Pub Date : 2023-06-21DOI: 10.3991/ijet.v18i12.38443
Tsui-Ying Lin, Chih-chien Yang, Bo-Ruei Huang
Microlearning has been predicted as a promising learning trend to cope with the rapidly changing world. The technology-mediated short form of learning also received language partitioners’ and researchers’ interest in adopting microlearning in language education. Notably, most existing studies focused on vocabulary or structural learning instead of presenting micro-contents and micro-activities holistically. This study proposes a structurally streamlined instructional design framework by interconnecting the learning chunks hierarchically from lexical learning to pragmatic application to facilitate holistic language learning in the microlearning context. With the support of collaborative technologies and the team project-based learning approach, this study also aims to develop learners’ collaboration competency in the EFL contexts. Empirical results received from survey indicate that learners’ satisfaction with the novel microlearning instructional design is high. This study also confirms that the proposed instructional design promotes learners’ collaboration competency regardless of learners’ language proficiency.
{"title":"Going Beyond Language Learning: A Microlearning Instructional Design to Promote EFL Learners’ Collaboration Competency","authors":"Tsui-Ying Lin, Chih-chien Yang, Bo-Ruei Huang","doi":"10.3991/ijet.v18i12.38443","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.38443","url":null,"abstract":"Microlearning has been predicted as a promising learning trend to cope with the rapidly changing world. The technology-mediated short form of learning also received language partitioners’ and researchers’ interest in adopting microlearning in language education. Notably, most existing studies focused on vocabulary or structural learning instead of presenting micro-contents and micro-activities holistically. This study proposes a structurally streamlined instructional design framework by interconnecting the learning chunks hierarchically from lexical learning to pragmatic application to facilitate holistic language learning in the microlearning context. With the support of collaborative technologies and the team project-based learning approach, this study also aims to develop learners’ collaboration competency in the EFL contexts. Empirical results received from survey indicate that learners’ satisfaction with the novel microlearning instructional design is high. This study also confirms that the proposed instructional design promotes learners’ collaboration competency regardless of learners’ language proficiency.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47201140","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.39327
Chaimae Waladi, Mohamed Khaldi, Mohammed Lamarti Sefian
In order to effectively implement adaptive learning within E-learning systems, it is crucial to accurately define thelearner's profile that reflects the characteristics necessary for optimal learning. Traditional methods of identifying profiles often relyon questionnaires to collect data from learners, which can be time-consuming and result in irrelevant data due to arbitrary responses.As a solution, we propose an intelligent and dynamic model for adaptive learning that takes into account the entire learning process,from diagnostic assessment to knowledge assimilation. Our approach utilizes the k-means classification algorithm to group learners based on similar characteristics, as defined by the KOLB model. To enhance the accuracy of our model, we also incorporate neural networks to automatically predict learning styles and using decision tree to propose a adaptative pedagogical content to learner. By doing so, we aim to improve the overall performance of our proposed model.
{"title":"Machine Learning Approach for an Adaptive E-Learning System Based on Kolb Learning Styles","authors":"Chaimae Waladi, Mohamed Khaldi, Mohammed Lamarti Sefian","doi":"10.3991/ijet.v18i12.39327","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.39327","url":null,"abstract":"In order to effectively implement adaptive learning within E-learning systems, it is crucial to accurately define thelearner's profile that reflects the characteristics necessary for optimal learning. Traditional methods of identifying profiles often relyon questionnaires to collect data from learners, which can be time-consuming and result in irrelevant data due to arbitrary responses.As a solution, we propose an intelligent and dynamic model for adaptive learning that takes into account the entire learning process,from diagnostic assessment to knowledge assimilation. Our approach utilizes the k-means classification algorithm to group learners based on similar characteristics, as defined by the KOLB model. To enhance the accuracy of our model, we also incorporate neural networks to automatically predict learning styles and using decision tree to propose a adaptative pedagogical content to learner. By doing so, we aim to improve the overall performance of our proposed model.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48000970","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.39287
Masood Akhtar Memon, Abdul Malik Abbasi, Salma Niazi, Imtiaz Husain, Syeda Sarah Junaid
Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.
{"title":"Vocabulary Acquisition Through Content and Language Integrated Learning","authors":"Masood Akhtar Memon, Abdul Malik Abbasi, Salma Niazi, Imtiaz Husain, Syeda Sarah Junaid","doi":"10.3991/ijet.v18i12.39287","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.39287","url":null,"abstract":"Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42729111","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.34155
Kyung-Mi O
This study investigated the impact of quiz mode on university students' academic achievement in an online ESOL theory course as well as their perceptions of the gamified e-quiz mode. Forty-two students at a women's university in Seoul participated in the study for 12 weeks. Utilizing a crossover design (AB/BA), this study compared the academic achievements of Group A (n=22) and Group B (n=20) after experiencing both gamified and conventional e-quiz interventions. Group A was treated with gamified e-quizzes for an initial three weeks, had a three-week break, and was then provided with conventional e-quizzes for three weeks. Group B received the same treatments in reverse order: taking the conventional e-quizzes first, having a washout break, and then taking gamified e-quizzes. Three tests—one pre-test and two post-tests—were developed and used to measure the participants’ academic achievement. Two parallel survey forms were used after each intervention to measure the students' perceptions. The data analyses of the test results indicated that the students' academic achievements after the gamified e-quizzes were not significantly different from those after the conventional e-quizzes. In addition, the survey data illustrated, except for some data sets indicating more favorable perceptions toward gamified e-quizzes, that the participants of both groups viewed the two modes of quizzes mostly positively. Moreover, more participants in both groups chose gamified e-quizzes over conventional ones, describing the gamified e-quizzes as enjoyable, motivating, and low-anxious experiences.
{"title":"Impact of Quiz Mode on Students’ Learning Achievement: A Gamified e-Quiz Study","authors":"Kyung-Mi O","doi":"10.3991/ijet.v18i12.34155","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.34155","url":null,"abstract":"This study investigated the impact of quiz mode on university students' academic achievement in an online ESOL theory course as well as their perceptions of the gamified e-quiz mode. Forty-two students at a women's university in Seoul participated in the study for 12 weeks. Utilizing a crossover design (AB/BA), this study compared the academic achievements of Group A (n=22) and Group B (n=20) after experiencing both gamified and conventional e-quiz interventions. Group A was treated with gamified e-quizzes for an initial three weeks, had a three-week break, and was then provided with conventional e-quizzes for three weeks. Group B received the same treatments in reverse order: taking the conventional e-quizzes first, having a washout break, and then taking gamified e-quizzes. Three tests—one pre-test and two post-tests—were developed and used to measure the participants’ academic achievement. Two parallel survey forms were used after each intervention to measure the students' perceptions. The data analyses of the test results indicated that the students' academic achievements after the gamified e-quizzes were not significantly different from those after the conventional e-quizzes. In addition, the survey data illustrated, except for some data sets indicating more favorable perceptions toward gamified e-quizzes, that the participants of both groups viewed the two modes of quizzes mostly positively. Moreover, more participants in both groups chose gamified e-quizzes over conventional ones, describing the gamified e-quizzes as enjoyable, motivating, and low-anxious experiences.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42876887","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.39697
Jianmeng Ou, Dongdong Lin, Zhitao Zheng
Affected by the global COVID-19 epidemic, many universities in China have to carry out online experimental teaching. Online experimental teaching can fully realize retention of experimental teaching data, the maximum sharing of experimental teaching, and improve teachers’ ability to complete experimental teaching by mobile means through good network storage devices. Scientific and systematic evaluation of online experimental teaching quality can promote continuous improvement of online teaching activities, give full play to teachers’ teaching enthusiasm, improve comprehensive training quality of college students, and make online experimental teaching a new trend of experimental teaching reform. Based on existing literature, this study analyzes the factors affecting the quality of online experimental teaching, puts forward evaluation indicators of online experimental teaching quality, and uses support vector machine training evaluation system to establish evaluation model of online experimental teaching quality in colleges and universities. Experimental results show that evaluation indicator of online experimental teaching quality proposed is relatively perfect, and has good applicability and popularization. The method based on the support vector machine has improved evaluation effect of online experimental teaching quality in colleges and universities. Output evaluation results are highly consistent with actual evaluation results. Online experimental teaching quality evaluation results are very objective and comprehensive. Conclusions have important reference value for online experimental teaching behavior analysis, improvement of online experimental teaching quality evaluation indicators, reduction of online teaching quality evaluation errors, and improvement of online teaching quality evaluation effect.
{"title":"Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine","authors":"Jianmeng Ou, Dongdong Lin, Zhitao Zheng","doi":"10.3991/ijet.v18i12.39697","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.39697","url":null,"abstract":"Affected by the global COVID-19 epidemic, many universities in China have to carry out online experimental teaching. Online experimental teaching can fully realize retention of experimental teaching data, the maximum sharing of experimental teaching, and improve teachers’ ability to complete experimental teaching by mobile means through good network storage devices. Scientific and systematic evaluation of online experimental teaching quality can promote continuous improvement of online teaching activities, give full play to teachers’ teaching enthusiasm, improve comprehensive training quality of college students, and make online experimental teaching a new trend of experimental teaching reform. Based on existing literature, this study analyzes the factors affecting the quality of online experimental teaching, puts forward evaluation indicators of online experimental teaching quality, and uses support vector machine training evaluation system to establish evaluation model of online experimental teaching quality in colleges and universities. Experimental results show that evaluation indicator of online experimental teaching quality proposed is relatively perfect, and has good applicability and popularization. The method based on the support vector machine has improved evaluation effect of online experimental teaching quality in colleges and universities. Output evaluation results are highly consistent with actual evaluation results. Online experimental teaching quality evaluation results are very objective and comprehensive. Conclusions have important reference value for online experimental teaching behavior analysis, improvement of online experimental teaching quality evaluation indicators, reduction of online teaching quality evaluation errors, and improvement of online teaching quality evaluation effect.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44714139","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.38913
Hiba Mohammad, Tamara Almarabeh, Lama Rajab
Traditional learning is the base of any learning system but there are some issues to be considered such as attracting learners’ attention and make them learn more. Higher education needs to deploy innovation teaching methods to improve learners’ interactivity with lessons, catch the students’ attention and enhance the overall learning process. Holographic technology might change the way of creation and sharing knowledge. Using Holographic Technology in learning is still new to the education industry but it has the potential to revolutionize aspects of teaching and learning experience. One of the most recent improvements in educational system is the introduction of mixed reality holograms, which is a platform combining augmented and virtual reality to provide a real-world experience with virtual objects. In this paper, the researchers present basic concepts about Holographic Technology, in order to understand the importance of this technology in our life and whether learners would perceive this technology positively. The researchers identifying the strengths and weaknesses of Holographic Technology as a teaching tool, in order to evaluate its effectiveness in higher educational system and whether it helps in the enhancement of the teaching-learning process and recommend the educational institutes to start make some changes to accommodate the Hologram Technology.
{"title":"Rapid Review of Learning using Hologram in Higher Education","authors":"Hiba Mohammad, Tamara Almarabeh, Lama Rajab","doi":"10.3991/ijet.v18i12.38913","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.38913","url":null,"abstract":"Traditional learning is the base of any learning system but there are some issues to be considered such as attracting learners’ attention and make them learn more. Higher education needs to deploy innovation teaching methods to improve learners’ interactivity with lessons, catch the students’ attention and enhance the overall learning process. Holographic technology might change the way of creation and sharing knowledge. \u0000Using Holographic Technology in learning is still new to the education industry but it has the potential to revolutionize aspects of teaching and learning experience. One of the most recent improvements in educational system is the introduction of mixed reality holograms, which is a platform combining augmented and virtual reality to provide a real-world experience with virtual objects. \u0000In this paper, the researchers present basic concepts about Holographic Technology, in order to understand the importance of this technology in our life and whether learners would perceive this technology positively. The researchers identifying the strengths and weaknesses of Holographic Technology as a teaching tool, in order to evaluate its effectiveness in higher educational system and whether it helps in the enhancement of the teaching-learning process and recommend the educational institutes to start make some changes to accommodate the Hologram Technology.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70111882","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.41091
Zhiping Jia
Signs of psychological crisis can be found in time by analyzing the network behavior data of college students, thus providing a basis for early warning and intervention. However, existing methods may not only have shortcomings in handling dynamic data and updating models, but also rely too much on network behavior data and overlook other factors possibly affecting the psychological crisis of college students. In order to overcome these shortcomings, this paper aimed to study the psychological crisis prediction of college students based on big data mining of network behavior. Network behavior interactive prediction was defined to determine the objective function of the constructed model. Interactive prediction model framework was presented and the working principle of the model was explained. Finally, various early warning indexes, which needed to be comprehensively considered in the psychological crisis early warning model of college students, were given, and the combination of principal component analysis (PCA) and support vector machine (SVM) was applied to the construction of the early warning model, thus improving its prediction effects, generalization ability and interpretability, and reducing the overfitting risk and the difficulty of processing high-dimensional data. The experimental results verified that the constructed model was effective.
{"title":"Psychological Crisis Prediction of Students Based on Network Behavior by Big Data Mining","authors":"Zhiping Jia","doi":"10.3991/ijet.v18i12.41091","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.41091","url":null,"abstract":"Signs of psychological crisis can be found in time by analyzing the network behavior data of college students, thus providing a basis for early warning and intervention. However, existing methods may not only have shortcomings in handling dynamic data and updating models, but also rely too much on network behavior data and overlook other factors possibly affecting the psychological crisis of college students. In order to overcome these shortcomings, this paper aimed to study the psychological crisis prediction of college students based on big data mining of network behavior. Network behavior interactive prediction was defined to determine the objective function of the constructed model. Interactive prediction model framework was presented and the working principle of the model was explained. Finally, various early warning indexes, which needed to be comprehensively considered in the psychological crisis early warning model of college students, were given, and the combination of principal component analysis (PCA) and support vector machine (SVM) was applied to the construction of the early warning model, thus improving its prediction effects, generalization ability and interpretability, and reducing the overfitting risk and the difficulty of processing high-dimensional data. The experimental results verified that the constructed model was effective.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42853579","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 : 2023-06-21DOI: 10.3991/ijet.v18i12.41089
B. An
With the increasingly urgent demand for innovative talents, college students should have strong collaborative innovation ability because they are the backbone of future sci-tech innovation in China. Existing methods can be used to measure and evaluate to some extent the collaborative innovation and achievement transformation efficiency of college students. However, many of the methods focus on data of a certain period and neglect dynamic analysis. Dynamic comparisons of different periods need to be made because innovation activities and achievement transformation may be influenced by time factors in practical situations. In addition, some methods only focus on the quantity index of achievement transformation, and neglect quality evaluation. Therefore, this paper aimed to study the collaborative innovation ability cultivation of college students by improving the achievement transformation efficiency. Three-stage data envelopment analysis (DEA)-Windows model was used to calculate the collaborative innovation and achievement transformation efficiency of college students. This paper elaborated in detail the calculation process of these three stages, namely, the first-stage DEA-Windows analysis, the second-stage panel stochastic frontier analysis (SFA), and the third-stage adjusted DEA-Windows analysis. Based on the research needs of collaborative innovation ability cultivation of college students by improving the achievement transformation efficiency, this paper constructed an evaluation index system using Fare-Primont index model and Pastor method, and focused on the sci-tech innovation achievement transformation factors, such as output results and ability improvement. Finally, this paper showed the analysis results by combining with examples, which verified the proposed method was effective.
{"title":"Collaborative Innovation Ability Cultivation of College Students by Improving Achievement Transformation Efficiency","authors":"B. An","doi":"10.3991/ijet.v18i12.41089","DOIUrl":"https://doi.org/10.3991/ijet.v18i12.41089","url":null,"abstract":"With the increasingly urgent demand for innovative talents, college students should have strong collaborative innovation ability because they are the backbone of future sci-tech innovation in China. Existing methods can be used to measure and evaluate to some extent the collaborative innovation and achievement transformation efficiency of college students. However, many of the methods focus on data of a certain period and neglect dynamic analysis. Dynamic comparisons of different periods need to be made because innovation activities and achievement transformation may be influenced by time factors in practical situations. In addition, some methods only focus on the quantity index of achievement transformation, and neglect quality evaluation. Therefore, this paper aimed to study the collaborative innovation ability cultivation of college students by improving the achievement transformation efficiency. Three-stage data envelopment analysis (DEA)-Windows model was used to calculate the collaborative innovation and achievement transformation efficiency of college students. This paper elaborated in detail the calculation process of these three stages, namely, the first-stage DEA-Windows analysis, the second-stage panel stochastic frontier analysis (SFA), and the third-stage adjusted DEA-Windows analysis. Based on the research needs of collaborative innovation ability cultivation of college students by improving the achievement transformation efficiency, this paper constructed an evaluation index system using Fare-Primont index model and Pastor method, and focused on the sci-tech innovation achievement transformation factors, such as output results and ability improvement. Finally, this paper showed the analysis results by combining with examples, which verified the proposed method was effective.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46354679","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 : 2023-06-07DOI: 10.3991/ijet.v18i11.39313
Phuttaruksa Jetsadanuruk, Wirapong Chansanam
This research aims to explain the knowledge structure, characteristics, and global trends of smart education research from the past to the present. This article is a bibliometric study with open-source tools, such as R-Studio, the biblioshiny package, and VOSviewer, to analyze the data and help visualize the network for presenting knowledge structure, characteristics, and global research trends, such as the production of annual publications, influential resources, most relevant or prolific authors, publication networks that co-citations, authors’ international collaboration, the scientific production of each country or each institution, and future trends. This study examined 1,580 articles published in international journals in the Scopus database on smart education from 1986 to 2022. The most annual scientific production will be in 2021, at 296 articles. The most relevant sources are Smart Innovation, Systems and Technologies. The most influential author is Gwo-Jen Hwang. The most cited article has 293 citations. Trend topics that began to gain attention from 2021 – the present is Artificial Intelligence, COVID-19 and Smart Education, Artificial Intelligence, Internet of Things in Motor Themes will be developed further and remain the dominant topics in this research field. This article summarizes an overview, knowledge structure, characteristics, and global research trends of smart education research.
{"title":"Knowledge Structure, Characteristics, and Global Research Trends Study of Smart Education Research: Bibliometric Analysis","authors":"Phuttaruksa Jetsadanuruk, Wirapong Chansanam","doi":"10.3991/ijet.v18i11.39313","DOIUrl":"https://doi.org/10.3991/ijet.v18i11.39313","url":null,"abstract":"This research aims to explain the knowledge structure, characteristics, and global trends of smart education research from the past to the present. This article is a bibliometric study with open-source tools, such as R-Studio, the biblioshiny package, and VOSviewer, to analyze the data and help visualize the network for presenting knowledge structure, characteristics, and global research trends, such as the production of annual publications, influential resources, most relevant or prolific authors, publication networks that co-citations, authors’ international collaboration, the scientific production of each country or each institution, and future trends. This study examined 1,580 articles published in international journals in the Scopus database on smart education from 1986 to 2022. The most annual scientific production will be in 2021, at 296 articles. The most relevant sources are Smart Innovation, Systems and Technologies. The most influential author is Gwo-Jen Hwang. The most cited article has 293 citations. Trend topics that began to gain attention from 2021 – the present is Artificial Intelligence, COVID-19 and Smart Education, Artificial Intelligence, Internet of Things in Motor Themes will be developed further and remain the dominant topics in this research field. This article summarizes an overview, knowledge structure, characteristics, and global research trends of smart education research. \u0000 ","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48108169","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 : 2023-06-07DOI: 10.3991/ijet.v18i11.39361
Zhongchao Hao, Mohd Yamani Bin Yahya, Jianwei Lu
With the continuous expansion of educational view, blockchain technology develops into the cutting-edge applied science and technology of educational information construction. Blockchain technology can effectively solve such problems as information security and trust crisis in the current application of big data in online education by virtue of its characteristics of decentralization, traceability, multi-party consensus mechanism, and high trust. Blockchain technology is conducive to protecting online educational resources, strengthening the transparency of online teaching resources, simplifying the copyright transaction process, and thus enhancing the scientific and technological innovation ability of teachers. Studies regarding the blockchain technology application in education were analyzed, and the influences of the four aspects of the blockchain technology application in education on online teaching resource sharing were explored. Results showed that the Cronbach α coefficient of the questionnaire designed in this research was 0.856, and the KMO value was 0.859, indicating its good reliability and validity. The cross-institutional learning record storage space, learning certificate management mechanism, and collaboratively developed educational ecosystem of the blockchain technology application in education obviously promoted online teaching resource sharing at a significance level of 5%. The results are important reference values for strengthening the integration of educational resources under blockchain technology, improving the application mechanism of online digital educational resources, and improving the accurate service quality of online educational resources.
{"title":"Influence of Blockchain Technology Application in Education on Online Teaching Resources Sharing","authors":"Zhongchao Hao, Mohd Yamani Bin Yahya, Jianwei Lu","doi":"10.3991/ijet.v18i11.39361","DOIUrl":"https://doi.org/10.3991/ijet.v18i11.39361","url":null,"abstract":"With the continuous expansion of educational view, blockchain technology develops into the cutting-edge applied science and technology of educational information construction. Blockchain technology can effectively solve such problems as information security and trust crisis in the current application of big data in online education by virtue of its characteristics of decentralization, traceability, multi-party consensus mechanism, and high trust. Blockchain technology is conducive to protecting online educational resources, strengthening the transparency of online teaching resources, simplifying the copyright transaction process, and thus enhancing the scientific and technological innovation ability of teachers. Studies regarding the blockchain technology application in education were analyzed, and the influences of the four aspects of the blockchain technology application in education on online teaching resource sharing were explored. Results showed that the Cronbach α coefficient of the questionnaire designed in this research was 0.856, and the KMO value was 0.859, indicating its good reliability and validity. The cross-institutional learning record storage space, learning certificate management mechanism, and collaboratively developed educational ecosystem of the blockchain technology application in education obviously promoted online teaching resource sharing at a significance level of 5%. The results are important reference values for strengthening the integration of educational resources under blockchain technology, improving the application mechanism of online digital educational resources, and improving the accurate service quality of online educational resources.","PeriodicalId":47933,"journal":{"name":"International Journal of Emerging Technologies in Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43628606","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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