Education and Information Technologies最新文献

Smartphone addiction and academic burnout are typical psycho-behavioral problems among adolescents. Extant studies tend to examine them from a single-problem perspective, while research on their co-occurrence is lacking. Moreover, research has been prone to focus on the impacts of the negative sides of smartphone use on the two problems, ignoring the influences of its positive sides. This study applies latent profile analysis (LPA) to probe the co-occurrence patterns of smartphone addiction and academic burnout and the role of both the negative and positive aspects of smartphone use, namely smartphone stress and digital flourishing. Analytical data were from 810 adolescents from secondary schools in China. LPA revealed three co-occurrence patterns: a No Addiction and Burnout Group (34.2%), a Low Addiction Risk and Medium Burnout Group (48.6%), and a High Addiction Risk and Burnout Group (17.3%). Smartphone stress was positively associated with the co-occurrence of the two problems, but digital flourishing can weaken its effect. This study is the first to examine the effects of both the negative and positive sides of smartphone use on the concurrence of smartphone addiction and academic burnout. It has implications for intervention schemes.

To design and script courses, practitioners often collaboratively use simple and tangible tools such as Post-it notes. In light of this, research and development were conducted to develop Eduscript Doctor, an analogic tool that would retain the inductive potential of Post-it notes while structuring the pedagogical scripting process. This Design-Based Research was carried out in three stages: the initial design of the scripting methodology and the tool (3 researchers), their improvement with the participation of practitioners (11 centers), and then an external evaluation (3 teams). The latter stage took the form of a qualitative empirical study on the tool’s utility and usability by examining three MOOCs. The results of the qualitative study showed that the tool was generally useful and usable, facilitating an in-depth analysis of the scripting of the three MOOCs. However, some negative aspects emerged from the interviews, such as the tool’s apparent complexity at first glance, the long time required to store the pieces after use, and the lack of digital backup for the produced models. Among the results of this study, the foundations of a new Learning Design theory centered around the concept of “bricks” also emerged. Although it still requires further research to be stabilized, improved, and validated, a high level of abstraction carried by this new theory will be necessary to consider the tool’s future developments. In conclusion, the results of this initial study on the kit seem promising, but much more research is needed to better understand its uses, methodology, and potential audiences.

Learning analytics provides a novel means to support the development and growth of students into self-regulated learners, but little is known about student perspectives on its utilization. To address this gap, the present study proposed the following research question: what are the perceptions of higher education students on the utilization of a learning analytics dashboard to promote self-regulated learning? More specifically, this can be expressed via the following threefold sub-question: how do higher education students perceive the use of a learning analytics dashboard and its development as promoting the (1) forethought, (2) performance, and (3) reflection phase processes of self-regulated learning? Data for the study were collected from students (N = 16) through semi-structured interviews and analyzed using a qualitative content analysis. Results indicated that the students perceived the use of the learning analytics dashboard as an opportunity for versatile learning support, providing them with a means to control and observe their studies and learning, while facilitating various performance phase processes. Insights from the analytics data could also be used in targeting the students’ development areas as well as in reflecting on their studies and learning, both individually and jointly with their educators, thus contributing to the activities of forethought and reflection phases. However, in order for the learning analytics dashboard to serve students more profoundly across myriad studies, its further development was deemed necessary. The findings of this investigation emphasize the need to integrate the use and development of learning analytics into versatile learning processes and mechanisms of comprehensive support and guidance.

With the emerging forces of online and digital products, scholars keenly captured digital literacy and have new research dimensions. The purpose of this study is to present a bibliometric analysis of digital literacy using CiteSpace and to explore the categories, themes and research evolution in digital literacy. A total of 9042 bibliographic records were retrieved from the WoS Core Collection between 1990 and 2024. With CiteSpace, this paper conducted keywords co-occurrence analysis, reference co-citation analysis, categories co-occurring analysis, landscape view, timeline view, etc. to identify the themes, hotspots, and research evolution of digital literacy research. The results demonstrates that education & educational research, health care sciences & services, and public, environmental & occupational health are the top 3 research categories to which the research of digital literacy belongs. By combining the main clusters and their respective keywords, eight prominent themes were generated. In the timeline view, clusters such as health literacy, digital literacy and digital storytelling are with strong professional vitality and good sustainability, especially cluster digital literacy. The timeline visualization reveals three periods of development of digital literacy research. This study can serve as a fundamental and important support, provide directional guide in the study of digital literacy and contribute to researchers and educators who want to study digital teaching and learning or educational technology for future research in this field.

E-learning systems have strengthened the learning process among students by providing online learning opportunities to them. With the diminishing difference between the academic world and the job markets, students must get the full benefits of e-learning platforms. The disparity in online learning opportunities due to a lack of resources has pushed students in developing countries to a situation where it has been difficult for them to continue through online learning for self-development. E-learning practices in developing countries may contribute to achieving sustainable development of equity in quality education. E-learning systems are increasingly used in India but students’ readiness to adopt them to connect globally depends on several factors. The use of online systems of study was reinforced during the COVID-19 pandemic in India, similar to other countries, due to the closure of schools and colleges. This study is conducted to analyze students’ continuance intention toward e-learning after the COVID-19 pandemic using the extended Unified Theory of Acceptance and Use of Technology model (UTAUT). Students’ responses, those studying in under-graduation and post-graduation courses were collected through questionnaires. Data analysis was done by Structural Equation Modeling (SEM). Most of the respondents had perceived e-learning positively, anticipated applying it in their learning process, and felt fairly competent while using it. A 55.4% variance in Continuance Intention was found directly due to other variables determining the behavioral aspects of students toward e-learning. When students feel e-learning is engaging and consider it easy to use and supportive in improving their effectiveness and learning performance, they feel satisfied using it and their continuance intention for using it is enhanced. International academic institutions and schools across the world should promote and incorporate e-learning systems as part of teaching pedagogy to empower students with adequate skills for e-learning.

The number of Massive Open Online Courses’ (MOOCs) participants has been increasing over the years but its completion rate is extremely low. Social support/social interaction is one of the key factors that has a huge impact on students’ learning motivation in both online and offline environments, but difficult to maintain in MOOCs due to its asynchronicity. Built-in social tools are therefore important in the MOOCs learning context because they can provide opportunities for students to interact with both other students and instructors. Present scoping review focused on built-in social tools in MOOCs and aimed to find out: What theories have been utilised to guide or explain how built-in social tools in MOOCs might support students? What kind of built-in social tools have been applied in MOOCs? What kind of outcomes have been investigated in research that focused on built-in social tools in MOOCs? Seventy articles have been included in this review and we found that (1) the majority of the research did not use any theories or models to guide the study design or explain the findings (2) Forum is dominating in numbers compared to other built-in social tools (3) Most studies focused on observed data such as number and content of posts in the forum, and their relationships with course grade and completion rate. However, no research has focused on how built-in social tools might affect students’ belongingness, which is considered to have a significant influence on students’ motivation to learn. Suggestions to address the research gaps were given.

Higher education institutions are increasingly seeking ways to leverage the available educational data to make program and course quality improvements. The development of automated curriculum analytics can play a substantial role in this effort by bringing novel and timely insights into course and program quality. However, the adoption of curriculum analytics for program quality assurance has been impeded by a lack of accessible and scalable data-informed methods that can be employed to evaluate assessment practices and ensure their alignment with the curriculum objectives. Presently, this work remains a manual and resource intensive endeavour. In response to this challenge, we present an exploratory curriculum analytics approach that allows for scalable, semi-automated examination of the alignment between assessments and learning objectives at the program level. The method employs a comprehensive representation of assessment objectives (i.e., learning objectives associated with assessments), to encode the domain specific and general knowledge, as well as the specific skills the implemented assessments are designed to measure. The proposed method uses this representation for clustering assessment objectives within a study program, and proceeds with an exploratory analysis of the resulting clusters of objectives in relation to the corresponding assessment types and student assessment grades. We demonstrate and discuss the capacity of the proposed method to offer an initial insight into alignment of assessment objectives and practice, using the assessment-related data from an undergraduate study program in information systems.

This quantitative study explores parental awareness of gaming addiction risks and their perceptions of coping strategies among middle school students in Jazan region, Saudi Arabia. Data were collected from 245 parents using a validated questionnaire designed to assess perceptions of three primary risks associated with gaming addiction: health, behavioral, and academic impacts. The results indicate a consistently high level of parental awareness concerning these risks, with respondents uniformly acknowledging their significance. Statistical analyses reveal no statistically significant differences in risk perception based on demographic variables such as gender, educational level, residence, and average monthly income. Furthermore, the study identifies a substantial consensus among parents regarding proposed strategies for addressing gaming addiction risks. These findings underscore the crucial role of parental engagement and awareness in mitigating gaming addiction among middle school students. They emphasize the necessity for collaborative efforts among parents, educators, and policymakers to effectively prevent and manage gaming-related challenges within this demographic. In conclusion, this study provides valuable insights into parental perceptions and strategies concerning gaming addiction risks among middle school students in Jazan region. It advocates for targeted interventions that harness parental involvement and interdisciplinary collaboration to promote healthier gaming behaviors and enhance the overall well-being of children in Saudi Arabia.

The aim of this study is to design and develop an augmented reality based mobile application (HardwARe teaching material) based on the “Computer Systems” subject outcomes in the 5th grade curriculum. In the design and development phase of the HardwARe teaching material, the design-based research (DBR) method, which is frequently preferred in the design and development processes of a product, was employed (Kuzu et al., Anadolu Journal of Educational Sciences International 1(1:)19–35, 2011). In this method, which consists of cycles until the design is optimized, the research is carried out with the presence of the researcher and the target group in the environment at the same time (Wang & Hannafin, Educational Technology Research and Development, 53(4):5-23, 2005). The design and development stages of the HardwARe instructional material were carried out in five cycles with eight ICT teachers, two academicians specialized in the field of ICT and 15 students representing the target group. At the end of the process, an augmented reality supported (hardwARe) teaching material was developed for the targeted subject outcomes. In the process of developing the first prototype of the teaching material, three categories were identified: content, design and interaction. All subsequent cycles were based on these categories. After the completion of all the cycles, a design framework that is a suggestion for new AR applications to be developed for similar purposes was revealed. In this framework, within the scope of the content category, results such as meeting the subject outputs, the writing language used should be appropriate to the level of the target audience, and the multimedia elements used should contain sufficient information were obtained. Within the scope of the design category, abstract concepts within the scope of the subject should be concretized, button and text sizes, instructions and voiceovers used for informative purposes should be appropriate for the target group level. Finally, within the scope of the interaction category, results such as it should be easy to use, there should be instant feedback, buttons should fully fulfill their functions were reached.

The integration of educational data mining and deep neural networks, along with the adoption of the Apriori algorithm for generating association rules, focuses to resolve the problem of misdirection of students in the university, leading to their failure and dropout. This is reached through the development of an intelligent model that predicts the right path for each student based on their academic background, preferences and skills. While we observed no impact of the Socio-Economic and Family Background features on the students’ performance. And this is what was included in this research paper.