Pub Date : 2024-06-12DOI: 10.3991/ijim.v18i11.48869
A. S. Abdelmagid, A. M. Ibrahim, A. Teleb, Sultan bin Huwaidi Al-Mutairi, Owies Marashdeh
The current study aims to identify the degree of academic freedom practice and its relationship to the added scientific value and mobile technological forecasting from the perspective of faculty members in Saudi universities. To achieve this goal, a random sample of 23 faculty members from King Khalid University was selected from various specializations. A questionnaire was prepared to determine the extent of academic freedom exercised, the scale of scientific value added, and the scale of technological forecasting. The mean, standard deviation, and linear regression analyses were also used to analyze the research results. The results revealed that faculty members’ practice of academic freedom was average, while scientific value added and technological forecasting were high. The results also indicated the potential to predict the exercise of academic freedom through rapid access to information, financial resources, and technological forecasting.
{"title":"Mobile Technological Forecasting and its Relationship to Added Scientific Value from the Perspective of Faculty Members in Saudi Universities","authors":"A. S. Abdelmagid, A. M. Ibrahim, A. Teleb, Sultan bin Huwaidi Al-Mutairi, Owies Marashdeh","doi":"10.3991/ijim.v18i11.48869","DOIUrl":"https://doi.org/10.3991/ijim.v18i11.48869","url":null,"abstract":"The current study aims to identify the degree of academic freedom practice and its relationship to the added scientific value and mobile technological forecasting from the perspective of faculty members in Saudi universities. To achieve this goal, a random sample of 23 faculty members from King Khalid University was selected from various specializations. A questionnaire was prepared to determine the extent of academic freedom exercised, the scale of scientific value added, and the scale of technological forecasting. The mean, standard deviation, and linear regression analyses were also used to analyze the research results. The results revealed that faculty members’ practice of academic freedom was average, while scientific value added and technological forecasting were high. The results also indicated the potential to predict the exercise of academic freedom through rapid access to information, financial resources, and technological forecasting.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"13 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355305","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 : 2024-06-12DOI: 10.3991/ijim.v18i11.49057
Auliana Nasution, Ambiyar, Refdinal, Muhammad Arpan, Elia Putri
The cryptography course has a mathematical basis and involves programming algorithms in the creation process while the implementation utilizes a programming language. Cryptography has been widely implemented in everyday life. However, the interest and learning outcomes of students in cryptography courses have not met expectations. Processoriented guided inquiry learning (POGIL) models integrated with metaphor. The POGIL metaphorming model is a student-centered learning model directed at active and creative thinking processes. One of the important processes in this stage is to develop a preliminary form of the product, conduct preliminary field testing, make the main product revision, conduct the main field testing, and perform operational product revisions. Based on the findings from the initial stage, an integrated learning model was developed for the cryptography course. Data for the model validation stage included model books, textbooks, lecturer’s guides, and student guides, calculated using content and construct validation techniques. Analysis of validity test data involves calculating the average score of all validator answers using Aiken’s coefficient v. The study results indicated that the model learning POGIL metaphorming is validly designed to enhance student learning processes and outcomes in cryptography courses.
密码学课程以数学为基础，在创建过程中涉及编程算法，而在实施过程中则使用编程语言。密码学已广泛应用于日常生活中。然而，学生对密码学课程的学习兴趣和学习效果并未达到预期。以过程为导向的引导式探究学习（POGIL）模式与隐喻相结合。POGIL 隐喻教学模式是一种以学生为中心的学习模式，旨在培养学生的主动性和创造性思维过程。这一阶段的重要过程之一是开发产品的初步形态、进行初步现场测试、进行产品的主要修改、进行主要现场测试、进行产品的操作性修改。根据初始阶段的研究结果，开发了密码学课程的综合学习模型。模型验证阶段的数据包括模型书、教科书、讲师指南和学生指南，采用内容和构造验证技术进行计算。有效性测试数据分析包括使用艾肯系数 v 计算所有验证者答案的平均得分。研究结果表明，POGIL 元模型学习设计有效地提高了学生在密码学课程中的学习过程和成果。
{"title":"POGIL Learning Model—Metaphorming for Mobile-Based Cryptography Creation","authors":"Auliana Nasution, Ambiyar, Refdinal, Muhammad Arpan, Elia Putri","doi":"10.3991/ijim.v18i11.49057","DOIUrl":"https://doi.org/10.3991/ijim.v18i11.49057","url":null,"abstract":"The cryptography course has a mathematical basis and involves programming algorithms in the creation process while the implementation utilizes a programming language. Cryptography has been widely implemented in everyday life. However, the interest and learning outcomes of students in cryptography courses have not met expectations. Processoriented guided inquiry learning (POGIL) models integrated with metaphor. The POGIL metaphorming model is a student-centered learning model directed at active and creative thinking processes. One of the important processes in this stage is to develop a preliminary form of the product, conduct preliminary field testing, make the main product revision, conduct the main field testing, and perform operational product revisions. Based on the findings from the initial stage, an integrated learning model was developed for the cryptography course. Data for the model validation stage included model books, textbooks, lecturer’s guides, and student guides, calculated using content and construct validation techniques. Analysis of validity test data involves calculating the average score of all validator answers using Aiken’s coefficient v. The study results indicated that the model learning POGIL metaphorming is validly designed to enhance student learning processes and outcomes in cryptography courses.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"120 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351768","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 : 2024-06-12DOI: 10.3991/ijim.v18i11.49777
Fang Chen
With the widespread adoption of mobile interactive technologies and the evolving landscape of higher education, blended learning models have increasingly become a focus of educational reform. These models integrate traditional face-to-face teaching with modern online learning approaches, enhancing learning flexibility and interactivity through mobile technologies. Although blended learning has shown significant advantages in enhancing teaching efficiency and meeting individual student needs, research on its impact on student emotional interaction remains relatively limited. Emotional factors play a crucial role in the learning process, affecting student motivation and outcomes. Current research on emotional interactions in blended learning primarily relies on traditional methods, such as surveys, which frequently do not offer real-time and precise emotional data. Therefore, this paper aims to explore the effective selection of emotional sensing nodes and the accurate extraction of emotional features through mobile interactive technology-supported blended learning. The findings of this study aim to enhance the quality of teaching interactions but also to provide theoretical and practical support for optimizing blended learning models.
{"title":"Exploring Blended Learning Models Supported by Mobile Interactive Technologies in Higher Education","authors":"Fang Chen","doi":"10.3991/ijim.v18i11.49777","DOIUrl":"https://doi.org/10.3991/ijim.v18i11.49777","url":null,"abstract":"With the widespread adoption of mobile interactive technologies and the evolving landscape of higher education, blended learning models have increasingly become a focus of educational reform. These models integrate traditional face-to-face teaching with modern online learning approaches, enhancing learning flexibility and interactivity through mobile technologies. Although blended learning has shown significant advantages in enhancing teaching efficiency and meeting individual student needs, research on its impact on student emotional interaction remains relatively limited. Emotional factors play a crucial role in the learning process, affecting student motivation and outcomes. Current research on emotional interactions in blended learning primarily relies on traditional methods, such as surveys, which frequently do not offer real-time and precise emotional data. Therefore, this paper aims to explore the effective selection of emotional sensing nodes and the accurate extraction of emotional features through mobile interactive technology-supported blended learning. The findings of this study aim to enhance the quality of teaching interactions but also to provide theoretical and practical support for optimizing blended learning models.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"69 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350495","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.48867
Asem Mohammed Ibrahim, Ibrahim Ahmed Al-Farhan, Eman Wefky Ahmed, A. S. Abdelmagid, Khaled Abdel Kader Alomari
This study aims to investigate the impact of teaching science using the Woods model incorporated into mobile technology on developing the depth of scientific knowledge (DSK) among middle school students. To achieve this goal, a teacher’s guide and student worksheets were prepared for teaching and learning the “Chemistry of Matter” unit from the science book using the Woods model. Additionally, a test was developed to measure the DSK at three levels (recall, concepts and skills, and strategic thinking). The quasi-experimental pre-posttest design was used for two groups, one experimental and the other control. The study sample consisted of 62 students from the third grade of an intermediate school in the Abha region for the academic year 2022–2023, with 30 students in the control group and 32 students in the experimental group. The independent sample t-test, Cohen’s d effect size, and etasquared were used to analyze the research data. The results of the study showed a significant effect size for the utilization of the Woods model in developing the DSK at its three levels. The study recommends the importance of using the Woods model in teaching science at various educational levels.
本研究旨在探究在科学教学中使用伍兹模式（Woods model）并将其融入移动技术对培养初中生科学知识深度（DSK）的影响。为实现这一目标，我们编写了教师指南和学生工作表，用于使用伍兹模式教授和学习科学书中的 "物质的化学 "单元。此外，还开发了一个测试，从三个层面（回忆、概念和技能以及战略思维）测量 DSK。研究采用准实验前测后测设计，分为两组，一组为实验组，另一组为对照组。研究样本包括阿卜哈地区一所中学 2022-2023 学年三年级的 62 名学生，其中对照组 30 人，实验组 32 人。研究数据采用独立样本 t 检验、Cohen's d 效应量和等方差分析。研究结果表明，在开发三个层次的 DSK 时使用伍兹模型的效应大小显著。研究建议在不同教育阶段的科学教学中使用伍兹模式。
{"title":"Enhancing Scientific Knowledge Depth in Middle School Students through the Woods Model of Science Instruction using Mobile Technology","authors":"Asem Mohammed Ibrahim, Ibrahim Ahmed Al-Farhan, Eman Wefky Ahmed, A. S. Abdelmagid, Khaled Abdel Kader Alomari","doi":"10.3991/ijim.v18i09.48867","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.48867","url":null,"abstract":"This study aims to investigate the impact of teaching science using the Woods model incorporated into mobile technology on developing the depth of scientific knowledge (DSK) among middle school students. To achieve this goal, a teacher’s guide and student worksheets were prepared for teaching and learning the “Chemistry of Matter” unit from the science book using the Woods model. Additionally, a test was developed to measure the DSK at three levels (recall, concepts and skills, and strategic thinking). The quasi-experimental pre-posttest design was used for two groups, one experimental and the other control. The study sample consisted of 62 students from the third grade of an intermediate school in the Abha region for the academic year 2022–2023, with 30 students in the control group and 32 students in the experimental group. The independent sample t-test, Cohen’s d effect size, and etasquared were used to analyze the research data. The results of the study showed a significant effect size for the utilization of the Woods model in developing the DSK at its three levels. The study recommends the importance of using the Woods model in teaching science at various educational levels.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000007","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.48097
Farikhatul Mutma’innah, Erti Hamimi
The low critical thinking skills of Indonesian students in the 21st century indicate the necessity of training these skills to prepare for a future replete with challenges. Teachers need to innovate learning materials that foster critical thinking skills. This study aims to develop a PBL-based GLOWASEA Edukit media product that is valid, effective, and practical for enhancing students’ critical thinking skills. This developmental research was conducted following the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from the scores on the validation test, practicality test, questions’ validity and reliability test, and pretest and post-test score data. Data were analyzed using percentage analysis and qualitative description. Successively, the results of media and material validation and practicality were 82.61%, 91.17%, and 90.62%. The effectiveness of Edukit media is calculated using the N-Gain formula, resulting in an average score of 0.33, which meets moderate criteria. It can be concluded that the GLOWASEA Edukit media produced is valid, effective, and practical for training students’ critical thinking skills.
{"title":"Development of PBL-Based GLOWASEA (Global Warming on the Sea) Educational Media to Train Critical Thinking Skills on the Topic of Global Warming","authors":"Farikhatul Mutma’innah, Erti Hamimi","doi":"10.3991/ijim.v18i09.48097","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.48097","url":null,"abstract":"\u0000The low critical thinking skills of Indonesian students in the 21st century indicate the necessity of training these skills to prepare for a future replete with challenges. Teachers need to innovate learning materials that foster critical thinking skills. This study aims to develop a PBL-based GLOWASEA Edukit media product that is valid, effective, and practical for enhancing students’ critical thinking skills. This developmental research was conducted following the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from the scores on the validation test, practicality test, questions’ validity and reliability test, and pretest and post-test score data. Data were analyzed using percentage analysis and qualitative description. Successively, the results of media and material validation and practicality were 82.61%, 91.17%, and 90.62%. The effectiveness of Edukit media is calculated using the N-Gain formula, resulting in an average score of 0.33, which meets moderate criteria. It can be concluded that the GLOWASEA Edukit media produced is valid, effective, and practical for training students’ critical thinking skills. \u0000","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997756","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.49027
Xin Zhang, Yang Jun Hai, Cemei Li
The mobile revolution has influenced students’ preferences for various educational platforms in the new digital era, especially regarding young learners’ utilization of mobile devices such as smartphones, iPads, and other gadgets for mobile learning (m-learning). Because of this, universities that implement learning management systems (LMS) through standard web-based platforms should explore the potential for integrating mobile devices and technologies into m-learning platforms. Through the utilization of this technology, LMS can facilitate continuous user interaction and enhance user awareness of any revisions made to the material. To reach the majority of LMS users, mobile applications must be developed for all major mobile platforms. By utilizing the Web View API, this research combined native mobile and web technologies to develop the mobile application. This strategy was adopted in anticipation of the requirement to create and maintain the application across multiple mobile platforms. It was anticipated that this approach would reduce the time needed for creation, maintain a consistent interface, and enable the use of platform-specific features. It also makes sense to provide mobile device access to some of the LMS virtual classroom’s functions. The K-means algorithm is used for analyzing course material and learning. Nevertheless, achieving this goal might not be an easy process. To enable this form of connection between the LMS and the m-learning applications, this chapter assesses the challenges involved in achieving that goal and presents various common interchange designs and related research and development efforts.
{"title":"Learning Management System in Education via Mobile App: Trends and Patterns in Mobile Learning","authors":"Xin Zhang, Yang Jun Hai, Cemei Li","doi":"10.3991/ijim.v18i09.49027","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.49027","url":null,"abstract":"The mobile revolution has influenced students’ preferences for various educational platforms in the new digital era, especially regarding young learners’ utilization of mobile devices such as smartphones, iPads, and other gadgets for mobile learning (m-learning). Because of this, universities that implement learning management systems (LMS) through standard web-based platforms should explore the potential for integrating mobile devices and technologies into m-learning platforms. Through the utilization of this technology, LMS can facilitate continuous user interaction and enhance user awareness of any revisions made to the material. To reach the majority of LMS users, mobile applications must be developed for all major mobile platforms. By utilizing the Web View API, this research combined native mobile and web technologies to develop the mobile application. This strategy was adopted in anticipation of the requirement to create and maintain the application across multiple mobile platforms. It was anticipated that this approach would reduce the time needed for creation, maintain a consistent interface, and enable the use of platform-specific features. It also makes sense to provide mobile device access to some of the LMS virtual classroom’s functions. The K-means algorithm is used for analyzing course material and learning. Nevertheless, achieving this goal might not be an easy process. To enable this form of connection between the LMS and the m-learning applications, this chapter assesses the challenges involved in achieving that goal and presents various common interchange designs and related research and development efforts.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001582","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.48871
Saleh Safeer Alkhathami, Adel Sayed Abbady, Eman Wefky Ahmed, A. Teleb, Manal Marashdh
In this study, we investigate the effectiveness of compassion-focused Techniques integrated Mobile Technology implemented to improve the sense of coherence among visually impaired students. The study sample comprised six students (three males and three females) with an average age of 14.30 years and a standard deviation of 1.06. study tools included a sense of coherence scale developed by Al Sadiq and Abbady (2020) and a compassion-focused therapy program specifically designed by the researchers. The results showed statistically significant differences in the average ranks of visually impaired students in the experimental group between pre-measurement and post-measurement on the Sense of Coherence Scale, favoring the post-measurement after the implementation of the therapeutic program. No statistically significant differences were found in the average scores of visually impaired students in the experimental group between post-measurement and follow-up measurements on the Sense of Coherence Scale after implementing the therapeutic program.
在本研究中，我们调查了为提高视障学生的协调感而实施的以同情为重点的综合移动技术的有效性。研究样本包括六名学生（三男三女），平均年龄为 14.30 岁，标准偏差为 1.06。研究工具包括由 Al Sadiq 和 Abbady（2020 年）开发的一致性感量表和研究人员专门设计的以同情为重点的治疗程序。结果显示，实验组视障学生在一致性感量表上的平均排名在测量前和测量后有显著的统计学差异，实施治疗计划后的测量结果更优。在实施治疗计划后，实验组视障学生在 "连贯感量表 "上的平均得分在测量后和跟踪测量之间没有发现明显的统计学差异。
{"title":"Utilizing Compassion-Focused Therapy Integrated with Mobile Technology: A Therapeutic Approach to Improve Sense of Coherence in Visually Impaired Students","authors":"Saleh Safeer Alkhathami, Adel Sayed Abbady, Eman Wefky Ahmed, A. Teleb, Manal Marashdh","doi":"10.3991/ijim.v18i09.48871","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.48871","url":null,"abstract":"In this study, we investigate the effectiveness of compassion-focused Techniques integrated Mobile Technology implemented to improve the sense of coherence among visually impaired students. The study sample comprised six students (three males and three females) with an average age of 14.30 years and a standard deviation of 1.06. study tools included a sense of coherence scale developed by Al Sadiq and Abbady (2020) and a compassion-focused therapy program specifically designed by the researchers. The results showed statistically significant differences in the average ranks of visually impaired students in the experimental group between pre-measurement and post-measurement on the Sense of Coherence Scale, favoring the post-measurement after the implementation of the therapeutic program. No statistically significant differences were found in the average scores of visually impaired students in the experimental group between post-measurement and follow-up measurements on the Sense of Coherence Scale after implementing the therapeutic program.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001471","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.47957
Miftahuljannah Muslimin, Supriyono Koes Handayanto, Ismi Novita Sari
In the 21st century, students’ higher-order thinking skills (HOTS) are crucial, as they focus on students’ capacity to identify problems and think analytically to solve them. Therefore, students were required to have higher-order thinking skills. The purpose of this research was to assess the impact of e-scaffolding in problem-based learning (PBL) on students’ HOTS in the context of standing waves. This study utilized a quasi-experimental approach employing a non-equivalent control group design. The experimental group, which was taught with e-scaffolding in PBL, consisted of 31 students, while the control group, taught only with the PBL model, had 29 students. A total of eight multiple-choice questions that had been proven valid with a reliability of 0.752 were used to assess students’ HOTS. The data were then analyzed using ANCOVA, with pretest scores as covariates. The results showed statistically significant differences among students with increased higher-order thinking skills in favor of using e-scaffolding in PBL: 0.000 (α < 0.005). The eta squared statistic (0.785) indicates a large effect size. By employing PBL with electronic scaffolding, students actively participate in collaborative activities focused on successful problem-solving, resulting in a high success rate. Consequently, it is recommended to consider e-scaffolding as a primary method for developing higher-order thinking skills.
{"title":"Influence of E-Scaffolding in Problem-Based Learning on Students’ HOTS in Standing Wave","authors":"Miftahuljannah Muslimin, Supriyono Koes Handayanto, Ismi Novita Sari","doi":"10.3991/ijim.v18i09.47957","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.47957","url":null,"abstract":"In the 21st century, students’ higher-order thinking skills (HOTS) are crucial, as they focus on students’ capacity to identify problems and think analytically to solve them. Therefore, students were required to have higher-order thinking skills. The purpose of this research was to assess the impact of e-scaffolding in problem-based learning (PBL) on students’ HOTS in the context of standing waves. This study utilized a quasi-experimental approach employing a non-equivalent control group design. The experimental group, which was taught with e-scaffolding in PBL, consisted of 31 students, while the control group, taught only with the PBL model, had 29 students. A total of eight multiple-choice questions that had been proven valid with a reliability of 0.752 were used to assess students’ HOTS. The data were then analyzed using ANCOVA, with pretest scores as covariates. The results showed statistically significant differences among students with increased higher-order thinking skills in favor of using e-scaffolding in PBL: 0.000 (α < 0.005). The eta squared statistic (0.785) indicates a large effect size. By employing PBL with electronic scaffolding, students actively participate in collaborative activities focused on successful problem-solving, resulting in a high success rate. Consequently, it is recommended to consider e-scaffolding as a primary method for developing higher-order thinking skills.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000181","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.48865
Habibullah Pathan, S. Moskvitcheva, S. Khatoon, Oksana I. Aleksandrova
This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.
{"title":"The Relationship between Teachers’ Motivation, Professional Development, and Mobile Technology Integration in Language Learning","authors":"Habibullah Pathan, S. Moskvitcheva, S. Khatoon, Oksana I. Aleksandrova","doi":"10.3991/ijim.v18i09.48865","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.48865","url":null,"abstract":"This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998515","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 : 2024-05-08DOI: 10.3991/ijim.v18i09.49289
Jingan Hu, Gaimin Jin
As globalization deepens, the significance of English teaching in the educational landscape has become more prominent. Traditional teaching methods are increasingly inadequate for providing personalized and efficient learning experiences. This gap is being addressed by the rapid advancements in artificial intelligence, especially through deep and reinforcement learning. These technologies provide a framework for intelligent English teaching systems by mimicking human learning processes to customize personalized learning experiences, optimize learning paths, and enhance efficiency. However, challenges remain in fine-tuning teaching strategies to meet the varying needs of individual learners and dynamically adapting to their evolving interests in the short term. This study introduces a novel framework for an intelligent English teaching system that leverages the potential of interactive mobile technology alongside a deep Q-network (DQN) algorithm to dynamically adjust English teaching strategies. This approach enables real-time personalization of teaching strategies to create optimal learning paths for individual learners. Moreover, it incorporates a model based on neural collaborative filtering to capture and adapt to learners’ short-term dynamic interests, thereby recommending relevant learning content in real-time. This framework enhances learning efficiency and personalizes content delivery, demonstrating considerable theoretical and practical value for the future of educational technology.
{"title":"An Intelligent Framework for English Teaching through Deep Learning and Reinforcement Learning with Interactive Mobile Technology","authors":"Jingan Hu, Gaimin Jin","doi":"10.3991/ijim.v18i09.49289","DOIUrl":"https://doi.org/10.3991/ijim.v18i09.49289","url":null,"abstract":"As globalization deepens, the significance of English teaching in the educational landscape has become more prominent. Traditional teaching methods are increasingly inadequate for providing personalized and efficient learning experiences. This gap is being addressed by the rapid advancements in artificial intelligence, especially through deep and reinforcement learning. These technologies provide a framework for intelligent English teaching systems by mimicking human learning processes to customize personalized learning experiences, optimize learning paths, and enhance efficiency. However, challenges remain in fine-tuning teaching strategies to meet the varying needs of individual learners and dynamically adapting to their evolving interests in the short term. This study introduces a novel framework for an intelligent English teaching system that leverages the potential of interactive mobile technology alongside a deep Q-network (DQN) algorithm to dynamically adjust English teaching strategies. This approach enables real-time personalization of teaching strategies to create optimal learning paths for individual learners. Moreover, it incorporates a model based on neural collaborative filtering to capture and adapt to learners’ short-term dynamic interests, thereby recommending relevant learning content in real-time. This framework enhances learning efficiency and personalizes content delivery, demonstrating considerable theoretical and practical value for the future of educational technology.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000076","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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