Pub Date : 2024-04-09DOI: 10.3991/ijim.v18i07.48471
Faranak Sahraie, Ahmad Rezvanfar, Seyed Hamid Movahedmohammadi, Martin Ebner, Amir Alambeigi, Mohammadreza Farrokhnia
The present study aimed to examine students’ emotions in e-learning classes through facial expressions and investigate the influence of different instructional methods on students’ emotional responses. In this study, we examined the facial expressions of 17 undergraduate students using three different methods of presenting educational content (PowerPoint, video, and Kahoot) in online classes and analyzed the data with face reader software. The findings demonstrated that students experienced various positive and negative emotions with different methods of content delivery. Furthermore, comparing the three methods revealed that the Kahoot method elicited the highest average of positive emotions among students compared to the other two methods. This difference can be attributed to the visual attractiveness and interactive nature of the Kahoot environment. Additionally, this study highlights that simply incorporating multimedia materials, such as PowerPoint presentations and videos, is not sufficient to enhance effectiveness and cultivate positive emotions in e-learning. While multimedia materials serve as supportive tools and enhance visualization, interaction at various levels (content, teacher, peers, etc.) is necessary. Nevertheless, the significance of this research lies in the innovative application of a tool for analyzing emotions in online learning classrooms, thereby enhancing the measurement of genuine and objective emotional responses in e-learning environments.
{"title":"Analysis of Learners' Emotions in E-Learning Environments Based on Cognitive Sciences","authors":"Faranak Sahraie, Ahmad Rezvanfar, Seyed Hamid Movahedmohammadi, Martin Ebner, Amir Alambeigi, Mohammadreza Farrokhnia","doi":"10.3991/ijim.v18i07.48471","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48471","url":null,"abstract":"The present study aimed to examine students’ emotions in e-learning classes through facial expressions and investigate the influence of different instructional methods on students’ emotional responses. In this study, we examined the facial expressions of 17 undergraduate students using three different methods of presenting educational content (PowerPoint, video, and Kahoot) in online classes and analyzed the data with face reader software. The findings demonstrated that students experienced various positive and negative emotions with different methods of content delivery. Furthermore, comparing the three methods revealed that the Kahoot method elicited the highest average of positive emotions among students compared to the other two methods. This difference can be attributed to the visual attractiveness and interactive nature of the Kahoot environment. Additionally, this study highlights that simply incorporating multimedia materials, such as PowerPoint presentations and videos, is not sufficient to enhance effectiveness and cultivate positive emotions in e-learning. While multimedia materials serve as supportive tools and enhance visualization, interaction at various levels (content, teacher, peers, etc.) is necessary. Nevertheless, the significance of this research lies in the innovative application of a tool for analyzing emotions in online learning classrooms, thereby enhancing the measurement of genuine and objective emotional responses in e-learning environments.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"131 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140725854","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.48069
T. Nurita, Lia Yuliati, M. A. Mahdiannur, F. B. Ilhami
This study aims to determine the effect of case-based science, technology, engineering, and mathematics (STEM) integrated with mobile simulation on fostering students’ creative thinking skills. This study utilized an experimental design, specifically a pretest-posttest control group design. The research subjects were 40 students from a university in Surabaya City. The research instrument used was a test measuring creative thinking ability. The data was analyzed using the Wilcoxon non-parametric test because it was not normally distributed. The results showed that: (1) there is a statistically significant difference between the initial test and the final test; (2) there is a significant increase in the creative thinking ability of students who participate in oscillation-based STEM Embedded learning with mobile simulation; (3) there is a positive relationship between the use of mobile simulation and students’ STEM Embedded creative thinking ability. The conclusion of this study is that case-based STEM embedded oscillation with mobile simulation is effective in improving students’ creative thinking skills.
{"title":"The Effectiveness of Case-Based STEM Integrated with Mobile Simulation to Foster Students’ Creative Thinking Skills","authors":"T. Nurita, Lia Yuliati, M. A. Mahdiannur, F. B. Ilhami","doi":"10.3991/ijim.v18i07.48069","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48069","url":null,"abstract":"This study aims to determine the effect of case-based science, technology, engineering, and mathematics (STEM) integrated with mobile simulation on fostering students’ creative thinking skills. This study utilized an experimental design, specifically a pretest-posttest control group design. The research subjects were 40 students from a university in Surabaya City. The research instrument used was a test measuring creative thinking ability. The data was analyzed using the Wilcoxon non-parametric test because it was not normally distributed. The results showed that: (1) there is a statistically significant difference between the initial test and the final test; (2) there is a significant increase in the creative thinking ability of students who participate in oscillation-based STEM Embedded learning with mobile simulation; (3) there is a positive relationship between the use of mobile simulation and students’ STEM Embedded creative thinking ability. The conclusion of this study is that case-based STEM embedded oscillation with mobile simulation is effective in improving students’ creative thinking skills.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140720655","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.48601
Boxin Li, Hong’e Ren, Jing Tian
With the escalation of global warming and human activities, large-scale wildfires have become increasingly frequent, posing significant threats to both ecological environments and human societal safety. Satellite remote sensing technology plays a pivotal role in wildfire monitoring and risk assessment, providing extensive geographical coverage and continuous monitoring capabilities. Traditional methods for predicating wildfire risk, however, face limitations in processing large-scale remote sensing data, especially in cloud detection and temporal information analysis. In response to this challenge, a novel set of image processing algorithms has been developed to enhance the efficiency and accuracy of wildfire risk prediction. Initially, a cloud detection and removal algorithm based on deep learning is introduced. This algorithm effectively identifies and eliminates cloud interference in remote sensing images, thereby significantly improving the quality and usability of image data. Subsequently, a temporal information capturing technique is proposed, capable of processing vast amounts of remote sensing data and extracting time series features. This technique provides robust data support for wildfire risk prediction. The application of these technologies not only improves the efficiency of the data processing workflow but also enhances the timeliness and accuracy of the prediction model, holding significant practical importance for guiding actual wildfire prevention and response measures.
{"title":"Advancements in Satellite Remote Sensing for Predicting Large-Scale Wildfire Risks: An Image Processing Algorithmic Framework","authors":"Boxin Li, Hong’e Ren, Jing Tian","doi":"10.3991/ijim.v18i07.48601","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48601","url":null,"abstract":"With the escalation of global warming and human activities, large-scale wildfires have become increasingly frequent, posing significant threats to both ecological environments and human societal safety. Satellite remote sensing technology plays a pivotal role in wildfire monitoring and risk assessment, providing extensive geographical coverage and continuous monitoring capabilities. Traditional methods for predicating wildfire risk, however, face limitations in processing large-scale remote sensing data, especially in cloud detection and temporal information analysis. In response to this challenge, a novel set of image processing algorithms has been developed to enhance the efficiency and accuracy of wildfire risk prediction. Initially, a cloud detection and removal algorithm based on deep learning is introduced. This algorithm effectively identifies and eliminates cloud interference in remote sensing images, thereby significantly improving the quality and usability of image data. Subsequently, a temporal information capturing technique is proposed, capable of processing vast amounts of remote sensing data and extracting time series features. This technique provides robust data support for wildfire risk prediction. The application of these technologies not only improves the efficiency of the data processing workflow but also enhances the timeliness and accuracy of the prediction model, holding significant practical importance for guiding actual wildfire prevention and response measures.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"298 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722935","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.48247
Zhuang Li
This paper combines the emerging Internet with actual student classrooms to design a PHP-framework-based web-based instruction platform, aiming to improve students’ learning efficiency after class. This system uses the PHP language and integrates MVC-based ThinkPHP, Bootstrap, jQuery’s $, ajax asynchronous request, art-template rendering, and other technologies. The interface of the system is simple and easy to operate, with various layout styles and display effects. Students can increase their interest in learning and improve their learning efficiency by watching the teaching videos on the website. The system summarizes a large amount of teaching resources and information to promote the structure and mode of reform in education and teaching. Such an intelligent platform with permanent knowledge preservation and instant sharing features effectively motivates students’ learning efficiency, interest, and initiative.
{"title":"A PHP Framework-Based Web-Based Instruction Platform","authors":"Zhuang Li","doi":"10.3991/ijim.v18i07.48247","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48247","url":null,"abstract":"This paper combines the emerging Internet with actual student classrooms to design a PHP-framework-based web-based instruction platform, aiming to improve students’ learning efficiency after class. This system uses the PHP language and integrates MVC-based ThinkPHP, Bootstrap, jQuery’s $, ajax asynchronous request, art-template rendering, and other technologies. The interface of the system is simple and easy to operate, with various layout styles and display effects. Students can increase their interest in learning and improve their learning efficiency by watching the teaching videos on the website. The system summarizes a large amount of teaching resources and information to promote the structure and mode of reform in education and teaching. Such an intelligent platform with permanent knowledge preservation and instant sharing features effectively motivates students’ learning efficiency, interest, and initiative.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"44 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140727728","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.48083
Hendra Susanto, Ibrohim, Andi Basuki, H. Fadzil, Afiz Baghiz Syafruddin, Ari Gunawan
The growing industry has given birth to various innovations, one of which is the emergence of three new branches of knowledge in biology: biotechnology, biochemistry, and biomedicine. However, this branch of science has not been explored in biology education for students. Technology, in the form of online learning platforms, can address current challenges. STEAM-based biology learning can increase student engagement, motivate creative exploration, and stimulate critical thinking. This study aims to develop an advanced biology learning platform and test the feasibility of the learning media. This study follows the analysis, design, development, implementation, and evaluation (ADDIE) model. The results of this study have led to the development of the “Advanced Biology” website, which contains various exciting features for students. This feature includes a homepage display, learning content display, case-based learning, and research project display. This platform provides engaging educational videos and comprehensive learning materials. The case studies on this site offer an overview of problem-solving and the current state of the industry. This media validates learning materials, media, and technology in the ideal category.
{"title":"Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach","authors":"Hendra Susanto, Ibrohim, Andi Basuki, H. Fadzil, Afiz Baghiz Syafruddin, Ari Gunawan","doi":"10.3991/ijim.v18i07.48083","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48083","url":null,"abstract":"The growing industry has given birth to various innovations, one of which is the emergence of three new branches of knowledge in biology: biotechnology, biochemistry, and biomedicine. However, this branch of science has not been explored in biology education for students. Technology, in the form of online learning platforms, can address current challenges. STEAM-based biology learning can increase student engagement, motivate creative exploration, and stimulate critical thinking. This study aims to develop an advanced biology learning platform and test the feasibility of the learning media. This study follows the analysis, design, development, implementation, and evaluation (ADDIE) model. The results of this study have led to the development of the “Advanced Biology” website, which contains various exciting features for students. This feature includes a homepage display, learning content display, case-based learning, and research project display. This platform provides engaging educational videos and comprehensive learning materials. The case studies on this site offer an overview of problem-solving and the current state of the industry. This media validates learning materials, media, and technology in the ideal category.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140723105","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.45335
Fahad Saleem Al-Hafdi, Waleed Salim Alhalafawy
Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently.
基于游戏化的学习是近年来的一种趋势，由于数字化的发展，它在过去几年里受到了越来越多的关注。游戏化已成为教育环境中的一个重要方面，游戏化元素在电子学习环境中发挥着至关重要的作用。本研究的动机是需要解决现有教育游戏化研究中的一个空白。之所以存在这一空白，是因为缺乏对游戏化在教育环境中的发展和效果进行监测的研究。开展此类研究非常重要，可以为游戏化领域的未来研究提供指导。为了了解和描述游戏化及其在学习方面的潜力，我们进行了文献计量分析和系统的文献综述。文献计量分析的结果显示，研究中最常使用的关键词是游戏化、基于游戏的学习（GBL）、激励和参与。在这一领域发表的大部分研究都是在美国进行的，其次是西班牙和英国。人类行为中的计算机期刊》（Journal of Computers in Human Behavior）和《计算机与教育期刊》（Journal of Computers and Education）是主要关注 GBL 领域的两本期刊。该领域最有名的作者是Hamari, Juho, Patel, Mitesh S., Landers和Richard N.。该领域正在经历大幅增长，研究数量从2012年的7项增加到2021年的917项。系统综述发现，大学生是赌博活动最频繁的参与者。使用最多的游戏元素是积分、排行榜和徽章，而涉及最多的学习成果是成就感、参与度和积极性。本文的主要目的是为学者和研究机构提供一份综合指南，概述与游戏化主题相关的重点领域。系统研究还确定了指导教师和电子学习设计者可能最常依赖的游戏化关键要素。
{"title":"Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review","authors":"Fahad Saleem Al-Hafdi, Waleed Salim Alhalafawy","doi":"10.3991/ijim.v18i07.45335","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.45335","url":null,"abstract":"Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140721020","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 : 2024-04-09DOI: 10.3991/ijim.v18i07.48337
Yaqing Liu
The continuous improvement and refinement of artificial intelligence (AI) technology has facilitated the broader application of human-computer interaction in the field of education management. The construction of an educational management human-computer interaction system based on AI technology can optimize and improve key parameters of educational management human-computer interaction scenarios, thereby creating a more comprehensive mobile learning (m-learning) application system. This paper is based on AI technology, analyzing gesture semantics and speech semantics, and combining fusion algorithms to construct an education management human interaction system. The performance changes of the system were compared with real experimental operations and the NOBOOK platform analysis. The results show that the education management human-computer interaction system constructed in this article can enhance the m-learning experience of participants. It ensures high recognition accuracy, leading to higher scores in all dimensions of indicator evaluation. Therefore, as one of the crucial forms of m-learning, the human-computer interaction system for education management based on AI can establish a foundation for the further enhancement and development of education management.
{"title":"Design and Optimization of Human-Computer Interaction System for Education Management Based on Artificial Intelligence","authors":"Yaqing Liu","doi":"10.3991/ijim.v18i07.48337","DOIUrl":"https://doi.org/10.3991/ijim.v18i07.48337","url":null,"abstract":"The continuous improvement and refinement of artificial intelligence (AI) technology has facilitated the broader application of human-computer interaction in the field of education management. The construction of an educational management human-computer interaction system based on AI technology can optimize and improve key parameters of educational management human-computer interaction scenarios, thereby creating a more comprehensive mobile learning (m-learning) application system. This paper is based on AI technology, analyzing gesture semantics and speech semantics, and combining fusion algorithms to construct an education management human interaction system. The performance changes of the system were compared with real experimental operations and the NOBOOK platform analysis. The results show that the education management human-computer interaction system constructed in this article can enhance the m-learning experience of participants. It ensures high recognition accuracy, leading to higher scores in all dimensions of indicator evaluation. Therefore, as one of the crucial forms of m-learning, the human-computer interaction system for education management based on AI can establish a foundation for the further enhancement and development of education management.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140727358","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 : 2024-03-05DOI: 10.3991/ijim.v18i05.47925
Meilani Safitri, N. Suryani, A. Asrowi, S. Sukarmin
Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving.
{"title":"Collaborative Digital Learning as a Virtual Learning Environment on Mathematics","authors":"Meilani Safitri, N. Suryani, A. Asrowi, S. Sukarmin","doi":"10.3991/ijim.v18i05.47925","DOIUrl":"https://doi.org/10.3991/ijim.v18i05.47925","url":null,"abstract":"Collaborative digital learning (CDL) has been a trend since the 4.0 era and has grown in popularity in the aftermath of the COVID-19 outbreak. This study is a literature review that aims to examine the existing literature on CDL and virtual learning environments (VLEs), with a specific focus on their application in mathematics classes. The data was collected by compiling all published articles from the past five years and then analyzing the information to draw conclusions. Content analysis approaches were utilized for descriptive and thematic data analysis. The findings of this study indicate that the use of computer-based learning (CBL) as a VLE has been successfully adopted and is quite useful in remote learning, particularly during the COVID-19 pandemic. Based on these findings, it is recommended to develop a CBL VLE to assess its impact on mathematics education in schools, especially on metacognitive abilities in problem-solving.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"127 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078655","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.43669
W. Alkasasbeh, A. Amawi
This paper explores how the integration of educational technology (EdTech) has been incorporated into the field of physical education (PE) and explores the difficulties encountered by Physical Education teachers (PETs) in successfully implementing technology. Through a systematic secondary literature review spanning the past decade, this paper identifies several key challenges, including unpreparedness, a trial-and-error approach, a shift in teaching priorities, and variations in teacher effectiveness. These challenges underscore the pressing need for readiness, adaptability, and preparation in the face of unforeseen disruptions, particularly in the context of online instruction. This study presents substantial recommendations to address these issues, emphasizing the pivotal role of technology-infused teacher education programs and advocating for Physical Education teachers’ education (PETE) faculty to embrace technology leadership. By implementing these recommendations, PETE programs can better equip preservice teachers and faculty members to harness technology for more effective learning experiences. Consequently, this endeavor aims to elevate the quality of PE in our increasingly digitalized era.
{"title":"Elevating Physical Education Teacher Through Technology Integration","authors":"W. Alkasasbeh, A. Amawi","doi":"10.3991/ijim.v18i02.43669","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.43669","url":null,"abstract":"This paper explores how the integration of educational technology (EdTech) has been incorporated into the field of physical education (PE) and explores the difficulties encountered by Physical Education teachers (PETs) in successfully implementing technology. Through a systematic secondary literature review spanning the past decade, this paper identifies several key challenges, including unpreparedness, a trial-and-error approach, a shift in teaching priorities, and variations in teacher effectiveness. These challenges underscore the pressing need for readiness, adaptability, and preparation in the face of unforeseen disruptions, particularly in the context of online instruction. This study presents substantial recommendations to address these issues, emphasizing the pivotal role of technology-infused teacher education programs and advocating for Physical Education teachers’ education (PETE) faculty to embrace technology leadership. By implementing these recommendations, PETE programs can better equip preservice teachers and faculty members to harness technology for more effective learning experiences. Consequently, this endeavor aims to elevate the quality of PE in our increasingly digitalized era.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597774","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.44327
Behnam Behforouz, Ali Al Ghaithi
The present paper attempted to measure the effectiveness of an interactive WhatsApp bot on the listening skills of Omani English as a Foreign Language (EFL) learners. For this purpose, 40 Omani intermediate EFL learners were divided into two groups: a control and an experimental in a higher education institution. A pretest was conducted to ensure the homogeneity of listening skills among all the participants. While both groups received instructions and exercises on listening in class, an interactive WhatsApp bot was designed for the experimental group to receive more instructions and training without time and place limitations. Later, a posttest and a delayed posttest were conducted to compare learners’ performance. The study results showed smooth progress of both groups in listening exams during the posttest and delayed posttest; however, the experimental group’s performance was significantly high. The findings of the study are efficacious and helpful for teachers and learners.
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