants of Internet of Things (IoT) adoption by higher educational institutions (HEIs) within the South African setting. The study developed an empirical model to predict the determinants of IoT adoption by HEIs by utilizing the unified theory of acceptance and use of technology (UTAUT) model. Data were collected randomly through questionnaire from 250 respondents and analyzed using regression testing. The results indicated that behavioral intention to use IoT was positively influenced by performance expectancy, social influence, and effort expectancy. The findings could provide the insights into future strategies for successful IoT implementations by higher educational institutions.
{"title":"Adoption of Internet of Things in the Higher Educational Institutions: Perspectives from South Africa","authors":"O. Ajigini","doi":"10.3991/ijet.v18i16.42317","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.42317","url":null,"abstract":"This study investigates and identifies the determinants of Internet of Things (IoT) adoption by higher educational institutions (HEIs) within the South African setting. The study developed an empirical model to predict the determinants of IoT adoption by HEIs by utilizing the unified theory of acceptance and use of technology (UTAUT) model. Data were collected randomly through questionnaire from 250 respondents and analyzed using regression testing. The results indicated that behavioral intention to use IoT was positively influenced by performance expectancy, social influence, and effort expectancy. The findings could provide the insights into future strategies for successful IoT implementations by higher educational institutions.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42535317","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: 10.3991/ijet.v18i16.41275
O. Synekop, Yuliana Lavrysh, I. Lytovchenko, O. Chugai, V. Lukianenko
Games are a powerful tool that can generate students’ interest and add variety to the traditional process of English for Specific Purposes (ESP) instruction. Therefore, our aim was to explore their motivational and didactic potential in ESP classes at the university, particularly, to analyze teachers’ and students’ attitudes toward the use of games and to examine the effect of games on learning vocabulary and grammar. To achieve this, we used a mixed methods research design collecting qualitative and quantitative data through surveys and tests from both teachers and students. The survey results showed that both ESP teachers and students had positive attitudes toward the use of games in the learning process due to the motivational power of games, their ability to make learning enjoyable, involve and stimulate students to active enquiry, and create a relaxed environment. We observed statistically higher results in the post-test for ESP vocabulary and grammar in the experimental groups where games were incorporated, signifying the effectiveness of this method. The study contributes to our understanding of the motivational potential of games and their possibilities for teaching ESP. In future research, the assessment of gamified activities could be explored to further enrich our knowledge in this area.
{"title":"Use of Games in ESP Classes: Perceptions from Students and Teachers","authors":"O. Synekop, Yuliana Lavrysh, I. Lytovchenko, O. Chugai, V. Lukianenko","doi":"10.3991/ijet.v18i16.41275","DOIUrl":"https://doi.org/10.3991/ijet.v18i16.41275","url":null,"abstract":"Games are a powerful tool that can generate students’ interest and add variety to the traditional process of English for Specific Purposes (ESP) instruction. Therefore, our aim was to explore their motivational and didactic potential in ESP classes at the university, particularly, to analyze teachers’ and students’ attitudes toward the use of games and to examine the effect of games on learning vocabulary and grammar. To achieve this, we used a mixed methods research design collecting qualitative and quantitative data through surveys and tests from both teachers and students. The survey results showed that both ESP teachers and students had positive attitudes toward the use of games in the learning process due to the motivational power of games, their ability to make learning enjoyable, involve and stimulate students to active enquiry, and create a relaxed environment. We observed statistically higher results in the post-test for ESP vocabulary and grammar in the experimental groups where games were incorporated, signifying the effectiveness of this method. The study contributes to our understanding of the motivational potential of games and their possibilities for teaching ESP. In future research, the assessment of gamified activities could be explored to further enrich our knowledge in this area.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403325","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: 10.3991/ijet.v18i16.42297
Limin Ren, Kelu Fu, Ruifeng Cao
With the expansion of the online learning scale and the rapid development of learning analysis techniques, learning systems can completely record learners’ online learning behavior. What types of learning intervention measures can influence learning performance? How is the intervention working? The above questions are the focus of online courses and emphasize improving the online learning effect. In this research, 96 undergraduates (Classes 1 and 2, Grade 2) majoring in civil engineering and enrolled in the Engineering Surveying online course at the College of Transportation Engineering, Huanghe Jiaotong University, Henan Province, were selected as the research objects and randomly divided into two groups (the experimental group (N = 48) and the control group (N = 48)). Then, conducted a 15-week sustained intervention study through quasi-experimental research, and verified the effectiveness of different types of intervention measures on the learners’ learning performance. Next, a one-way analysis of variance was conducted, based on the pretesting of the performance data, the quality of online discussion posts, the effective learning duration, and the online final test results. Research results showed no obvious differences between the experimental group and control group in the online final test results from the previous semester (P = 0.347). The online learners’ learning performance was influenced by three aspects of the learning intervention, that is, apparent differences in the posting quality in the learning prompt intervention (T = 8.23, P < 0.01), the online learning duration in the process monitoring intervention (T = 23.19, P < 0.01), and the online final test results in the achievement incentive intervention (T = 6.08, P < 0.01). The research results have an important reference value for implementing intervention strategies in the online learning environment, judging the effectiveness of such strategies according to curve changes in performance, and using the mass data of learners recorded by online learning platforms.
随着在线学习规模的扩大和学习分析技术的快速发展，学习系统可以完整地记录学习者的在线学习行为。哪些类型的学习干预措施会影响学习表现?干预的效果如何?以上问题是网络课程的重点，强调提高在线学习效果。本研究选取河南省黄河交通大学交通工程学院工程测量在线课程土木工程专业本科生96名(二年级一、二班)作为研究对象，随机分为实验组(N = 48)和对照组(N = 48)两组。然后，通过准实验研究进行了为期15周的持续干预研究，验证了不同类型干预措施对学习者学习绩效的有效性。接下来，基于绩效数据的预检验、在线讨论帖的质量、有效学习时长和在线最终测试结果，进行单向方差分析。研究结果显示，实验组与对照组在线期末考试成绩与上学期相比无明显差异(P = 0.347)。在线学习者的学习绩效受到学习干预三个方面的影响，即学习提示干预中发帖质量的显著差异(T = 8.23, P < 0.01)，过程监控干预中在线学习时长的显著差异(T = 23.19, P < 0.01)，成就激励干预中在线期末考试成绩的显著差异(T = 6.08, P < 0.01)。研究结果对于在线学习环境中实施干预策略，根据表现曲线变化判断干预策略的有效性，以及利用在线学习平台记录的大量学习者数据具有重要的参考价值。
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