Pub Date : 2023-08-15DOI: 10.3991/ijet.v18i15.42385
Xiangpeng Chang, Shanshan Wang, Dong Ding
The smart tourism industry is developing at an incredible pace and has posed requirements for persons with related skills and talents, especially those with creative thinking, innovation ability, and entrepreneur quality. The training quality evaluation of innovative and entrepreneurial talents could provide guidance for the decision-making of higher educational institutions and enterprises so that proper adjustments can be made to current education system and curriculum setting. However, little existing research has addressed this issue, so this study attempts to develop a method for evaluating the training quality of innovative and entrepreneurial talent responding to the requirements of smart tourism. The quality control of innovative and entrepreneurial talents for the smart tourism industry is discussed to ensure that the evaluation criteria can be implemented during the training process, then an evaluation index system (EIS) is created with weight values assigned to each index by the entropy method, and the gray comprehensive evaluation method is employed for the said evaluation task. Finally, linear regression and other experiments are carried out to prove the scientific validity of the proposed method. Research conclusions attained in this study provide useful evidence for optimizing the training strategies of innovative and entrepreneurial talents.
{"title":"Training Quality Evaluation of Innovative and Entrepreneurial Talents for Smart Tourism","authors":"Xiangpeng Chang, Shanshan Wang, Dong Ding","doi":"10.3991/ijet.v18i15.42385","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.42385","url":null,"abstract":" The smart tourism industry is developing at an incredible pace and has posed requirements for persons with related skills and talents, especially those with creative thinking, innovation ability, and entrepreneur quality. The training quality evaluation of innovative and entrepreneurial talents could provide guidance for the decision-making of higher educational institutions and enterprises so that proper adjustments can be made to current education system and curriculum setting. However, little existing research has addressed this issue, so this study attempts to develop a method for evaluating the training quality of innovative and entrepreneurial talent responding to the requirements of smart tourism. The quality control of innovative and entrepreneurial talents for the smart tourism industry is discussed to ensure that the evaluation criteria can be implemented during the training process, then an evaluation index system (EIS) is created with weight values assigned to each index by the entropy method, and the gray comprehensive evaluation method is employed for the said evaluation task. Finally, linear regression and other experiments are carried out to prove the scientific validity of the proposed method. Research conclusions attained in this study provide useful evidence for optimizing the training strategies of innovative and entrepreneurial talents.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704177","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 : 2023-08-15DOI: 10.3991/ijet.v18i15.40037
Krishnasree Achuthan, Vysakh Kani Kolil, S. N. Jyothy
Performing laboratory experiments is an integral and unavoidable part of STEM education. The teaching efficacy of laboratory experiments can be optimized by integrating ICT-based tools into the curriculum. As teachers are the key facilitators in practical lessons, it is imperative that they adopt the latest teaching technologies, such as virtual laboratories (VLs). To achieve optimal student learning outcomes, teachers ideally undergo adequate training programs that equip them with relevant knowledge and skills to utilize VLs. As myriad training workshops and self-learning tools are available to teachers, the efficacy of training programs needs to be precisely evaluated to determine their quality and design better programs for posterity. Kirkpatrick’s four-level model is suited to evaluate teaching training, as it takes into consideration holistic aspects of learning: learners’ reactions, learning outcomes, behavior, and results. In this study, we conducted and evaluated a VL teacher training program in Africa, applying Kirkpatrick’s model analysis. Our results indicate a significant improvement in participants’ perception and attitude toward VL after attending the training. Also, the training proved to be effective in improving the learning outcomes of the participants. We found a huge hike in the number of VL users in Africa after conducting the training program, indicating the overall success of the program. It met the needs of the teachers and equipped them with the necessary skills and knowledge to utilize VLs in their teaching practices. This study may assist future trainers to design successful teacher training programs in laboratory education.
{"title":"Effectiveness of Virtual Laboratory Teacher Training Workshops: A Kirkpatrick Model Analysis","authors":"Krishnasree Achuthan, Vysakh Kani Kolil, S. N. Jyothy","doi":"10.3991/ijet.v18i15.40037","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.40037","url":null,"abstract":"Performing laboratory experiments is an integral and unavoidable part of STEM education. The teaching efficacy of laboratory experiments can be optimized by integrating ICT-based tools into the curriculum. As teachers are the key facilitators in practical lessons, it is imperative that they adopt the latest teaching technologies, such as virtual laboratories (VLs). To achieve optimal student learning outcomes, teachers ideally undergo adequate training programs that equip them with relevant knowledge and skills to utilize VLs. As myriad training workshops and self-learning tools are available to teachers, the efficacy of training programs needs to be precisely evaluated to determine their quality and design better programs for posterity. Kirkpatrick’s four-level model is suited to evaluate teaching training, as it takes into consideration holistic aspects of learning: learners’ reactions, learning outcomes, behavior, and results. In this study, we conducted and evaluated a VL teacher training program in Africa, applying Kirkpatrick’s model analysis. Our results indicate a significant improvement in participants’ perception and attitude toward VL after attending the training. Also, the training proved to be effective in improving the learning outcomes of the participants. We found a huge hike in the number of VL users in Africa after conducting the training program, indicating the overall success of the program. It met the needs of the teachers and equipped them with the necessary skills and knowledge to utilize VLs in their teaching practices. This study may assist future trainers to design successful teacher training programs in laboratory education.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47117806","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 : 2023-08-15DOI: 10.3991/ijet.v18i15.41357
Fengxuan Sun
Virtual reality (VR) creates a realistic learning environment to immerse users, meet scenario requirements and natural interaction of learning media, and offer learners a highly immersible virtual-real mixed environment. To analyze the effects of inquiry-based teaching on learning efficiency of learners in an augmented reality (AR) environment, a questionnaire survey was given to 278 undergraduates in 4 grades from 6 universities in Wuhan. Contextual learning theory and flow theory were used as the theoretical basis to analyze the effects of the four aspects of inquiry-based teaching on learning efficiency of learners in AR environments. Differences in learning efficiency caused by different degrees of familiarity of learners with AR equipment were measured using analysis of variance (ANOVA). Results show that Cronbach’s α of the questionnaire, which was developed based on existing research questionnaires, is 0.909 and the KMO value is 0.869, indicating that the questionnaire has very good reliability and validity. Posing problems, collecting evidence, and proposing explanations for an inquiry-based teaching mode have significant influences on learning efficiency of learners: under 5%, 1%, and 1% levels, respectively. The degree of familiarity of learners with AR equipment has significant influence on learning efficiency at the 0.01% level. Results herein provide important guidance for promoting the fusion of AR and teaching activities, enriching the application of scientific teaching with AR technology in universities, and designing and developing ways to use AR teaching resources in different disciplines.
{"title":"Effects of Inquiry-Based Teaching on Learning Efficiency in an Augmented Reality Environment","authors":"Fengxuan Sun","doi":"10.3991/ijet.v18i15.41357","DOIUrl":"https://doi.org/10.3991/ijet.v18i15.41357","url":null,"abstract":"Virtual reality (VR) creates a realistic learning environment to immerse users, meet scenario requirements and natural interaction of learning media, and offer learners a highly immersible virtual-real mixed environment. To analyze the effects of inquiry-based teaching on learning efficiency of learners in an augmented reality (AR) environment, a questionnaire survey was given to 278 undergraduates in 4 grades from 6 universities in Wuhan. Contextual learning theory and flow theory were used as the theoretical basis to analyze the effects of the four aspects of inquiry-based teaching on learning efficiency of learners in AR environments. Differences in learning efficiency caused by different degrees of familiarity of learners with AR equipment were measured using analysis of variance (ANOVA). Results show that Cronbach’s α of the questionnaire, which was developed based on existing research questionnaires, is 0.909 and the KMO value is 0.869, indicating that the questionnaire has very good reliability and validity. Posing problems, collecting evidence, and proposing explanations for an inquiry-based teaching mode have significant influences on learning efficiency of learners: under 5%, 1%, and 1% levels, respectively. The degree of familiarity of learners with AR equipment has significant influence on learning efficiency at the 0.01% level. Results herein provide important guidance for promoting the fusion of AR and teaching activities, enriching the application of scientific teaching with AR technology in universities, and designing and developing ways to use AR teaching resources in different disciplines.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475902","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}
Discourses on artificial intelligence (AI) in the field of art direction have not gained enough attention, although its use is becoming more predominant in the rapidly evolving technologically driven filmmaking world. Largely, AI has taken over various aspects of the filmmaking process from pre-production, and production to postproduction. Apart from its major influence on the role of an art director, the incorporation of AI in filmmaking enhances the functions of producers, screenwriters, directors, cinematographers, editors, sound designers, and animators. This qualitative paper approach rides on a rapid review design based on the selection of scholarly articles drawn from databases such as Google Scholar, Elsevier, IEEEX Xplore, and ACM Digital Library, using artificial intelligence, art direction, and filmmaking as vocabulary for search. It aims to outline the benefits of integration of AI in art direction pedagogy in film education. Also, it highlights the challenges and potential solutions of the integration of AI in art direction pedagogy in film education. The findings of this review show that AI enhances set design and simulates lighting in the creation of film worlds. Also, AI has the ability to create three-dimensional (3D) and realistic complex props rapidly. In addition, AI has the ability to analyze and generate design renderings in costume design and make-up efficiently. Notwithstanding, it brings to the fore that the integration of AI in teaching art direction poses some challenges such as awareness and understanding of tools, as well as ethical implications to data privacy and algorithmic bias. The paper recommends that educational institutions offering film art direction curricula should embrace this technology and equip teachers with the necessary training and support to teach them effectively. Also, the institutions must take measures to control ethical issues and data-driven policies.
{"title":"Robots over humans? The place of artificial intelligence in the pedagogy of art direction in film education","authors":"Daniel Kofi Brako, Anthony Kobina Mensah","doi":"10.57040/jet.v3i2.484","DOIUrl":"https://doi.org/10.57040/jet.v3i2.484","url":null,"abstract":"Discourses on artificial intelligence (AI) in the field of art direction have not gained enough attention, although its use is becoming more predominant in the rapidly evolving technologically driven filmmaking world. Largely, AI has taken over various aspects of the filmmaking process from pre-production, and production to postproduction. Apart from its major influence on the role of an art director, the incorporation of AI in filmmaking enhances the functions of producers, screenwriters, directors, cinematographers, editors, sound designers, and animators. This qualitative paper approach rides on a rapid review design based on the selection of scholarly articles drawn from databases such as Google Scholar, Elsevier, IEEEX Xplore, and ACM Digital Library, using artificial intelligence, art direction, and filmmaking as vocabulary for search. It aims to outline the benefits of integration of AI in art direction pedagogy in film education. Also, it highlights the challenges and potential solutions of the integration of AI in art direction pedagogy in film education. The findings of this review show that AI enhances set design and simulates lighting in the creation of film worlds. Also, AI has the ability to create three-dimensional (3D) and realistic complex props rapidly. In addition, AI has the ability to analyze and generate design renderings in costume design and make-up efficiently. Notwithstanding, it brings to the fore that the integration of AI in teaching art direction poses some challenges such as awareness and understanding of tools, as well as ethical implications to data privacy and algorithmic bias. The paper recommends that educational institutions offering film art direction curricula should embrace this technology and equip teachers with the necessary training and support to teach them effectively. Also, the institutions must take measures to control ethical issues and data-driven policies.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80843971","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}
The use of social media for job recruiting is examined in this review research along with its effects on the hiring procedure, candidate selection, and organizational results. In order to give a thorough knowledge of the contributions and consequences of social media in the field of job recruiting, it synthesizes the body of current literature. By highlighting areas for more study and knowledge gaps, the findings add to the corpus of knowledge. From a practical standpoint, the study provides organizations, and recruitment specialists with the information that helps them create efficient recruiting strategies and encourage equity and inclusion in applicant selection using social media. The study also provides the organizations and candidates (job seekers) how to use social media in the job recruitment process. The success of various social media recruiting techniques, the impact of applicant traits on online presence, and the part played by privacy concerns in influencing candidate behavior are all areas that require more investigation.
{"title":"Social media for job recruitment: A review study","authors":"Ayando Lesenyego, J. Chukwuere","doi":"10.57040/jet.v3i1.483","DOIUrl":"https://doi.org/10.57040/jet.v3i1.483","url":null,"abstract":"The use of social media for job recruiting is examined in this review research along with its effects on the hiring procedure, candidate selection, and organizational results. In order to give a thorough knowledge of the contributions and consequences of social media in the field of job recruiting, it synthesizes the body of current literature. By highlighting areas for more study and knowledge gaps, the findings add to the corpus of knowledge. From a practical standpoint, the study provides organizations, and recruitment specialists with the information that helps them create efficient recruiting strategies and encourage equity and inclusion in applicant selection using social media. The study also provides the organizations and candidates (job seekers) how to use social media in the job recruitment process. The success of various social media recruiting techniques, the impact of applicant traits on online presence, and the part played by privacy concerns in influencing candidate behavior are all areas that require more investigation.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74596354","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.38193
Chi Kim Pham, S. Chong, Roselind Wan
Online learning always piques the interest of scholars because of the potential outcomes. Social presence is associated with the degree of participation, interaction, and performance among collaborative group members and, therefore, is considered a critical variable for learning. Researchers have observed that for online learning to work well, students must feel connected to their peers and teachers. Social presence connects the real and online worlds, putting an online learner in touch with the teacher and other online learners. This study aims to investigate the interrelationships between social presence dimensions and cognitive presence, explore the critical social presence dimension influencing cognitive presence, and explore students’ experiences of social presence in online learning. The findings showed that social presence greatly influenced cognitive presence. However, affective collectiveness, open communication, and a sense of community were correlated and positively impacted cognitive presence, while the mutual attention and support dimensions were not correlated and did not significantly contribute to cognitive presence. Besides, students perceived themselves as having difficulties with open communication and online group activities. It is suggested that silence is an integral part of social presence, and it can be a silence-mediated social presence. Therefore, the role of silence should be reconsidered, as it has its own meaning. The findings imply that fostering a sense of mutual support and understanding is essential in online learning, as is providing practical guidance to ensure open communication. Moreover, instructors should focus on creating a sense of connectedness and cohesiveness in collaborative learning to achieve meaningful learning outcomes and a strong sense of community among students.
{"title":"Investigation into Undergraduates’ Experiences of Social Presence in Online Learning","authors":"Chi Kim Pham, S. Chong, Roselind Wan","doi":"10.3991/ijet.v18i14.38193","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.38193","url":null,"abstract":"Online learning always piques the interest of scholars because of the potential outcomes. Social presence is associated with the degree of participation, interaction, and performance among collaborative group members and, therefore, is considered a critical variable for learning. Researchers have observed that for online learning to work well, students must feel connected to their peers and teachers. Social presence connects the real and online worlds, putting an online learner in touch with the teacher and other online learners. This study aims to investigate the interrelationships between social presence dimensions and cognitive presence, explore the critical social presence dimension influencing cognitive presence, and explore students’ experiences of social presence in online learning. The findings showed that social presence greatly influenced cognitive presence. However, affective collectiveness, open communication, and a sense of community were correlated and positively impacted cognitive presence, while the mutual attention and support dimensions were not correlated and did not significantly contribute to cognitive presence. Besides, students perceived themselves as having difficulties with open communication and online group activities. It is suggested that silence is an integral part of social presence, and it can be a silence-mediated social presence. Therefore, the role of silence should be reconsidered, as it has its own meaning. The findings imply that fostering a sense of mutual support and understanding is essential in online learning, as is providing practical guidance to ensure open communication. Moreover, instructors should focus on creating a sense of connectedness and cohesiveness in collaborative learning to achieve meaningful learning outcomes and a strong sense of community among students.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458710","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.40341
Dusan Vallo, L. Rumanová, Veronika Bočková
Algorithmic thinking and the creation of algorithms have traditionally been associated with mathematics. It is based on the general perception of an algorithm as a logically unambiguous and precise prescription for performing a certain set of operations, through which we reach a result in real time in a finite number of steps. There are well-known examples from history, such as the division algorithm used by ancient Babylonian mathematicians, Eratosthenes algorithm for finding prime numbers, Euclid’s algorithm for finding the greatest common divisor of two numbers, and cryptographic algorithm for coding and breaking, invented by Arabic mathematicians in the 9th century. Although the usage of algorithms and the development of algorithmic thinking currently fall within the domain of computer science, algorithms still play a role in mathematics and its teaching today. Contemporary mathematics, and especially its teaching in schools of all grades, prefers specific algorithms in arithmetic, algebra, and calculus. For example, operations with numbers, modifications of algebraic expressions, and derivation of functions. Teaching geometry in schools involves solving a variety of problems, many of which are presented as word problems. Algorithmization of school geometric tasks is therefore hardly visible and possible at first glance. However, there are ways to solve examples of a certain kind and to establish a characteristic and common algorithmic procedure for them. Algorithmic thinking in geometry and the application of algorithms in the teaching of thematic parts of school geometry are specific issue that we deal with in this study. We will focus on a detailed analysis of the possibilities of developing algorithmic thinking in school geometry and the algorithmization of geometric tasks.
{"title":"Elements of Algorithmic Thinking in the Teaching of School Geometry through the Application of Geometric Problems","authors":"Dusan Vallo, L. Rumanová, Veronika Bočková","doi":"10.3991/ijet.v18i14.40341","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.40341","url":null,"abstract":"Algorithmic thinking and the creation of algorithms have traditionally been associated with mathematics. It is based on the general perception of an algorithm as a logically unambiguous and precise prescription for performing a certain set of operations, through which we reach a result in real time in a finite number of steps. There are well-known examples from history, such as the division algorithm used by ancient Babylonian mathematicians, Eratosthenes algorithm for finding prime numbers, Euclid’s algorithm for finding the greatest common divisor of two numbers, and cryptographic algorithm for coding and breaking, invented by Arabic mathematicians in the 9th century. Although the usage of algorithms and the development of algorithmic thinking currently fall within the domain of computer science, algorithms still play a role in mathematics and its teaching today. Contemporary mathematics, and especially its teaching in schools of all grades, prefers specific algorithms in arithmetic, algebra, and calculus. For example, operations with numbers, modifications of algebraic expressions, and derivation of functions. Teaching geometry in schools involves solving a variety of problems, many of which are presented as word problems. Algorithmization of school geometric tasks is therefore hardly visible and possible at first glance. However, there are ways to solve examples of a certain kind and to establish a characteristic and common algorithmic procedure for them. Algorithmic thinking in geometry and the application of algorithms in the teaching of thematic parts of school geometry are specific issue that we deal with in this study. We will focus on a detailed analysis of the possibilities of developing algorithmic thinking in school geometry and the algorithmization of geometric tasks.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647917","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.41207
Ying Pan, Gooi Leong Mow
Mobile technology has become an indispensable resource in people’s lives, and educational software applications are closely related to day-to-day life. These applications provide an effective basis for implementing interactive teaching and allow teachers and students to quickly exchange information through mobile devices. Compared with teachers, students are tolerant and open about mobile technology. To meet the learning needs of students, adopting different teaching methods to improve learners’ learning outcomes is the focus of mobile learning. Therefore, gamified teaching supported by various information technologies such as computers, multimedia, and mobile technology has received widespread attention. In this study, 124 undergraduate students majoring in Civil Engineering from Harbin University of Science and Technology, Heilongjiang Province, were randomly assigned to one experimental group (with gamified teaching design, 62 students) and one control group (without gamified teaching design, 62 students). The paired sample T test was used to compare the pre- and post-test scores of the learners, while the independent sample T test was used to analyze the learning engagement (behavioral, cognitive, and emotional engagement) of college students under gamified teaching using mobile technology. Results show no significant difference in pre-test scores between the experimental and control groups (P = 0.374 > 0.05), meeting the prerequisite for the comparative experiment. Gamified teaching using mobile technology found significantly improved test scores (P = 0.003 < 0.05), where independent sample T test results showed a significant difference in learning engagement (behavioral, cognitive, and emotional). After using gamified teaching using mobile technology, the experimental group of students showed a significant increase in learning engagement, which is consistent with the results of most of the literature. The results of this study have important reference value for school administrators to propose new teaching strategies and for teachers to integrate information technology to assist the teaching process, to propose solutions for building interactive teaching environments, and to alleviate the fatigue phenomenon that often occurs in the application of multimedia technology in current information technology teaching in universities.
{"title":"Study on the Impact of Gamified Teaching Using Mobile Technology on College Students’ Learning Engagement","authors":"Ying Pan, Gooi Leong Mow","doi":"10.3991/ijet.v18i14.41207","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.41207","url":null,"abstract":"Mobile technology has become an indispensable resource in people’s lives, and educational software applications are closely related to day-to-day life. These applications provide an effective basis for implementing interactive teaching and allow teachers and students to quickly exchange information through mobile devices. Compared with teachers, students are tolerant and open about mobile technology. To meet the learning needs of students, adopting different teaching methods to improve learners’ learning outcomes is the focus of mobile learning. Therefore, gamified teaching supported by various information technologies such as computers, multimedia, and mobile technology has received widespread attention. In this study, 124 undergraduate students majoring in Civil Engineering from Harbin University of Science and Technology, Heilongjiang Province, were randomly assigned to one experimental group (with gamified teaching design, 62 students) and one control group (without gamified teaching design, 62 students). The paired sample T test was used to compare the pre- and post-test scores of the learners, while the independent sample T test was used to analyze the learning engagement (behavioral, cognitive, and emotional engagement) of college students under gamified teaching using mobile technology. Results show no significant difference in pre-test scores between the experimental and control groups (P = 0.374 > 0.05), meeting the prerequisite for the comparative experiment. Gamified teaching using mobile technology found significantly improved test scores (P = 0.003 < 0.05), where independent sample T test results showed a significant difference in learning engagement (behavioral, cognitive, and emotional). After using gamified teaching using mobile technology, the experimental group of students showed a significant increase in learning engagement, which is consistent with the results of most of the literature. The results of this study have important reference value for school administrators to propose new teaching strategies and for teachers to integrate information technology to assist the teaching process, to propose solutions for building interactive teaching environments, and to alleviate the fatigue phenomenon that often occurs in the application of multimedia technology in current information technology teaching in universities.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916594","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.36745
V. Sangeetha
The research objective of this study was to explore the effectiveness of online resources in teaching English grammar skills to English as foreign language (EFL) students at the tertiary level. The aim was to assist EFL teachers in maximising the efficiency of their English grammar lessons through the use of online resources. The sample for the study constituted of 250 first-year English Programme students. Present simple and past simple were selected as testing items. Data were collected using students’ entry-level test scores prior to the intervention and exit-level test scores after intensive training and practise using various online resources. An important variance was identified between the results of the entry-level and exit-level tests. Also, the participants’ perceptions about the effectiveness of online resources in the language learning process were analysed using a quantitative method. The outcomes confirmed that a vast majority of the participants were in favour of integrating online resources. This research also provides valuable suggestions and potential implications for the current study.
{"title":"The Effective Use of Online Resources in Improving Students’ English Grammar Skills in the EFL Classes at the Tertiary Level","authors":"V. Sangeetha","doi":"10.3991/ijet.v18i14.36745","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.36745","url":null,"abstract":"The research objective of this study was to explore the effectiveness of online resources in teaching English grammar skills to English as foreign language (EFL) students at the tertiary level. The aim was to assist EFL teachers in maximising the efficiency of their English grammar lessons through the use of online resources. The sample for the study constituted of 250 first-year English Programme students. Present simple and past simple were selected as testing items. Data were collected using students’ entry-level test scores prior to the intervention and exit-level test scores after intensive training and practise using various online resources. An important variance was identified between the results of the entry-level and exit-level tests. Also, the participants’ perceptions about the effectiveness of online resources in the language learning process were analysed using a quantitative method. The outcomes confirmed that a vast majority of the participants were in favour of integrating online resources. This research also provides valuable suggestions and potential implications for the current study.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49639858","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 : 2023-07-31DOI: 10.3991/ijet.v18i14.38385
A. Berglund
The advent of augmented reality (AR) is reshaping the way people experience physical and virtual environments, from observation to immersion. Growing interest in adopting AR provides opportunities for immersive learning, upskilling, and renewal. However, uncertainties exist in how to maneuver a transition toward making use of this technology through systematic integration. Due to the turmoil caused by the global pandemic health crisis, implementation of AR now faces urgency in minimizing adoption thresholds and establishing a more systematic escalation approach. This paper investigates the characteristics of such learning approaches and examines the integration of AR with customized progression. Two solution suppliers were investigated to uncover the integration process of AR, which, to the best of our knowledge, is scarcely explored in existing research. This study reveals that a balanced escalation of user-centric learning activities, i.e., an onboarding process, harmonizes anticipated cognition levels for a designated AR application tool.
{"title":"Overcoming Integration Thresholds for Augmented Reality","authors":"A. Berglund","doi":"10.3991/ijet.v18i14.38385","DOIUrl":"https://doi.org/10.3991/ijet.v18i14.38385","url":null,"abstract":"The advent of augmented reality (AR) is reshaping the way people experience physical and virtual environments, from observation to immersion. Growing interest in adopting AR provides opportunities for immersive learning, upskilling, and renewal. However, uncertainties exist in how to maneuver a transition toward making use of this technology through systematic integration. Due to the turmoil caused by the global pandemic health crisis, implementation of AR now faces urgency in minimizing adoption thresholds and establishing a more systematic escalation approach. This paper investigates the characteristics of such learning approaches and examines the integration of AR with customized progression. Two solution suppliers were investigated to uncover the integration process of AR, which, to the best of our knowledge, is scarcely explored in existing research. This study reveals that a balanced escalation of user-centric learning activities, i.e., an onboarding process, harmonizes anticipated cognition levels for a designated AR application tool.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46139686","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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