Education and Information Technologies最新文献

The integration of artificial intelligence (AI) into parenting practices has gained significant attention, but there is limited understanding of how demographic factors influence the engagement and perceptions of AI-assisted parenting. This study aims to address this gap by examining the demographic profile of individuals engaging in AI-assisted parenting practices and exploring their perceptions of this new trend. A cross-sectional survey was conducted among Palestinian parents to collect data on demographic variables such as gender, faculty affiliation, educational background, academic title, age distribution, and number of children. Data analysis was conducted using descriptive statistics, t tests, and multiple regression analysis. The results showed that participants were significantly more engaged in AI-assisted parenting, but their perceptions of AI-assisted parenting were moderate. Interestingly, neither their involvement in AI-assisted parenting nor their perceptions were significantly impacted by most of the demographic characteristics examined. However, age and academic affiliation were significant variables, especially for the younger population and those affiliated with scientific faculties. This study provides valuable insights into the demographic characteristics of individuals engaging in AI-assisted parenting practices in Palestine and underscores the importance of considering demographic factors in understanding and promoting AI adoption. The study suggested that integrating AI-assisted parenting practices into educational programs can promote the inclusive adoption of AI technologies. This finding emphasizes the need for user-friendly and culturally sensitive AI tools, ensuring broader acceptance and utilization of AI-assisted parenting practices.

The scope of this paper is to examine the potential capabilities of embossed printers under the lens of Information Technology (IT). One of the main principles of IT is to manage and deliver information into accessible formats to all users with and without disabilities. The present study investigates the discriminability of lines and squares by participants who had severe visual impairment. These lines and squares, produced by braille embossers, represented shapes, figures, and diagrams from a variety of textbooks. Hence, it was expected that the more discriminable these tactile formats are by touch, the more accessible and understandable will be by people who are blind, enhancing the level of collaborative learning and performance. Thirty-four volunteers participated in experiments, and they were invited to conduct matching activities through touch. The researchers, during the experimental phase, recorded (a) all participants’ matching stimuli responses and (b) the time taken for each identification during the matching activities. The tactile stimulus material - tactile lines and square areas - was produced by an advanced braille embosser. Four levels of dot heights (0.030, 0.079, 0.227, and 0.468 mm, respectively) were combined with two versions of densities (10 and 20 dpi, respectively) to create embossed dotted lines and square areas. The results indicated that lines had roughly the same success proportion at the two resolutions (10dpi vs. 20dpi). However, squares had a significantly greater success proportion at 10dpi than at 20dpi. In fact, squares were better than lines at 10 dpi but worse than lines at 20 dpi. Finally, the present study highlights the need to examine further the discriminability among the combinations of embossed lines and areas in order to have a clear-cut “picture” of what is really perceived by participants who are blind and then attempt to develop and propose a standardized protocol to incorporate it in the assistive technology market and in the educational reality as well. Many researchers hold the view that apart from the increased accessibility of students who have visual impairments in the content of their classes, communication and discussions will also be enhanced because of the increased interaction and collaboration among students. According to the researchers, this outcome may enhance the dynamics of an inclusive setup, ensuring a potential well-balanced social integration. Finally, it is argued that the production of outstanding and fine tactile graphs will enable students with vision disability to have access to relevant educational content (such as in science and mathematics), ensuring equity and effective inclusion.

Learning design has become increasingly important in the context of expanding and dynamic digital learning environments. More traditional teaching approaches are no longer sufficient to engage learners in these changing learning environments. Teachers and aspiring learning designers therefore increasingly need learning design expertise, which takes time to develop. This paper responds to this challenge by outlining a fishbone digital learning design method, which is aligned with updated versions of Bloom’s taxonomy for the digital world, as a scaffolded approach to developing basic learning design expertise. The study integrates three practical tools into one learning design method to ensure constructive alignment. The findings contribute to digital educational development and teacher professional development by proposing a practical and easy to adapt learning design method.

Integrating Artificial Intelligence (AI) into learning activities is an essential opportunity to develop students' varied thinking skills. On the other hand, design-based learning (DBL) can more effectively foster creative design processes with AI technologies to overcome real-world challenges. In this context, AI-supported DBL activities have a significant potential for teaching and developing thinking skills. However, there is a lack of experimental interventions in the literature examining the effects of integrating AI into learner-centered methods on active engagement and thinking skills. The current study aims to explore the effectiveness of AI integration as a guidance and collaboration tool in a DBL process. In this context, the effect of the experimental application on the participants’ design thinking mindset, creative self-efficacy (CSE), and reflective thinking (RT) self-efficacy levels and the relationship between them were examined. The participants used ChatGPT and Midjourney in the digital story development process as part of the experimental treatment. The only difference between the control and experimental groups in the digital storytelling process is the AI applications used in the experimental treatment (ChatGPT and Midjourney). In this quasi-experimental method study, participants were randomly assigned to treatment, an AI integration intervention, at the departmental level. 87 participants (undergraduate students) in the experimental group and 99 (undergraduate students) in the control group. The implementation process lasted five weeks. Partial Least Squares (PLS), Structural Equation Modeling (SEM), and Multi-Group Analysis (MGA) were made according to the measurements made at the T0 point before the experiment and at the T1 point after the experiment. According to the research result, the intervention in both groups contributed to the creative self-efficacy, critical reflection, and reflection development of the participants. On the other hand, the design thinking mindset levels of both groups did not show a significant difference in the comparison of the T0 point and the T1 point.

The advancement and application of Artificial Intelligence (AI) has introduced innovative changes in language learning and teaching. In particular, the widespread utilization of various chatbots as foreign language learning partners showcases their remarkable potential contribution to the field. Nevertheless, there are currently few studies that encompass extensive and holistic reviews and analyses of the relevant literature during this period. The study employs bibliometric analysis and a systematic review of representative research to present trends, the current status and future directions of AI research in language teaching and learning, providing language educators, policymakers, and research scholars with visually accessible and comprehensive insights. Results indicate that the field is in its early stages of development, growing rapidly with significant research potential. The study identified the most productive and influential sources, institutions, authors and countries and provided a summary for the most representative papers in the research field. Through keyword analysis, the study delineates the evolutionary progression of AI in the domain of language teaching and learning across different time periods, identifies prevailing research trends and proposes future research directions. Results indicate that influential research in this realm predominantly focuses on refining technological solutions and conducting empirical studies on AI applications in language teaching and learning. This highlights significant interest in the effectiveness of AI in language education and its implementation methods. However, research on the application of AI in language education is still in its infancy. Therefore, the study advocates for increased empirical research on AI’s specific applications in language listening, speaking, reading, and writing, as well as the development of more effective pedagogical approaches. Furthermore, the findings reveal a lack of attention given to various concerns and challenges associated with AI utilization in language teaching and learning, such as concerns regarding academic integrity, content authenticity, potential bias, privacy and security issues, and environmental concerns. At present, there is a lack of suitable solutions or regulatory frameworks proposed to address these concerns adequately.

Career education for students with disabilities during their transition to adulthood is of utmost importance for their career planning and preparation. To implement effective career education for students with disabilities, it is necessary to use technology that provides new learning experiences. This study investigates the impact of an artificial intelligence-based career education program on the career self-efficacy and learning flow of 20 students with intellectual disabilities in a high school. Following the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, the program was conducted over 6 weeks with 12 sessions, utilizing a pre-post single-group design. The results demonstrate significant improvements in career self-efficacy and learning flow among students with intellectual disabilities in the experimental group. These findings underscore the effectiveness of the artificial intelligence-enabled program in promoting active learning, fostering self-understanding, facilitating career exploration, and enabling effective career path planning for these students. Based on these results, the study presents discussions and recommendations for the development and implementation of artificial intelligence-based career education programs for students with intellectual disabilities.

Pair programming is a technique in which two students collaborate on programming tasks. This study aimed to investigate attitudes, toward pair programming with a focus on anxiety, motivation, stress, and efficiency. The sample population consisted of 168 students from three primary schools in Vojvodina (Serbia). The students were aged 6.5–11 years and used a visual programming language for programming at school. In the classrooms the students were randomly divided into two groups; one group worked individually while the other group practiced pair programming. Traditional teaching methods were applied to the control group, while the experimental group used the pair programming method. The control group consisted of 82 students, whereas the experimental group included 86 students. The experimental group comprised 15–15 good students, 14 good − 14 weaker students, and 14 weaker − 14 lowest-skilled students To assess stress and motivation levels, a scaled questionnaire based on a five-point Likert scale was administered. Additionally, observations were made to evaluate effectiveness. Our results confirmed that pair programming increases efficiency but did not reveal a significant difference in the level of anxiety, stress, and motivation between individual programmers and those working in pairs. It seems that variations in efficiency are unrelated to individual students’ abilities. This finding could have implications for promoting and adopting pair programming, in systems. Given that the emotional impact of pair programming may vary among students, it is crucial to research to gain a comprehensive understanding of its outcomes.

Location Based Games (LBGs) can support various learning activities in both formal and informal settings. Furthermore, the fact that they can utilize players’ physical movement for players’ advancement in the game world makes them an appealing alternative for promoting physical activity in students. However, LBGs are not sufficiently used in education with one reason being that their development requires advanced technical skills that school teachers often lack. The aim of this study was twofold: (a) the design and development of an open-source platform for the simplified creation of multi-player educational LBGs that require players’ physical activity, by persons that possess basic computer or smartphone use skills, such as school teachers, and (b) the evaluation of the platform, and specifically of its game design environment, by school teachers as to its perceived usability and acceptance. YOUth Go comprises a Game Designer Environment (GDE), that the designer uses on any device to create a game, and a Game Player Environment (GPE), that the player uses on a GPS enabled Android or iOS device to play the game outdoors. Eighty-four (84) randomly selected in-service teachers attended a three-hour online seminar on mobile learning, LBGs and the use of the GDE. During it, they started creating their own games, that they could complete in their free time for two weeks, after which, they answered an online questionnaire on the usability and acceptance of the GDE. The usability of the GDE was perceived to be good by the teachers, who found it to be user-friendly and did not encounter particular difficulties with it. They were highly satisfied from the GDE, which they perceived as a useful tool for their work, did not feel anxiety about, but had very positive attitudes towards using it, with their intention to use it in the future being high. The findings suggest that teachers are likely to adopt YOUth Go as a tool for promoting students’ learning and physical activity.

During the COVID-19 pandemic, many students refused to turn on their webcams during synchronous online classes. Students may intentionally remain invisible to teachers and colleagues for reasons related to their motivation and emotions. However, less is known about the relationships between students’ activity and frequency of turning on the webcam during synchronous online classes and their self-compassion. In our study (N = 450, Polish students aged 18 to 28), we examined the relationship between students’ self-compassion, self-esteem, body esteem, and discomfort when using webcams with their activity and frequency of turning on the webcam during synchronous online classes. We found that men scored higher than women on self-compassion, self-esteem, and body esteem, but lower on discomfort when using the webcam. In both genders, higher self-compassion was associated with higher self-esteem, higher body esteem, higher activity during synchronous online classes, and less discomfort when using the webcam. Moreover, in women, higher self-compassion was linked with more frequent turning on the webcam. We also observed that discomfort when using the webcam and self-esteem mediated relationships between self-compassion and activity and turning on the webcam during synchronous online classes. Our results indicate the importance of improving self-compassion in students during online education.

Literature indicates that teachers’ technology integration is affected by internal (individual feeling) and external (support from schools) factors. How the two levels of factors affect continuous technology integration remains unclear. Drawing upon the organizational support theory, this study thus proposes a multilevel model to examine how factors at two levels—teacher and school—account for teachers’ technology integration. In the model, teachers’ technology integration is a teacher-level variable, while school support at the school level, refers to how well the school supports teachers. The model specifically investigates the serial mediating roles of teachers’ perceived school support and ICT self-efficacy in the relationship between school support and teachers’ technology integration. Large-scale data (297 schools and 8041 teachers) was collected for analysis. The multilevel mediation model was constructed and analyzed using a multilevel structural equation modeling (MSEM) approach. Key results from the analysis illuminate that school support can only impact teachers’ technology integration when teachers’ perceived school support acts as a mediator. Teachers’ ICT self-efficacy also plays a partial mediation role between teachers’ perceived school support and their technology integration. These findings validate the proposed model. They highlight teachers’ unarticulated need for a supportive school environment and the crucial role of teachers’ perceptions in translating school support into technology integration practices. In doing so, we make a contribution to the methodology for developing effective school support and cultivating appropriate teacher perception for teachers’ technology integration that also extends to creating a supportive school environment by considering both internal and external factors.