Education and Information Technologies最新文献

Abstract

Access to dangerous goods training for firefighters in remote areas is limited for financial and logistical reasons. Virtual reality (VR) is a promising solution for this challenge as it is cost-effective, safe, and allows to simulate realistic scenarios that would be dangerous or difficult to implement in the real world. However, rigorous evaluations of VR training tools for first responders are still scarce. In this exploratory user study, a simple VR training tool involving two dangerous goods scenarios was developed. In each scenario, trainees learned how to safely approach a jackknifed truck with a trailer and how to collect and communicate information about the transported materials. The tool was tested with a group of 24 professional firefighter trainees (n = 22) and instructors (n = 2), who each completed the two training scenarios. The main goal of the study was to assess the usability of the VR tool in the given scenarios. Participants provided feedback on cybersickness, perceived workload, and usability. They also filled out a knowledge test before and after the VR training and gave feedback at the end of the study. The VR tool recorded task completion duration and participants’ navigation and use of tools events. Overall, the tool provided good usability, acceptance, and satisfaction. However, a wide range in individuals’ responses was observed. In addition, no post-training improvement in participants' knowledge was found, likely due to the already high level of knowledge pre-training. Future directions for improving the VR tool, general implications for other VR training tools, and suggestions for future research are discussed.

The immersive experience and diverse interaction modes provided by virtual digital technology match the spatial sensitivity and practical ability required in the field of architectural teaching, and its technological advantages can significantly enhance teaching outcomes. However, in the field of architecture teaching, there has been a lack of discussion on the suitability of different virtual technologies and teaching scenarios for historical buildings. Therefore, this study constructed a comprehensive adaptive evaluation system for virtual technology and selected 360-degree panoramic technology (360-degree PT), Immersive Virtual Reality (IVR) technology, and Desktop Virtual Reality (DVR) technology as representatives for empirical study. The research method used in this experiment is a questionnaire survey, involving a total of 60 students majoring in architecture and planning, with a certain foundation in historical architecture knowledge. Multiple statistical methods are employed to analyze the data. The experimental data indicates that IVR technology performs the best in terms of learning outcomes, learning autonomy, and sense of presence, making it suitable for immersive and interactive learning needs. 360-degree PT demonstrates the best perception of architectural features, catering to the demand for visual effects. DVR technology exhibits the highest learning efficiency, meeting the need for simplicity, efficiency, and widespread application. On the other hand, augmented reality (AR) technology and mixed reality (MR) technology have lower adaptability and do not meet the learning requirements for immersive spatial experiences. This study is expected to provide a new technical pathway for teaching historical buildings and serve as a systematic reference for selecting specific technologies.

Abstract

Digital technologies promote active, interactive, collaborative, and immersive learning but the challenge of how to prepare teachers effectively for digital technology utilisation in the instructional process remains a pertinent problem for education institutions. Guided by task-technology fit theory, this research delves into technology use by teachers and argues that efficacy of utilisation is contingent on technology compatibility with teachers’ tasks. Using the context of wearable technology, this research examines the links between task-technology fit, teaching innovativeness, and teacher readiness to use wearables in teaching. 346 survey responses from physical education teachers in Kuwait were analysed using partial least squares structural equation modelling. The analysis evaluates hypothesised relationships and considers the roles of task and technology characteristics, information and communication technology proficiency, and attitudes towards co-creation. The survey results suggest that there is a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Furthermore, the results provide empirical evidence that task and technology characteristics positively relate to task-technology fit, while technology proficiency and attitudes towards co-creation positively relate to teaching innovativeness. The findings carry theoretical implications related to factors influencing task-technology fit and its relationship with teaching innovativeness. In practical terms, the findings advise supporting teachers’ digital skills and integrating fit considerations into education technology selection. Overall, this study provides added value to theory by positing that teacher readiness can be explained by both task-technology fit and teacher innovativeness. This readiness context changes the dynamics of constructs within task-technology fit theory – creating a stronger relationship between technology characteristics and task-technology fit.

Abstract

Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between 2011 and 2023, of which 40 met our inclusion criteria. Most of the sampled studies focused on teaching receptive vocabulary knowledge and vocabulary breadth. All utilized cognitive strategies. Their common design features included noticing and receptive or productive retrieval, and most implicitly drew upon dual-coding theory. Our findings highlight the need for a balanced approach to vocabulary learning, encompassing both vocabulary breadth and depth, as well as receptive and productive knowledge. They also suggest that affective and social learning strategies should be promoted alongside the cognitive ones that are currently dominant. Additionally, our identification of commonly and rarely used design features can guide curriculum designers to develop more effective tools. Lastly, we argue that the design of technology-enhanced learning should be theory-driven.

In today’s rapidly evolving technological landscape, educational institutions are at the forefront of integrating smart technologies, inspired by the broader concept of smart cities. The transition to smart campuses, exemplified by the Mohammed VI Polytechnic University (UM6P) case study, is gaining momentum. However, the blueprint for an ideal smart campus is still under exploration. While various studies have proposed innovative models, there’s a need for a cohesive framework that can serve as a foundation for these campuses. The integration of the latest Information and Communication Technology for Education (ICTE) is crucial for the automation of campus facilities. Key technologies such as the Internet of Things (IoT), artificial intelligence (AI), cloud computing, radio-frequency identification (RFID), and Augmented Reality (AR) are central to this transformation. This systematic review delves deep into these technologies, highlighting their collective role in shaping the future of smart campuses. Our research emphasizes that the success of a smart campus is not just about individual technologies but their synergistic application. Recognizing this, we introduce the “Four-Pillar Architectural Framework” for smart campus development, ensuring a holistic approach that encompasses all stakeholders in the educational ecosystem. This framework not only underscores the importance of each technology but also provides a structured approach to their integration. Our study’s primary contribution is this architectural framework, which serves as a roadmap for future research and the development of intelligent systems that enhance the educational experience.

In recent years, “sustainability education” in Higher Education has become an increasingly popular topic among researchers driven by the constant calls for the research community to contribute novel research that can aid in building a sustainable world. The objective of this paper was to explore how sustainability concepts have been integrated in Information Systems (IS) curricula, to determine the state of knowledge in this area and provide guidance for future research. Using Arksey and O’Malley’s five-stage scoping review process, the current landscape of sustainability in IS classrooms is mapped and key themes and factors which were found to influence sustainability education in IS are identified. Eight databases were searched for relevant papers published on this topic. Fifteen articles were selected and deemed high quality for a thematic analysis. As a result, nine themes emerged from the thematic analysis, and key research gaps and directions for future research are presented. The findings show that there is currently no unified approach to sustainability education in IS. This paper presents the themes in a novel conceptual research framework which can guide the incorporation of sustainability concepts in IS education. In addition, the framework can be used as the basis for future research in this area.

History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students’ acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students’ attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students’ initial expectations matched their experiences, their perceptions of the technology’s usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

Abstract

This study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys (n = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students' acceptance of self- and peer-assessment, although students show more confidence in the teacher's judgement and concern about the validity and reliability of their peers' marks.

The purpose of the current article is to evaluate social responsibility, digital ethics, and knowledge about safe data storage among students of different ages. Four hundred students took part in the study: 200 people each in the first and fifth years of study. Their ages were 19.2 years (SD = 1.08) and 24.4 years (SD = 1.18), respectively. The research tools were the Chinese University Students’ Social Responsibility Scale (CUSSRS), the Digital Ethics Level Scale (SLDE), and the Cyber Security Awareness Survey (CSA). It was found that with age, the indicators of Social Responsibility become higher. Digital Ethics also increases with age: in the category of Privacy and Data Protection, first-year students had a mean value of 11.49 versus 16.04 of fifth-year students; in the Ethical Use of Technology – 12.05 versus 16.49; in Digital Security − 11.02 versus 15.00, respectively. At the same time, the Digital Accessibility subscale was the same for the two groups, without significant differences. In addition, the value of Cybersecurity Awareness was higher among fifth-year students with an indicator of 58.86 against an indicator of 46.33 for first-year students, that is, it was 12.53 higher.