Pub Date : 2023-12-28DOI: 10.23947/2334-8496-2023-11-3-461-473
A. Dyatlov, Vitaly V. Kovalev, Diana N. Chilingarova
The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.
{"title":"Motivation, Intensity and Quality of Educational Activity of Russian Schoolchildren in Online Learning","authors":"A. Dyatlov, Vitaly V. Kovalev, Diana N. Chilingarova","doi":"10.23947/2334-8496-2023-11-3-461-473","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-461-473","url":null,"abstract":"The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"19 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150234","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-389-400
N. El Bahri, Z. Itahriouan, Anouar Abtoy, S. Brahim Belhaouari
In the contemporary digital era, social media platforms have a big influence on students’ lives. They use these platforms for self-expression, opinion sharing, and experience reporting (writing or sharing videos or photos about personal experiences) in addition to social interaction. Education professionals and academics may get valuable insights into students’ thoughts, sentiments, interests, academic success, and even personalities by studying their writing on social media. We can improve our teaching, enhance students’ social and emotional development, and create a more engaging learning environment if we have a better knowledge of the student. The purpose of this study is to ascertain whether or not students interact with classmates and other participants in learning platforms in a way that accurately represents their personalities. Data from a sample of students at Abdelmalek Essaadi University of Tetouan were collected from various social media learning environments for the experimental investigation presented in this work, and Symanto AI-based personality tool was used to assess the data. The Big Five Questionnaire was then utilized to assess the personalities of the same students, and the findings were compared to the personality traits discovered by the AI-based approach. The study has shown that the AI based tool has correctly predicted the personality traits of 7 students out of 10 with a correlation of about 0,9 which means that social media-based learning environments can be used by institutions to understand the personality of the student. This paper also gives recommendations about data for obtaining good quality in personality prediction.
在当代数字时代，社交媒体平台对学生的生活影响巨大。除社交互动外，他们还利用这些平台进行自我表达、意见分享和经验报道（撰写或分享有关个人经历的视频或照片）。教育专业人员和学者可以通过研究学生在社交媒体上的写作，了解他们的思想、情感、兴趣、学业成绩，甚至性格。如果我们能更好地了解学生，就能改进我们的教学，促进学生的社交和情感发展，创造更有吸引力的学习环境。本研究的目的是弄清学生在学习平台上与同学和其他参与者的互动是否能准确地代表他们的个性。本研究从各种社交媒体学习环境中收集了阿卜杜勒-马利克-埃萨迪大学（Abdelmalek Essaadi University of Tetouan）学生的样本数据，并使用基于 Symanto AI 的人格工具对数据进行评估。然后利用大五问卷对这些学生的个性进行评估，并将评估结果与基于人工智能的方法所发现的个性特征进行比较。研究表明，基于人工智能的工具正确预测了 10 个学生中 7 个学生的个性特征，相关性约为 0.9，这意味着院校可以利用基于社交媒体的学习环境来了解学生的个性。本文还就如何获得高质量的个性预测数据提出了建议。
{"title":"Using Students’ Digital Written Text in Moroccan Dialect For The Detection of Student Personality Factors","authors":"N. El Bahri, Z. Itahriouan, Anouar Abtoy, S. Brahim Belhaouari","doi":"10.23947/2334-8496-2023-11-3-389-400","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-389-400","url":null,"abstract":"In the contemporary digital era, social media platforms have a big influence on students’ lives. They use these platforms for self-expression, opinion sharing, and experience reporting (writing or sharing videos or photos about personal experiences) in addition to social interaction. Education professionals and academics may get valuable insights into students’ thoughts, sentiments, interests, academic success, and even personalities by studying their writing on social media. We can improve our teaching, enhance students’ social and emotional development, and create a more engaging learning environment if we have a better knowledge of the student. The purpose of this study is to ascertain whether or not students interact with classmates and other participants in learning platforms in a way that accurately represents their personalities. Data from a sample of students at Abdelmalek Essaadi University of Tetouan were collected from various social media learning environments for the experimental investigation presented in this work, and Symanto AI-based personality tool was used to assess the data. The Big Five Questionnaire was then utilized to assess the personalities of the same students, and the findings were compared to the personality traits discovered by the AI-based approach. The study has shown that the AI based tool has correctly predicted the personality traits of 7 students out of 10 with a correlation of about 0,9 which means that social media-based learning environments can be used by institutions to understand the personality of the student. This paper also gives recommendations about data for obtaining good quality in personality prediction.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"215 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169105","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-519-531
Ž. Bjelajac, Aleksandar Filipović, Lazar Stošić
Artificial Narrow Intelligence (ANI) represents a captivating domain within technological advancement, bearing the potential for profound societal transformations. While ANI holds the promise of enhancing various facets of human existence, it concurrently engenders inquiries into its “darker aspects.” This study delves into the challenges associated with ANI’s conceivable manifestation of harm and injustice, a phenomenon devoid of consciousness, intention, or responsibility akin to that of human entities. A pivotal dimension of ANI’s “dark side” pertains to its susceptibility to malevolent utilization. Despite its lack of awareness, ANI serves as a tool for malicious endeavors, encompassing the propagation of disinformation, compromise of security systems, and consequential decision-making. This prompts contemplation on strategies to mitigate these “precise manifestations of malevolence” arising from ANI’s technological progression. Additionally, ANI’s development introduces profound ethical quandaries. Ensuring ANI’s alignment with moral principles while averting scenarios in which it generates decisions conflicting with human morality becomes a pressing concern. This research underscores the imperative for rigorous regulatory frameworks and ethical directives to curtail potential hazards and unscrupulous utilization of ANI. The fundamental objective of this investigation is to advocate for the responsible deployment of ANI in society. A comprehensive understanding of potential risks, complemented by meticulous consideration of ethical dimensions, emerges as an indispensable prerequisite to harmonizing technological advancement with safeguarding societal and individual interests.
人工智能（Artificial Narrow Intelligence，ANI）是科技进步中一个引人入胜的领域，有可能带来深刻的社会变革。虽然人工智能有望提升人类生存的各个方面，但同时也引发了对其 "阴暗面 "的探究。本研究深入探讨了与人工智能可能表现出的伤害和不公正相关的挑战，这种现象缺乏与人类实体类似的意识、意图或责任。ANI 的 "阴暗面 "的一个重要方面是它容易被恶意利用。尽管 ANI 缺乏意识，但它仍可作为恶意行为的工具，包括传播虚假信息、破坏安全系统和影响决策。这促使人们思考如何采取策略，减少 ANI 技术进步所带来的这些 "恶意的精确表现"。此外，ANI 的发展还带来了深刻的伦理难题。确保人工智能与道德原则保持一致，同时避免人工智能做出与人类道德相冲突的决定，成为一个亟待解决的问题。这项研究强调，必须制定严格的监管框架和道德指令，以遏制人工智能的潜在危害和肆意利用。这项调查的根本目的是倡导在社会中负责任地部署人工智能。全面了解潜在风险，辅之以对道德层面的缜密考虑，是协调技术进步与维护社会和个人利益不可或缺的先决条件。
{"title":"Can AI be Evil: The Criminal Capacities of ANI","authors":"Ž. Bjelajac, Aleksandar Filipović, Lazar Stošić","doi":"10.23947/2334-8496-2023-11-3-519-531","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-519-531","url":null,"abstract":"Artificial Narrow Intelligence (ANI) represents a captivating domain within technological advancement, bearing the potential for profound societal transformations. While ANI holds the promise of enhancing various facets of human existence, it concurrently engenders inquiries into its “darker aspects.” This study delves into the challenges associated with ANI’s conceivable manifestation of harm and injustice, a phenomenon devoid of consciousness, intention, or responsibility akin to that of human entities. A pivotal dimension of ANI’s “dark side” pertains to its susceptibility to malevolent utilization. Despite its lack of awareness, ANI serves as a tool for malicious endeavors, encompassing the propagation of disinformation, compromise of security systems, and consequential decision-making. This prompts contemplation on strategies to mitigate these “precise manifestations of malevolence” arising from ANI’s technological progression. Additionally, ANI’s development introduces profound ethical quandaries. Ensuring ANI’s alignment with moral principles while averting scenarios in which it generates decisions conflicting with human morality becomes a pressing concern. This research underscores the imperative for rigorous regulatory frameworks and ethical directives to curtail potential hazards and unscrupulous utilization of ANI. The fundamental objective of this investigation is to advocate for the responsible deployment of ANI in society. A comprehensive understanding of potential risks, complemented by meticulous consideration of ethical dimensions, emerges as an indispensable prerequisite to harmonizing technological advancement with safeguarding societal and individual interests.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"34 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168149","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-475-485
Edisa Puška, Adis Puška, Ilija Stojanović, B. Dudić, Jelena Premović
The knowledge that is based on science, technology, engineering, and mathematics is the basis for the development of any country. Less developed countries lack experts in these areas. Therefore, the ENABLE-BIH project (Enhancing and Advancing Basic Learning and Education in Bosnia and Herzegovina) was introduced in Bosnia and Herzegovina, which aims to improve the situation in the education sector. This study included the Public Institution “Ninth Elementary School” in Brcko District of Bosnia and Herzegovina in which this project was implemented. The study included a total of 125 students from this school. The aim of this study is to examine the difference between attitudes about STEM from the point of view of gender differences and the age of students. After the data were collected, the statements were grouped into appropriate factors using factor analysis. The factor analysis showed that five factors stand out in this research. The results of multiple regression analysis showed that there is no difference between students ‘attitudes regarding gender differences, while there is a difference regarding students’ age. The results of this research showed that the ENABLE-BIH project delivered good results and suggests the importance of implementing similar projects in the future.
{"title":"Students’ Attitudes About STEM Teaching Case Study From Brčko District of Bosnia and Herzegovina","authors":"Edisa Puška, Adis Puška, Ilija Stojanović, B. Dudić, Jelena Premović","doi":"10.23947/2334-8496-2023-11-3-475-485","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-475-485","url":null,"abstract":"The knowledge that is based on science, technology, engineering, and mathematics is the basis for the development of any country. Less developed countries lack experts in these areas. Therefore, the ENABLE-BIH project (Enhancing and Advancing Basic Learning and Education in Bosnia and Herzegovina) was introduced in Bosnia and Herzegovina, which aims to improve the situation in the education sector. This study included the Public Institution “Ninth Elementary School” in Brcko District of Bosnia and Herzegovina in which this project was implemented. The study included a total of 125 students from this school. The aim of this study is to examine the difference between attitudes about STEM from the point of view of gender differences and the age of students. After the data were collected, the statements were grouped into appropriate factors using factor analysis. The factor analysis showed that five factors stand out in this research. The results of multiple regression analysis showed that there is no difference between students ‘attitudes regarding gender differences, while there is a difference regarding students’ age. The results of this research showed that the ENABLE-BIH project delivered good results and suggests the importance of implementing similar projects in the future.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"17 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169065","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-401-415
Mujib Ubaidillah, Putut Marwoto, W. Wiyanto, Bambang Subali
Problem-solving and decision-making skills are essential for individuals across various fields. These skills emphasize the importance of preparing a generation capable of solving problems and making informed decisions. Therefore, this study aimed to learn the publication trends related to problem-solving and decision-making skills for ESD (Education for Sustainable Development) from 2013 to 2022 through Bibliometric analysis. In line with the analysis, a VOSviewer software was used to graphically analyze the obtained bibliographic data. A total of 1519 documents were also analytically acquired from the Scopus database. The results showed a fluctuating trend in the number of publications, with the Journal of Chemical Education and Social Sciences being the highest contributor and the most prevalent field of study at 147 and 689 documents, respectively. The United States was also ranked first in the documents emphasizing problem-solving and decision-making skills, at 512 documents. Moreover, the University of Toronto was the most prolific affiliation, contributing the most publications at 17 documents. The representatives from Indonesia were also grouped into two institutions in the global top twenty affiliates, namely (1) the Indonesian University of Education and (2) the State University of Malang. In line with the results, 159 study experts from Indonesia contributed to the analyzed theme, as the top author originated from the United States having 7 documents. The top document excerpts were also published 240 times in the journal Expert Systems with Applications. The trend of the study visualization subsequently produced 9 clusters, problem-solving and decision-making skills, human, psychology, clinical competencies, education, curriculum, support systems, creativity, and content analysis. These results were helpful to relevant experts, regarding the analytical trend in problem-solving and decision-making skills, recommending directions for future analyses.
{"title":"Problem Solving and Decision-Making Skills for ESD: A Bibliometric Analysis","authors":"Mujib Ubaidillah, Putut Marwoto, W. Wiyanto, Bambang Subali","doi":"10.23947/2334-8496-2023-11-3-401-415","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-401-415","url":null,"abstract":"Problem-solving and decision-making skills are essential for individuals across various fields. These skills emphasize the importance of preparing a generation capable of solving problems and making informed decisions. Therefore, this study aimed to learn the publication trends related to problem-solving and decision-making skills for ESD (Education for Sustainable Development) from 2013 to 2022 through Bibliometric analysis. In line with the analysis, a VOSviewer software was used to graphically analyze the obtained bibliographic data. A total of 1519 documents were also analytically acquired from the Scopus database. The results showed a fluctuating trend in the number of publications, with the Journal of Chemical Education and Social Sciences being the highest contributor and the most prevalent field of study at 147 and 689 documents, respectively. The United States was also ranked first in the documents emphasizing problem-solving and decision-making skills, at 512 documents. Moreover, the University of Toronto was the most prolific affiliation, contributing the most publications at 17 documents. The representatives from Indonesia were also grouped into two institutions in the global top twenty affiliates, namely (1) the Indonesian University of Education and (2) the State University of Malang. In line with the results, 159 study experts from Indonesia contributed to the analyzed theme, as the top author originated from the United States having 7 documents. The top document excerpts were also published 240 times in the journal Expert Systems with Applications. The trend of the study visualization subsequently produced 9 clusters, problem-solving and decision-making skills, human, psychology, clinical competencies, education, curriculum, support systems, creativity, and content analysis. These results were helpful to relevant experts, regarding the analytical trend in problem-solving and decision-making skills, recommending directions for future analyses.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168163","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-417-437
Cam Binh Mai, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen, Ngoc Pham Hoang Bao
The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.
{"title":"Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam","authors":"Cam Binh Mai, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen, Ngoc Pham Hoang Bao","doi":"10.23947/2334-8496-2023-11-3-417-437","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-417-437","url":null,"abstract":"The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"13 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169081","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-511-518
Ž. Spalević, Jelena Kaljević, Slaviša Vučetić, Petar Milić
Through the utilization of artificial intelligence (AI), governments can automate the analysis of publicly available government datasets. This process aids in the recognition of patterns and the development of a more profound comprehension of various socio-economic factors and empowers governments to base their policy decisions on data, effectively tackling societal issues, and optimizing the allocation of resources. In this paper we present AI’s application in the realm of e-government, with particular emphasis on its potential influence on the advancement of this field through e-government services and their significance for a range of stakeholders. Moreover, we have conducted comprehensive review of existing literature on the subject and the identification of avenues for enhancement along with consideration of legislation as a potent instrument to guide the progression of AI within the sphere of e-government, thereby amplifying its transformative effect. We emphasize the importance of education in area of AI in order to ensure it’s high quality implementation in this and other areas.
{"title":"Enhancing Legally-Based E-Government Services in Education Through Artificial Intelligence","authors":"Ž. Spalević, Jelena Kaljević, Slaviša Vučetić, Petar Milić","doi":"10.23947/2334-8496-2023-11-3-511-518","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-511-518","url":null,"abstract":"Through the utilization of artificial intelligence (AI), governments can automate the analysis of publicly available government datasets. This process aids in the recognition of patterns and the development of a more profound comprehension of various socio-economic factors and empowers governments to base their policy decisions on data, effectively tackling societal issues, and optimizing the allocation of resources. In this paper we present AI’s application in the realm of e-government, with particular emphasis on its potential influence on the advancement of this field through e-government services and their significance for a range of stakeholders. Moreover, we have conducted comprehensive review of existing literature on the subject and the identification of avenues for enhancement along with consideration of legislation as a potent instrument to guide the progression of AI within the sphere of e-government, thereby amplifying its transformative effect. We emphasize the importance of education in area of AI in order to ensure it’s high quality implementation in this and other areas.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"81 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169408","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 : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-497-510
Dragan S. Cenić, Tatjana Milosavljević Đukić, Aleksandar M. Stojadinović, Ana Spasić Stošić
This research analyzed the opinions of primary school teachers and students regarding the benefits of outdoor education, using the example of School in Nature, for the organization of educational activities within the instruction process. It explored educational, social, recreational, and ecological aspects, as well as the existing differences in their opinions. The research was conducted on a sample of elementary school teachers and fourth-grade students in the Bor District in the Republic of Serbia. The research involved 223 participants (elementary school teachers N=73, and fourth-grade students N=150). A questionnaire was designed for the purposes of this research to assess the opinions of teachers and students towards the learning environment and the effectiveness of implementing outdoor education in the context of School in Nature. The research results indicate a compliance between teachers’ opinions about the significance of outdoor education, especially through School in Nature, and its benefits to the educational aspect of the teaching process. Students displayed positive attitudes related to social interaction in learning, emphasizing the development of positive social relationships and skills. Differences in opinions between teachers and students regarding the learning environment and the effectiveness of outdoor education in meeting learning objectives represent a significant starting point for better understanding the quality of the teaching process.
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Pub Date : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-439-447
Hanif Akhtar, Retno Firdiyanti
Previous studies suggest that competition and motivation are reliable predictors of academic dishonesty. However, little is known about the role of situational factors in predicting academic dishonesty. Some studies have found that online learning is more prone to academic dishonesty, but others have found the opposite. This study focuses on academic dishonesty, how it relates to competitive orientation and motivation, and how that differs in two class modes (online vs offline). This study was conducted in Indonesia during early 2022, transitioning from online learning due to the Covid-19 pandemic to normal-offline learning. A total of 404 university students participated in this study. Most participants (74.2%) reported they cheated more frequently in online than in offline learning. The independent sample t-test indicated that students in the online learning group showed higher academic dishonesty than students in the offline learning group. Latent regression analysis showed that amotivation, hypercompetitive orientation, and learning mode are significant predictors of academic dishonesty. These findings imply that transitioning from offline to online learning during the pandemic negatively affected academic integrity.
以往的研究表明，竞争和动机是预测学术不诚实行为的可靠因素。然而，人们对情境因素在预测学术不诚实方面的作用知之甚少。一些研究发现，在线学习更容易导致学术不诚实，但另一些研究发现情况恰恰相反。本研究的重点是学术不诚实，它与竞争导向和动机的关系，以及在两种上课模式（线上与线下）下的差异。本研究于 2022 年初在印度尼西亚进行，当时正从因 Covid-19 大流行而进行的在线学习过渡到正常的离线学习。共有 404 名大学生参与了这项研究。大多数参与者（74.2%）表示，他们在在线学习中的作弊频率高于离线学习。独立样本 t 检验表明，在线学习组的学生比离线学习组的学生表现出更高的学术不诚实行为。潜回归分析表明，非激励性、超竞争取向和学习模式是学术不诚实的重要预测因素。这些发现意味着，在大流行病期间从离线学习过渡到在线学习对学术诚信产生了负面影响。
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Pub Date : 2023-12-20DOI: 10.23947/2334-8496-2023-11-3-359-373
Astri Setiamurti, Rose Mini Agoes Salim, Maridha Normawati, Atikah Ainun Mufidah, F. Mangunsong, Shahnaz Safitri
This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.
本研究旨在评估学生的人际因素，即学术内在动机（AIM）、感知创造力促进教师行为（P-CFTB）、学术自我效能感（ASE）和自我调节学习（SRL）对学习在线统计学课程的心理学本科生的学生参与度的影响。研究采用横断面定量设计，时间为 2022 年 10 月至 12 月。数据收集程序采用便利抽样技术，通过线上（社交媒体）和线下（印度尼西亚各大学的讲师、学生执行委员会和心理学系协会）发放问卷。研究参与者为在线学习并通过统计学课程的心理学本科生，共有 671 人填写了问卷。结果表明，所有学生的人际因素，即 AIM、P-CFTB、ASE 和 SRL，对学生参与度的决定作用为 66.9%，其中 ASE 的影响最大（23.99%），P-CFTB 的影响最小（9.78%）。此外，SRL 与 SE 之间的相关值为 r = 0.700，p < 0.001，表明这两个变量之间存在稳健的正相关关系。
{"title":"Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia","authors":"Astri Setiamurti, Rose Mini Agoes Salim, Maridha Normawati, Atikah Ainun Mufidah, F. Mangunsong, Shahnaz Safitri","doi":"10.23947/2334-8496-2023-11-3-359-373","DOIUrl":"https://doi.org/10.23947/2334-8496-2023-11-3-359-373","url":null,"abstract":"This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.","PeriodicalId":507180,"journal":{"name":"International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)","volume":"19 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168366","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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