Digital storytelling is a pedagogical strategy that relies on constructing digital artefacts, such as videos, to develop skills like critical thinking. However, clear actions that students need to engage in to develop these skills are often lacking. Therefore, in this qualitative study, we aimed to explore pre-service teachers' perceptions of the relationship between creating a digital story and developing critical thinking. More specifically, we examined pre-service teachers' reported actions and experiences used to build their digital stories, analysing how critical thinking skills were brought into play during this process. The analysis of the interviews showed the actions pre-service teachers take when creating a digital story and how these actions, in turn, promote the development of critical thinking. The results suggest that (a) a wide range of critical thinking skills are at play when constructing a digital story and (b) the most reported skills are those related to planning and design, solving emerging challenges to pursue a critical argument and representing ideas with the use of rhetorical elements. Furthermore, we discuss the implications for pre-service teachers' training. Finally, we address the limitations of this study and provide suggestions for future research. Implications for practice or policy: Student teachers and teacher trainers can count on a set of actions that will allow them to visualise the development of critical thinking when their students create digital stories. Teacher trainers can benefit from a pedagogical strategy that can facilitate the development of critical thinking in pre-service teachers.
{"title":"Digital storytelling in teacher education: Developing pre-service teachers’ critical thinking","authors":"Mary-Ann Isaacs, J. Tondeur, Joost Vaesen","doi":"10.14742/ajet.9258","DOIUrl":"https://doi.org/10.14742/ajet.9258","url":null,"abstract":"Digital storytelling is a pedagogical strategy that relies on constructing digital artefacts, such as videos, to develop skills like critical thinking. However, clear actions that students need to engage in to develop these skills are often lacking. Therefore, in this qualitative study, we aimed to explore pre-service teachers' perceptions of the relationship between creating a digital story and developing critical thinking. More specifically, we examined pre-service teachers' reported actions and experiences used to build their digital stories, analysing how critical thinking skills were brought into play during this process. The analysis of the interviews showed the actions pre-service teachers take when creating a digital story and how these actions, in turn, promote the development of critical thinking. The results suggest that (a) a wide range of critical thinking skills are at play when constructing a digital story and (b) the most reported skills are those related to planning and design, solving emerging challenges to pursue a critical argument and representing ideas with the use of rhetorical elements. Furthermore, we discuss the implications for pre-service teachers' training. Finally, we address the limitations of this study and provide suggestions for future research.\u0000 \u0000Implications for practice or policy:\u0000\u0000Student teachers and teacher trainers can count on a set of actions that will allow them to visualise the development of critical thinking when their students create digital stories.\u0000Teacher trainers can benefit from a pedagogical strategy that can facilitate the development of critical thinking in pre-service teachers.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"24 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640159","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}
Christopher Dann, P. Redmond, Melissa Fanshawe, Alice Brown, S. Getenet, T. Shaik, Xiaohui Tao, Linda Galligan, Yan Li
Making sense of student feedback and engagement is important for informing pedagogical decision-making and broader strategies related to student retention and success in higher education courses. Although learning analytics and other strategies are employed within courses to understand student engagement, the interpretation of data for larger data sets is more challenging and rarely pursued. This is concerning as data offers the potential for critical insights into engagement behaviour and the value students place on engagement. Artificial intelligence (AI) offers a revolutionary ability to make sense of data, with capacity for prediction and classification, by consuming vast amounts of structured and unstructured data sets. This paper reports on how AI methodologies (specifically, deep learning and natural language processing) were used to leverage labelled student feedback in terms of online engagement in five courses in a regional Australian university. This paper reinforces the value of AI as a viable and scalable multilayered analysis tool for analysing and interpreting student feedback, particularly for categorising student responses as to the types of engagement that they most valued to support their learning. The paper concludes with a discussion of suggested further refinement, including how the AI-derived data may add insights for informing pedagogical practice. Implications for practice or policy: AI offers an ability to make sense of large data sets in higher education courses. Teachers can use student feedback data categorised into types of engagement by AI to support reflection on what students value in their courses. Educators and key stakeholders can use the insights AI analysed data offers for informing pedagogical practice and decision-making in higher education to enhance student experiences.
{"title":"Making sense of student feedback and engagement using artificial intelligence","authors":"Christopher Dann, P. Redmond, Melissa Fanshawe, Alice Brown, S. Getenet, T. Shaik, Xiaohui Tao, Linda Galligan, Yan Li","doi":"10.14742/ajet.8903","DOIUrl":"https://doi.org/10.14742/ajet.8903","url":null,"abstract":"Making sense of student feedback and engagement is important for informing pedagogical decision-making and broader strategies related to student retention and success in higher education courses. Although learning analytics and other strategies are employed within courses to understand student engagement, the interpretation of data for larger data sets is more challenging and rarely pursued. This is concerning as data offers the potential for critical insights into engagement behaviour and the value students place on engagement. Artificial intelligence (AI) offers a revolutionary ability to make sense of data, with capacity for prediction and classification, by consuming vast amounts of structured and unstructured data sets. This paper reports on how AI methodologies (specifically, deep learning and natural language processing) were used to leverage labelled student feedback in terms of online engagement in five courses in a regional Australian university. This paper reinforces the value of AI as a viable and scalable multilayered analysis tool for analysing and interpreting student feedback, particularly for categorising student responses as to the types of engagement that they most valued to support their learning. The paper concludes with a discussion of suggested further refinement, including how the AI-derived data may add insights for informing pedagogical practice.\u0000 \u0000Implications for practice or policy:\u0000\u0000AI offers an ability to make sense of large data sets in higher education courses.\u0000Teachers can use student feedback data categorised into types of engagement by AI to support reflection on what students value in their courses.\u0000Educators and key stakeholders can use the insights AI analysed data offers for informing pedagogical practice and decision-making in higher education to enhance student experiences.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"116 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361844","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}
Patrick Bowers, Kelley Graydon, Tracii Ryan, Jey Han Lau, Dani Tomlin
This study presents a scoping review of research on artificial intelligence (AI)- driven virtual patients (VPs) for communication skills training of healthcare students. We aimed to establish what is known about these emergent learning tools, to characterise their design and implementation into training programmes. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews framework was consulted. Searches occurred in six online databases to capture relevant articles from 2014 to 2024. Eight articles from five disciplines met inclusion criteria. A variety of design approaches, creation tools and VP appearances exist. Educational considerations such as consultation of educational theory, curricular integration and provision of feedback was overall lacking. Neutral to positive evaluations of satisfaction and acceptance of the VPs were provided by most students. Emerging literature suggests AI-driven VPs are increasingly being utilised for communication skills training, although their effectiveness is not established. Careful consideration of technological design features, educational theory and evidence regarding communication skill development should occur by clinical educators wishing to include AI-driven VPs in their training programmes. Further empirical research involving key stakeholders is needed to learn more about this technology. Implications for practice or policy: Students may find benefit from having opportunities to use AI-driven VPs for communication skill development. Developers could avoid some criticisms of AI-driven VPs by carefully addressing technical issues Educators should consult evidence on educational and communication theories when utilising AI-driven VPs. Researchers should consider increasing the involvement of key stakeholders in the design and evaluation of communication skill focused AI-driven VPs.
{"title":"Artificial intelligence-driven virtual patients for communication skill development in healthcare students:","authors":"Patrick Bowers, Kelley Graydon, Tracii Ryan, Jey Han Lau, Dani Tomlin","doi":"10.14742/ajet.9307","DOIUrl":"https://doi.org/10.14742/ajet.9307","url":null,"abstract":"This study presents a scoping review of research on artificial intelligence (AI)- driven virtual patients (VPs) for communication skills training of healthcare students. We aimed to establish what is known about these emergent learning tools, to characterise their design and implementation into training programmes. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews framework was consulted. Searches occurred in six online databases to capture relevant articles from 2014 to 2024. Eight articles from five disciplines met inclusion criteria. A variety of design approaches, creation tools and VP appearances exist. Educational considerations such as consultation of educational theory, curricular integration and provision of feedback was overall lacking. Neutral to positive evaluations of satisfaction and acceptance of the VPs were provided by most students. Emerging literature suggests AI-driven VPs are increasingly being utilised for communication skills training, although their effectiveness is not established. Careful consideration of technological design features, educational theory and evidence regarding communication skill development should occur by clinical educators wishing to include AI-driven VPs in their training programmes. Further empirical research involving key stakeholders is needed to learn more about this technology.\u0000 \u0000Implications for practice or policy:\u0000\u0000Students may find benefit from having opportunities to use AI-driven VPs for communication skill development.\u0000Developers could avoid some criticisms of AI-driven VPs by carefully addressing technical issues\u0000Educators should consult evidence on educational and communication theories when utilising AI-driven VPs.\u0000Researchers should consider increasing the involvement of key stakeholders in the design and evaluation of communication skill focused AI-driven VPs.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":" 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374561","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}
Ismail Celik, Egle Gedrimiene, Signe Siklander, H. Muukkonen
Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most. Implications for practice or policy: More functional affordances of AI (e.g., prediction and profiling) should be employed in AI-based tools. This could support higher education students’ 21st-century skills. AI-based tools (e.g., chatbots and intelligent tutors) interact with end users through their data. AI systems have the potential to promote 21st-century skills by using students’ multimodal data. AI technologies should be more integrated into the social sciences and humanities in the higher education context to support students’ 21st-century skills.
{"title":"The affordances of artificial intelligence-based tools for supporting 21st-century skills:","authors":"Ismail Celik, Egle Gedrimiene, Signe Siklander, H. Muukkonen","doi":"10.14742/ajet.9069","DOIUrl":"https://doi.org/10.14742/ajet.9069","url":null,"abstract":"Twenty-first-century skills should be integrated into higher education to prepare students for complex working-life challenges. Artificial intelligence (AI)-powered tools have the potential to optimise skill development among higher education students. Therefore, it is important to conceptualise relevant affordances of AI systems for 21st-century skills development in higher education. This study aimed to present an overview of journal articles published in the Web of Science database that specifically addressed the affordances of AI-based tools for 21st-century skills development. Four distinct categories of AI-based tools (intelligent tutoring systems, chatbots, AI-powered dashboards and automated grading systems) were identified as capable of promoting six main 21st-century skills (collaboration, communication, creativity, critical thinking, information and communication technology and problem-solving). The review revealed that the utilisation of AI-based tools might contribute to the simultaneous development of multiple 21st-century skills (e.g., collaboration and critical thinking). The results showed that adaptive feedback from AI plays a significant role as a facilitator in the development of 21st-century skills. Furthermore, the utilisation of diverse functional AI affordances (e.g., prediction and profiling) might contribute to the development of various skills. AI-based technologies appeared to target the 21st-century skills of problem-solving and its subskills the most.\u0000 \u0000Implications for practice or policy:\u0000\u0000More functional affordances of AI (e.g., prediction and profiling) should be employed in AI-based tools. This could support higher education students’ 21st-century skills.\u0000AI-based tools (e.g., chatbots and intelligent tutors) interact with end users through their data. AI systems have the potential to promote 21st-century skills by using students’ multimodal data.\u0000AI technologies should be more integrated into the social sciences and humanities in the higher education context to support students’ 21st-century skills.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"36 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141275257","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}
In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course. Implications for practice or policy: Instructors can use regular synchronous team quizzes in a fully online course to improve student engagement, connectedness, persistence and learning. Instructors can use team quizzes for regular formative assessment and feedback and to facilitate just-in-time intervention.
{"title":"Student perceptions of weekly synchronous team quizzes in an online statistics course","authors":"Kathrine Johnson, Eulho Jung, Greg Snow, Shannon Murray, Curtis Bonk","doi":"10.14742/ajet.8851","DOIUrl":"https://doi.org/10.14742/ajet.8851","url":null,"abstract":"In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course.\u0000 \u0000Implications for practice or policy:\u0000\u0000Instructors can use regular synchronous team quizzes in a fully online course to improve student engagement, connectedness, persistence and learning.\u0000Instructors can use team quizzes for regular formative assessment and feedback and to facilitate just-in-time intervention.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997928","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}
Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences. Implications for practice or policy: Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes. Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers. Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education.
{"title":"The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform","authors":"Seb Dianati, Franciele Spinelli, Alicia Gazmuri Sanhueza","doi":"10.14742/ajet.8953","DOIUrl":"https://doi.org/10.14742/ajet.8953","url":null,"abstract":"Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences.\u0000 \u0000Implications for practice or policy:\u0000\u0000Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes.\u0000Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers.\u0000Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":" 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140691848","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}
This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs. Implications for practice or policy: Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings. To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS. Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness.
本研究通过李克特量表调查问卷，采用电子学习技术接受度扩展模型，考察了中国本科医学生对智能辅导系统（ITS）的接受和采用情况。具体而言，研究了模型中五个前因与四个核心要素（即感知有用性（PU）、感知易用性（PEOU）、行为意向和实际使用）之间的关系。PLS-SEM 的结果表明，感知到的乐趣是最有影响力的前因，因为它对 PU 和 PEOU 都有显著影响。自我效能感和先前经验只对 PEOU 有显著影响，而对 PU 没有影响。PU和PEOU对行为意向都有显著的正向预测作用，而行为意向又对实际使用有显著的正向影响。研究结果为教师如何鼓励中国本科医学生使用智能医疗系统提供了一些实际启示：在智能医疗系统的学习活动中融入一些游戏化元素，以培养学生的愉悦感；或者让学生熟悉智能医疗系统的使用，使他们能够快速适应智能医疗系统的学习。具体做法可以是通过视频、网站或小册子指导学生使用智能学习系统，或者在课程开始时邀请高年级学生分享他们认为使用智能学习系统的优势和实用性。对实践或政策的启示：由于感知到乐趣的重要性，教师可在智能教具的学习活动中融入一些游戏化元素，以培养学生的愉悦感。为了让学生能够快速适应智能教具的学习，院校可向学生提供有关智能教具的常见功能或如何浏览特定智能教具的信息。教师可明确解释如何通过使用智能教具更好地实现学习目标，从而让学生体会到智能教具的实用性。
{"title":"Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems","authors":"Feifei Han","doi":"10.14742/ajet.8814","DOIUrl":"https://doi.org/10.14742/ajet.8814","url":null,"abstract":"This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs.\u0000 \u0000Implications for practice or policy:\u0000\u0000Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings.\u0000To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS.\u0000Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"107 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695156","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}
Many elements come together to make for a good, publishable manuscript in a high-impact educational technology journal. There are also some fatal errors and omissions that will doom a paper to be immediately declined. In this editorial, we focus on the latter. Checking the aims and scope of a journal is a simple step to ensure that the publication of an article is not delayed and time is not wasted. Unfortunately, it seems this step is neglected by many aspiring authors. Beyond a misalignment with the aims and scope of the journal, we will discuss some of the other main reasons why manuscripts have recently been declined by AJET. We hope that this editorial will assist authors to ensure that they do not make the same mistakes.
{"title":"A step-by-step guide on how NOT to get published in a high impact educational technology journal","authors":"Jason Lodge, L. Corrin, Henk Huijser, Feifei Han","doi":"10.14742/ajet.9492","DOIUrl":"https://doi.org/10.14742/ajet.9492","url":null,"abstract":"Many elements come together to make for a good, publishable manuscript in a high-impact educational technology journal. There are also some fatal errors and omissions that will doom a paper to be immediately declined. In this editorial, we focus on the latter. Checking the aims and scope of a journal is a simple step to ensure that the publication of an article is not delayed and time is not wasted. Unfortunately, it seems this step is neglected by many aspiring authors. Beyond a misalignment with the aims and scope of the journal, we will discuss some of the other main reasons why manuscripts have recently been declined by AJET. We hope that this editorial will assist authors to ensure that they do not make the same mistakes.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716564","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}
Smartphone multitasking is prevalent in university classrooms, yet the nature and characteristics of this behavior have not been sufficiently understood. This empirical study explores in-class smartphone multitasking behaviors using diverse research approaches to achieve a more authentic and holistic understanding of this pervasive behavior. First, semi-structured interviews were conducted to investigate the prevalence of in-class smartphone use, the types of smartphone tasks that students engaged in, and the modes of smartphone multitasking. Experience-sampling method (ESM) was used to capture the frequency and duration of smartphone use. Subsequently, a questionnaire survey was applied to validate the data collected in the former stage. The results provide a detailed and comprehensive account of in-class smartphone multitasking behaviors, including its prevalence, task types, modes, frequency, and duration. These findings highlight the need for educational researchers and practitioners to consider this behavior from multiple perspectives and with a holistic approach.
{"title":"Lost in multitasking: An exploration of Chinese university students’ in-class smartphone multitasking patterns using multiple approaches","authors":"Yujie Zhou, Liping Deng","doi":"10.14742/ajet.8941","DOIUrl":"https://doi.org/10.14742/ajet.8941","url":null,"abstract":"Smartphone multitasking is prevalent in university classrooms, yet the nature and characteristics of this behavior have not been sufficiently understood. This empirical study explores in-class smartphone multitasking behaviors using diverse research approaches to achieve a more authentic and holistic understanding of this pervasive behavior. First, semi-structured interviews were conducted to investigate the prevalence of in-class smartphone use, the types of smartphone tasks that students engaged in, and the modes of smartphone multitasking. Experience-sampling method (ESM) was used to capture the frequency and duration of smartphone use. Subsequently, a questionnaire survey was applied to validate the data collected in the former stage. The results provide a detailed and comprehensive account of in-class smartphone multitasking behaviors, including its prevalence, task types, modes, frequency, and duration. These findings highlight the need for educational researchers and practitioners to consider this behavior from multiple perspectives and with a holistic approach.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"120 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140724704","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}
Roula Kyriacou, C. da Costa, Fiona Maxey, Tom Molyneux, Renee Mineo, Jeremy Keens, Faith Kwa
E-learning modules were developed to enhance student engagement, reflection and interdisciplinary learning in Pathology courses undertaken by students from the Biomedical Science, Allied Health, and Complementary Medicine disciplines. The modules focused on generating multi-disciplinary and team-based solutions to diagnosis, prognosis and treatment/management of patients. At pre- and post-intervention, we analysed the students’ experience of three themes: E-learning, reflection, and interdisciplinary learning. Flexibility and ability to reinforce understanding of course content were identified as main advantages of e-learning but a lack of direct support was a common concern. Visual aids and interactive assessments were suggested to improve online experiences. While all students had a positive pre-conception of all themes prior to intervention, the delivery of the modules significantly improved students’ perception on how e-learning deepened their understanding of course materials via reflection and interdisciplinary learning, with both aspects serving to create a holistic learning experience.
{"title":"Patient-based interdisciplinary e-learning with reflection: An experience of biomedical science, allied health and complementary medicine students","authors":"Roula Kyriacou, C. da Costa, Fiona Maxey, Tom Molyneux, Renee Mineo, Jeremy Keens, Faith Kwa","doi":"10.14742/ajet.8815","DOIUrl":"https://doi.org/10.14742/ajet.8815","url":null,"abstract":"E-learning modules were developed to enhance student engagement, reflection and interdisciplinary learning in Pathology courses undertaken by students from the Biomedical Science, Allied Health, and Complementary Medicine disciplines. The modules focused on generating multi-disciplinary and team-based solutions to diagnosis, prognosis and treatment/management of patients. At pre- and post-intervention, we analysed the students’ experience of three themes: E-learning, reflection, and interdisciplinary learning. Flexibility and ability to reinforce understanding of course content were identified as main advantages of e-learning but a lack of direct support was a common concern. Visual aids and interactive assessments were suggested to improve online experiences. While all students had a positive pre-conception of all themes prior to intervention, the delivery of the modules significantly improved students’ perception on how e-learning deepened their understanding of course materials via reflection and interdisciplinary learning, with both aspects serving to create a holistic learning experience.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"59 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140726360","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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