Pub Date : 2024-04-15DOI: 10.20448/jeelr.v11i2.5566
Rahmatullah, Inanna, Syamsu Rijal, Sahade, A. Aggarwal
The purpose of this study is to investigate the variables that affect students' academic well-being. This study found that individualized teaching, family support for learning and teacher dedication are some of the variables that have an impact on children's well-being. The study used a quantitative methodology with 57 students as the sample size. A questionnaire was used to collect the data and random sampling is used in the sampling process. Some of the data analysis methods used in PLS-SEM include path diagram models, validity tests, reliability tests, model fits, R squares and modified R squares, predictive relevance, collinearity, direct and indirect effects and hypothesis testing. The findings of the study demonstrate that well-being is significantly impacted by directly differentiated instruction that is customized to each student's needs and traits. The well-being of students is significantly impacted by parental learning support. Evaluation of the indirect effects reveals that the differentiated learning variable through teacher devotion significantly affects students' well-being. Parental support's indirect influence on the learning variable has a significant effect on children's wellbeing similar to how teacher dedication serves as a mediator. The research contribution to the development of literature is related to how the role of parent support in learning has led to increased teacher commitment. Effective implementation of individualized instruction and integration of parental assistance in learning into the learning process are accessible to teachers who have a strong dedication to their career. A committed teacher will create an inclusive learning environment that will ultimately realize the overall well-being of students.
本研究的目的是调查影响学生学业幸福感的变量。研究发现，个性化教学、家庭对学习的支持和教师的敬业精神是影响儿童幸福感的一些变量。研究采用定量方法，以 57 名学生为样本量。研究采用问卷调查的方式收集数据，并在抽样过程中使用了随机抽样。PLS-SEM 中使用的一些数据分析方法包括路径图模型、有效性检验、可靠性检验、模型拟合、R 平方和修正 R 平方、预测相关性、共线性、直接和间接效应以及假设检验。研究结果表明，根据每个学生的需求和特点直接进行差异化教学，对学生的幸福感有显著影响。家长的学习支持对学生的幸福感有重大影响。对间接影响的评估显示，通过教师的投入而产生的差异化学习变量对学生的幸福感有重大影响。家长支持对学习变量的间接影响对儿童的幸福感有重大影响，这与教师的奉献精神作为中介的作用类似。研究对文献发展的贡献在于，家长支持在学习中的作用如何导致教师投入的增加。有效实施个性化教学，将家长对学习的帮助融入学习过程，这些都是对自己的职业有强烈奉献精神的教师可以做到的。有奉献精神的教师会创造一个包容的学习环境，最终实现学生的全面发展。
{"title":"Determinants of well-being factors mediated by teacher commitment","authors":"Rahmatullah, Inanna, Syamsu Rijal, Sahade, A. Aggarwal","doi":"10.20448/jeelr.v11i2.5566","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5566","url":null,"abstract":"The purpose of this study is to investigate the variables that affect students' academic well-being. This study found that individualized teaching, family support for learning and teacher dedication are some of the variables that have an impact on children's well-being. The study used a quantitative methodology with 57 students as the sample size. A questionnaire was used to collect the data and random sampling is used in the sampling process. Some of the data analysis methods used in PLS-SEM include path diagram models, validity tests, reliability tests, model fits, R squares and modified R squares, predictive relevance, collinearity, direct and indirect effects and hypothesis testing. The findings of the study demonstrate that well-being is significantly impacted by directly differentiated instruction that is customized to each student's needs and traits. The well-being of students is significantly impacted by parental learning support. Evaluation of the indirect effects reveals that the differentiated learning variable through teacher devotion significantly affects students' well-being. Parental support's indirect influence on the learning variable has a significant effect on children's wellbeing similar to how teacher dedication serves as a mediator. The research contribution to the development of literature is related to how the role of parent support in learning has led to increased teacher commitment. Effective implementation of individualized instruction and integration of parental assistance in learning into the learning process are accessible to teachers who have a strong dedication to their career. A committed teacher will create an inclusive learning environment that will ultimately realize the overall well-being of students.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703235","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 : 2024-04-15DOI: 10.20448/jeelr.v11i2.5565
Joseph Baidoo, K. Luneta
This study investigates the impact of blended learning on the academic performance of grade 12 mathematics students with a focus on 3D trigonometry in comparison to traditional teaching methods. This research aims to understand the impact of technology on student outcomes influenced by the widespread use of technology in education. The study used an explanatory sequential mixed-method design to collect quantitative data from 381 grade 12 scripts and to obtain qualitative insights through interviews with 30 students and three mathematics teachers. This allowed for a more in-depth investigation of the effects of blended learning on student performance. According to statistical analysis, the results show a notable performance discrepancy with participants in blended learning outperforming their traditional teaching counterparts by an impressive mean difference of 19.2%. These findings align with prior research emphasizing advantages such as heightened teacher availability, flexible learning schedules and improved problem-solving skills associated with blended learning. The study underscores the crucial role of technology integration in education, particularly in enhancing conceptual understanding and addressing errors in complex topics like 3D trigonometry. It highlights the effectiveness of blended learning in elevating academic achievement in mathematics and recommends its integration into conventional teaching methods. Additionally, the study recognizes the value of digital equity and promotes more access to technology in schools as a means of reducing the digital gap and improving student performance.
{"title":"Implementing blended learning to enhance the teaching of 3-dimensional trigonometry","authors":"Joseph Baidoo, K. Luneta","doi":"10.20448/jeelr.v11i2.5565","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5565","url":null,"abstract":"This study investigates the impact of blended learning on the academic performance of grade 12 mathematics students with a focus on 3D trigonometry in comparison to traditional teaching methods. This research aims to understand the impact of technology on student outcomes influenced by the widespread use of technology in education. The study used an explanatory sequential mixed-method design to collect quantitative data from 381 grade 12 scripts and to obtain qualitative insights through interviews with 30 students and three mathematics teachers. This allowed for a more in-depth investigation of the effects of blended learning on student performance. According to statistical analysis, the results show a notable performance discrepancy with participants in blended learning outperforming their traditional teaching counterparts by an impressive mean difference of 19.2%. These findings align with prior research emphasizing advantages such as heightened teacher availability, flexible learning schedules and improved problem-solving skills associated with blended learning. The study underscores the crucial role of technology integration in education, particularly in enhancing conceptual understanding and addressing errors in complex topics like 3D trigonometry. It highlights the effectiveness of blended learning in elevating academic achievement in mathematics and recommends its integration into conventional teaching methods. Additionally, the study recognizes the value of digital equity and promotes more access to technology in schools as a means of reducing the digital gap and improving student performance.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"42 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701749","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 : 2024-04-05DOI: 10.20448/jeelr.v11i2.5553
Abu Rashed Osman, Mohd Hasanur, Raihan Joarder, Md. Kazimul Hoque
The aim of this study is to explore the relationship between student engagement, brand image, student satisfaction and loyalty. Furthermore, the study intends to explore the mediating role of student satisfaction in the relationship between engagement and loyalty as well as brand image and loyalty in the context of higher education. A representative sample of 296 students from the three best private universities in Dhaka has been gathered in order to test the hypotheses. The study demonstrates that brand image has a favorable impact on student satisfaction while student engagement has no influence on student satisfaction. The results show that loyalty is heavily influenced by the student satisfaction construct. When there is no mediation between student engagement and loyalty, a complete mediation is recognized when student satisfaction is a mediator between brand image and student loyalty. The study also reveals that there is a negative correlation between student engagement and satisfaction. The results of the research definitely improve brand perception which keeps students engaged to their higher education.
{"title":"Student engagement, brand image and loyalty relationships: The mediating role of student satisfaction","authors":"Abu Rashed Osman, Mohd Hasanur, Raihan Joarder, Md. Kazimul Hoque","doi":"10.20448/jeelr.v11i2.5553","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5553","url":null,"abstract":"The aim of this study is to explore the relationship between student engagement, brand image, student satisfaction and loyalty. Furthermore, the study intends to explore the mediating role of student satisfaction in the relationship between engagement and loyalty as well as brand image and loyalty in the context of higher education. A representative sample of 296 students from the three best private universities in Dhaka has been gathered in order to test the hypotheses. The study demonstrates that brand image has a favorable impact on student satisfaction while student engagement has no influence on student satisfaction. The results show that loyalty is heavily influenced by the student satisfaction construct. When there is no mediation between student engagement and loyalty, a complete mediation is recognized when student satisfaction is a mediator between brand image and student loyalty. The study also reveals that there is a negative correlation between student engagement and satisfaction. The results of the research definitely improve brand perception which keeps students engaged to their higher education.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"174 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140740368","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 : 2024-04-05DOI: 10.20448/jeelr.v11i2.5554
V. Ho, Thi-Kim Anh Le, V. Nguyen, Trong-Nam Phan, Van-Dat Tran
The primary purpose of educational programs is to enhance students’ knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool education students. The study used a scale for students' pedagogical practice activities to gather quantitative data from 629 participants (managers, lecturers and preschool teachers) in Dong Thap province in Vietnam to assess the extent of implementation of pedagogical training activities for preschool education students. The results showed that preschool teachers may not possess the essential knowledge of pedagogical practices. Pedagogical training uses conventional work-and-activity techniques despite the fact that it prioritizes innovation. Moreover, all school managers, teachers and students recognized the necessity of developing the professional capacity of preschool teachers. These findings illustrate the critical need for revitalizing educational approaches that are consistent with Vietnam's developing preschool teacher professional development context. The present study proposes some measures to innovate pedagogical practice activities in order to meet the requirements for developing the professional capacity of preschool teachers in Vietnam. Such initiatives hold promise for reshaping the educational landscape and fostering a culture of continuous improvement within the primary education sector of Vietnam.
{"title":"Developing the professional capacity of preschool teachers through pedagogical training activities","authors":"V. Ho, Thi-Kim Anh Le, V. Nguyen, Trong-Nam Phan, Van-Dat Tran","doi":"10.20448/jeelr.v11i2.5554","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5554","url":null,"abstract":"The primary purpose of educational programs is to enhance students’ knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool education students. The study used a scale for students' pedagogical practice activities to gather quantitative data from 629 participants (managers, lecturers and preschool teachers) in Dong Thap province in Vietnam to assess the extent of implementation of pedagogical training activities for preschool education students. The results showed that preschool teachers may not possess the essential knowledge of pedagogical practices. Pedagogical training uses conventional work-and-activity techniques despite the fact that it prioritizes innovation. Moreover, all school managers, teachers and students recognized the necessity of developing the professional capacity of preschool teachers. These findings illustrate the critical need for revitalizing educational approaches that are consistent with Vietnam's developing preschool teacher professional development context. The present study proposes some measures to innovate pedagogical practice activities in order to meet the requirements for developing the professional capacity of preschool teachers in Vietnam. Such initiatives hold promise for reshaping the educational landscape and fostering a culture of continuous improvement within the primary education sector of Vietnam.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738442","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 : 2024-04-04DOI: 10.20448/jeelr.v11i2.5546
Amina Amirova, A. Zhumabayeva, A. Zhunusbekova, Assyl Arenova, Nurbanu Nygymanova
Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.
{"title":"Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study","authors":"Amina Amirova, A. Zhumabayeva, A. Zhunusbekova, Assyl Arenova, Nurbanu Nygymanova","doi":"10.20448/jeelr.v11i2.5546","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5546","url":null,"abstract":"Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744741","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 : 2024-04-04DOI: 10.20448/jeelr.v11i2.5545
Chuyen T.H. Nguyen, Huong Le Thi Thu, Duong Lam Thuy, Ha Nguyen Thi Thu, Thai Doan Thi Minh
This study aims to identify the elements that contribute to the digital competencies of primary school teachers working in the mountainous region of Northern Vietnam and assess the significance of these factors. The research sample consisted of 260 primary school teachers from this region. Exploratory factor analysis (EFA) and multivariate regression methods are used. The results of this research indicate that seven characteristics have a substantial impact on the digital abilities of teachers: ability to incorporate digital technology into teaching, conditions for digital transformation in teaching and learning activities are found to be influential, ability to create digital resources is highlighted as an important factor, ability to select teaching content with opportunities for technology usage, professional development needs of teachers, school policy and ability to select digital resources. These results offer education administrators a comprehensive understanding of the factors influencing primary teachers' digital competencies and enable them to implement strategic changes and prioritize each element. Moreover, this study provides a valuable reference for future researchers seeking to explore new research directions in this field and analyze the correlation between factors to propose solutions to develop digital competencies of primary school teachers suitable to specific contexts and conditions.
{"title":"Elements affecting primary school teachers' digital competency in Vietnam’s northern mountainous areas","authors":"Chuyen T.H. Nguyen, Huong Le Thi Thu, Duong Lam Thuy, Ha Nguyen Thi Thu, Thai Doan Thi Minh","doi":"10.20448/jeelr.v11i2.5545","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5545","url":null,"abstract":"This study aims to identify the elements that contribute to the digital competencies of primary school teachers working in the mountainous region of Northern Vietnam and assess the significance of these factors. The research sample consisted of 260 primary school teachers from this region. Exploratory factor analysis (EFA) and multivariate regression methods are used. The results of this research indicate that seven characteristics have a substantial impact on the digital abilities of teachers: ability to incorporate digital technology into teaching, conditions for digital transformation in teaching and learning activities are found to be influential, ability to create digital resources is highlighted as an important factor, ability to select teaching content with opportunities for technology usage, professional development needs of teachers, school policy and ability to select digital resources. These results offer education administrators a comprehensive understanding of the factors influencing primary teachers' digital competencies and enable them to implement strategic changes and prioritize each element. Moreover, this study provides a valuable reference for future researchers seeking to explore new research directions in this field and analyze the correlation between factors to propose solutions to develop digital competencies of primary school teachers suitable to specific contexts and conditions.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"12 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745694","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 : 2024-04-01DOI: 10.20448/jeelr.v11i2.5535
Adilbek Baygaliev, L. Butabayeva, A. Autayeva, Zhaisan Eszhanov, Sabira Nishanbayeva
Children frequently suffer from motor impairments which hinder their development. Every movement requires stability therefore; musculoskeletal malfunction leads to poor movement. Task-oriented training is one of many methods and techniques used to promote motor skills and daily physical activities in children. The present study's goal is to investigate how task-oriented training contributes to developing motor skills and daily physical activities in learners with cerebral palsy. The study employed a mixed- data collection strategy. The study included a total of 12 students with cerebral palsy. The promotion of a child's motor abilities and regular physical activity can be accomplished with the help of task-oriented training. The study's findings supported our hypothesis that task-oriented training that has been devised and a series of exercises to increase range of motion (flexibility) led to positive dynamics in all groups of indicators regardless of the severity of the pathology. The proposed program allowed children to increase muscle strength and range of motion in the joints. Thus, after the experimental work, the functional state of the musculoskeletal system improved and qualitative and significant changes occurred in the independence of learners. It is suggested that teachers use task-oriented training when instructing school-age children who have this disorder.
{"title":"Task-oriented training effect on promoting motor skills and daily physical activities in learners with musculoskeletal impairment","authors":"Adilbek Baygaliev, L. Butabayeva, A. Autayeva, Zhaisan Eszhanov, Sabira Nishanbayeva","doi":"10.20448/jeelr.v11i2.5535","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5535","url":null,"abstract":"Children frequently suffer from motor impairments which hinder their development. Every movement requires stability therefore; musculoskeletal malfunction leads to poor movement. Task-oriented training is one of many methods and techniques used to promote motor skills and daily physical activities in children. The present study's goal is to investigate how task-oriented training contributes to developing motor skills and daily physical activities in learners with cerebral palsy. The study employed a mixed- data collection strategy. The study included a total of 12 students with cerebral palsy. The promotion of a child's motor abilities and regular physical activity can be accomplished with the help of task-oriented training. The study's findings supported our hypothesis that task-oriented training that has been devised and a series of exercises to increase range of motion (flexibility) led to positive dynamics in all groups of indicators regardless of the severity of the pathology. The proposed program allowed children to increase muscle strength and range of motion in the joints. Thus, after the experimental work, the functional state of the musculoskeletal system improved and qualitative and significant changes occurred in the independence of learners. It is suggested that teachers use task-oriented training when instructing school-age children who have this disorder.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"71 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140762532","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 : 2024-04-01DOI: 10.20448/jeelr.v11i2.5536
Sherif Adel Gaber
Augmented reality (AR) has been shown to have a positive impact on children with autism spectrum disorder (ASD) because it can effectively simulate the real environment through interactive experiences created by the integration of digital elements with the outside world. This research aimed to verify the effectiveness of a training program based on AR for reducing stereotypical behavior (SB) in a sample of children with ASD. The study sample consisted of 16 male students with ASD who were enrolled in the Autism Institute in Al-Ahsa, Saudi Arabia, ranging from 8 to 13 years of age. The researcher also developed a training program and employed a quasi-experimental method in addition to research instruments including the Stereotypic Behavior Scale (SBS). The results of the analysis show statistically significant differences between the mean ranks of the participants in the three tests (pre-, post- and follow-up) on the SBS (x2 = 30.471, p < 0.001) which indicates the effectiveness of AR in reducing participants’ SB. Additionally, it demonstrates that the training impact lasts for two months after the end of the program. According to the research, AR-based software applications have the potential to improve children with ASD's socialization and interaction abilities. It is recommended to do additional research using larger sample sizes and controlled designs.
增强现实（AR）已被证明对患有自闭症谱系障碍（ASD）的儿童有积极的影响，因为它可以通过将数字元素与外部世界相结合所创造的互动体验有效地模拟真实环境。本研究旨在验证基于 AR 的培训计划对减少 ASD 儿童刻板行为（SB）的有效性。研究样本包括 16 名患有 ASD 的男学生，他们就读于沙特阿拉伯 Al-Ahsa 的自闭症学院，年龄从 8 岁到 13 岁不等。研究人员还制定了一项培训计划，并采用了准实验方法，此外还使用了包括刻板行为量表（SBS）在内的研究工具。分析结果表明，在 SBS 的三次测试（测试前、测试后和后续测试）中，参与者的平均排名之间存在显著的统计学差异（x2 = 30.471，p < 0.001），这表明 AR 在减少参与者的 SB 方面非常有效。此外，该研究还表明，培训效果在课程结束后还会持续两个月。研究结果表明，基于 AR 的软件应用有可能提高 ASD 儿童的社交和互动能力。建议使用更大的样本量和对照设计进行更多的研究。
{"title":"Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder","authors":"Sherif Adel Gaber","doi":"10.20448/jeelr.v11i2.5536","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5536","url":null,"abstract":"Augmented reality (AR) has been shown to have a positive impact on children with autism spectrum disorder (ASD) because it can effectively simulate the real environment through interactive experiences created by the integration of digital elements with the outside world. This research aimed to verify the effectiveness of a training program based on AR for reducing stereotypical behavior (SB) in a sample of children with ASD. The study sample consisted of 16 male students with ASD who were enrolled in the Autism Institute in Al-Ahsa, Saudi Arabia, ranging from 8 to 13 years of age. The researcher also developed a training program and employed a quasi-experimental method in addition to research instruments including the Stereotypic Behavior Scale (SBS). The results of the analysis show statistically significant differences between the mean ranks of the participants in the three tests (pre-, post- and follow-up) on the SBS (x2 = 30.471, p < 0.001) which indicates the effectiveness of AR in reducing participants’ SB. Additionally, it demonstrates that the training impact lasts for two months after the end of the program. According to the research, AR-based software applications have the potential to improve children with ASD's socialization and interaction abilities. It is recommended to do additional research using larger sample sizes and controlled designs.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"159 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140797293","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 : 2024-03-13DOI: 10.20448/jeelr.v11i2.5468
Chantelle Bosch
This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning—a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.
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Pub Date : 2024-03-07DOI: 10.20448/jeelr.v11i2.5451
C. C. Giac, Dang Thi Thuan An, Le Thi Thu Hiep, L. H. Hoang, Nguyen Mau Duc
A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and output standards based on input from teachers, students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.
{"title":"Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam","authors":"C. C. Giac, Dang Thi Thuan An, Le Thi Thu Hiep, L. H. Hoang, Nguyen Mau Duc","doi":"10.20448/jeelr.v11i2.5451","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5451","url":null,"abstract":"A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and output standards based on input from teachers, students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140259654","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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