Pub Date : 2025-01-01Epub Date: 2025-02-03DOI: 10.1007/s44322-024-00022-9
Rebecca Upsher, Eleanor Dommett, Sophie Carlisle, Sarah Conner, Geraldene Codina, Anna Nobili, Nicola C Byrom
In educational research, the complexity of interventions and the diversity of contexts challenge the adequacy of existing reporting standards, primarily tailored for health interventions and randomised controlled trials. Recognising the critical need for appropriate tools to support education research, we developed two checklists: the CheckList Of Standards of reporting in Education Research (CLOSER) and the Checklist for Intervention Description of Education Research (CIDER). CLOSER was designed to guide the comprehensive reporting of quantitative educational intervention research from the abstract to the discussion for multiple study designs. Concurrently, CIDER details the precise features of educational interventions. The final refinements of CLOSER and CIDER comprise of 34 and 17 items, respectively, developed through a five-stage process, including tool adaptation, expert feedback, a 2-round modified Delphi consensus survey, and final refinements. These checklists aim to enhance the clarity of educational intervention research findings, facilitating their replicability and subsequent meaningful translation into practice and policy. This addresses the gap in educational research reporting standards and sets the stage for a more robust, evidence-informed approach to educational intervention development and evaluation.
Supplementary information: The online version contains supplementary material available at 10.1007/s44322-024-00022-9.
{"title":"Improving reporting standards in quantitative educational intervention research: introducing the CLOSER and CIDER checklists.","authors":"Rebecca Upsher, Eleanor Dommett, Sophie Carlisle, Sarah Conner, Geraldene Codina, Anna Nobili, Nicola C Byrom","doi":"10.1007/s44322-024-00022-9","DOIUrl":"10.1007/s44322-024-00022-9","url":null,"abstract":"<p><p>In educational research, the complexity of interventions and the diversity of contexts challenge the adequacy of existing reporting standards, primarily tailored for health interventions and randomised controlled trials. Recognising the critical need for appropriate tools to support education research, we developed two checklists: the CheckList Of Standards of reporting in Education Research (CLOSER) and the Checklist for Intervention Description of Education Research (CIDER). CLOSER was designed to guide the comprehensive reporting of quantitative educational intervention research from the abstract to the discussion for multiple study designs. Concurrently, CIDER details the precise features of educational interventions. The final refinements of CLOSER and CIDER comprise of 34 and 17 items, respectively, developed through a five-stage process, including tool adaptation, expert feedback, a 2-round modified Delphi consensus survey, and final refinements. These checklists aim to enhance the clarity of educational intervention research findings, facilitating their replicability and subsequent meaningful translation into practice and policy. This addresses the gap in educational research reporting standards and sets the stage for a more robust, evidence-informed approach to educational intervention development and evaluation.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s44322-024-00022-9.</p>","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"14 1","pages":"2"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11801185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.7821/naer.2023.7.1384
Belén Poveda García-Noblejas, María Luisa Barceló-Cerdá, Inmaculada Rodríguez Gómez, E. López-Gómez
This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective.
{"title":"Exploring Student Teacher Perceptions on the Benefits of the Teaching Practicum","authors":"Belén Poveda García-Noblejas, María Luisa Barceló-Cerdá, Inmaculada Rodríguez Gómez, E. López-Gómez","doi":"10.7821/naer.2023.7.1384","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1384","url":null,"abstract":"This article examines student teacher perceptions regarding the benefits of the teacher education practicum. For this purpose, a cross-sectional study was performed using a questionnaire. Participants consisted of 455 students from the Early Childhood and Primary Education Degrees studying at a university in the Madrid community. The questionnaire was administered between the academic years of 2017/2018 and 2021/2022 (2019/2020 was excluded due to the pandemic), at the end of each practicum period of the 2nd, 3rd, and 4th year courses of the distinct teaching student cohorts. Results were analyzed based on a quantitative perspective, revealing relevant benefit and utility profiles, confirming that the variable that most modulates student perception is the Practicum period (finding lower scores for the intermediate practicum), followed by the gender variable, and finally, the Degree variable, which has the most stable results. These findings are discussed, highlighting certain proposals to improve teaching practicum programs, and to encourage a better knowledge of the teaching practicum in terms of its benefits and usefulness, considering the teacher candidate perspective. ","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48873078","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1287
Gizéh Rangel-de Lázaro, J. Duart
Technological revolutionary changes have boosted mobile learning’s evolution from supplementary material for teaching to a flexible, strategic, and convenient resource, driving new paths in higher education. With global increases in wireless internet access and the advent of highly functional smartphones and tablets, which have impacted the rise in mobile device ownership, mobile learning has expanded its applications as a direct way to implement tailored learning settings. Notably, during the COVID-19 pandemic, together with other educational technologies, it became a solicited tool in remote education. In this systematic review, we will explore how educators and researchers have been documenting the development and impact of mobile learning tools in the teaching and learning process since the COVID-19 outbreak. Results show that, embedded with online higher education programs, mobile learning has empowered interaction in content creation, communication, and collaboration between learners and instructors, significantly impacting learning effectiveness. Moreover, although this technology is well established in higher education, it remains attractive for educators who actively use it because of its pedagogic potential.
{"title":"Moving Learning: A Systematic Review of Mobile Learning Applications for Online Higher Education","authors":"Gizéh Rangel-de Lázaro, J. Duart","doi":"10.7821/naer.2023.7.1287","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1287","url":null,"abstract":"Technological revolutionary changes have boosted mobile learning’s evolution from supplementary material for teaching to a flexible, strategic, and convenient resource, driving new paths in higher education. With global increases in wireless internet access and the advent of highly functional smartphones and tablets, which have impacted the rise in mobile device ownership, mobile learning has expanded its applications as a direct way to implement tailored learning settings. Notably, during the COVID-19 pandemic, together with other educational technologies, it became a solicited tool in remote education. In this systematic review, we will explore how educators and researchers have been documenting the development and impact of mobile learning tools in the teaching and learning process since the COVID-19 outbreak. Results show that, embedded with online higher education programs, mobile learning has empowered interaction in content creation, communication, and collaboration between learners and instructors, significantly impacting learning effectiveness. Moreover, although this technology is well established in higher education, it remains attractive for educators who actively use it because of its pedagogic potential.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257026","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1469
Alfonso Javier García González, Facundo Froment, M. R. Bohórquez Gómez-Millán
University students' motivation can be affected by several factors, one being their perceptions of teacher behaviour in the classroom. This study aimed to predict university students' state motivation from their perceptions of teacher credibility. The participants were 344 students from the University of Seville. A structural equation model was used with the partial least squares method (PLS-SEM), a technique based on variance, employed to test, and validate the proposed hypotheses. The results reveal, on the one hand, a positive effect of teacher credibility on state motivation and, on the other hand, that teacher credibility has predictive power and predictive relevance for state motivation. Likewise, there is evidence of predictive validity in that teacher credibility can predict values for new cases of state motivation. Strategies are provided for a university faculty to manage their behaviour in the classroom to increase their students' state motivation, highlighting the use of PLS-SEM as a data analysis tool suitable for application in higher education.
{"title":"University Teacher Credibility as a Strategy to Motivate Students","authors":"Alfonso Javier García González, Facundo Froment, M. R. Bohórquez Gómez-Millán","doi":"10.7821/naer.2023.7.1469","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1469","url":null,"abstract":"University students' motivation can be affected by several factors, one being their perceptions of teacher behaviour in the classroom. This study aimed to predict university students' state motivation from their perceptions of teacher credibility. The participants were 344 students from the University of Seville. A structural equation model was used with the partial least squares method (PLS-SEM), a technique based on variance, employed to test, and validate the proposed hypotheses. The results reveal, on the one hand, a positive effect of teacher credibility on state motivation and, on the other hand, that teacher credibility has predictive power and predictive relevance for state motivation. Likewise, there is evidence of predictive validity in that teacher credibility can predict values for new cases of state motivation. Strategies are provided for a university faculty to manage their behaviour in the classroom to increase their students' state motivation, highlighting the use of PLS-SEM as a data analysis tool suitable for application in higher education.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263706","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1467
E. Vázquez-Cano, José-Manuel Sáez-López, Rolando-Óscar Grimaldo-Santamaría, M. Quicios-García
The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.
{"title":"Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection","authors":"E. Vázquez-Cano, José-Manuel Sáez-López, Rolando-Óscar Grimaldo-Santamaría, M. Quicios-García","doi":"10.7821/naer.2023.7.1467","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1467","url":null,"abstract":"The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46716628","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}
Based on a human rights and development approach, this article aims to study the influence and impact of structural violence in the Northern Triangle of Central America on children's right to education. First, it analyses the context of poverty, inequality and generalised violence that plagues the sub-region under study. Secondly, a diagnosis is made of the situation regarding the right to education through indicators of educational completion and efficiency, including critical moments in the transition through the education system, as well as the phenomenon of school dropout. The article then analyses a series of determining factors in the violation of the right to education, insofar as they are linked to the situation of generalised structural violence. Finally, a series of conclusions are offered in order to guide debate and reflection on possible solutions to the problem studied.
{"title":"Violence and the Right to Education in the Northern Triangle of Central America","authors":"Luis-Miguel Lázaro Lorente, Míriam Lorente Rodríguez","doi":"10.7821/naer.2023.7.1322","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1322","url":null,"abstract":"Based on a human rights and development approach, this article aims to study the influence and impact of structural violence in the Northern Triangle of Central America on children's right to education. First, it analyses the context of poverty, inequality and generalised violence that plagues the sub-region under study. Secondly, a diagnosis is made of the situation regarding the right to education through indicators of educational completion and efficiency, including critical moments in the transition through the education system, as well as the phenomenon of school dropout. The article then analyses a series of determining factors in the violation of the right to education, insofar as they are linked to the situation of generalised structural violence. Finally, a series of conclusions are offered in order to guide debate and reflection on possible solutions to the problem studied.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42202938","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1452
Julio Cabero-Almenara, Juan-Jesús Gutiérrez-Castillo, Julio Barroso-Osuna, Antonio Palacios-Rodríguez
The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.
{"title":"Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities","authors":"Julio Cabero-Almenara, Juan-Jesús Gutiérrez-Castillo, Julio Barroso-Osuna, Antonio Palacios-Rodríguez","doi":"10.7821/naer.2023.7.1452","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1452","url":null,"abstract":"The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792394","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1494
L. Carvalho, Linda J. Castañeda, P. Yeoman
The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.
{"title":"The 'Birth of Doubt' and 'The Existence of Other Possibilities': Exploring How the ACAD Toolkit Supports Design for Learning","authors":"L. Carvalho, Linda J. Castañeda, P. Yeoman","doi":"10.7821/naer.2023.7.1494","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1494","url":null,"abstract":"The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391194","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1458
José-María Romero-Rodríguez, M. Ramírez-Montoya, Mariana Buenestado-Fernández, Fernando Lara-Lara
Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: 1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; 2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; 3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.
{"title":"Use of ChatGPT at University as a Tool for Complex Thinking: Students' Perceived Usefulness","authors":"José-María Romero-Rodríguez, M. Ramírez-Montoya, Mariana Buenestado-Fernández, Fernando Lara-Lara","doi":"10.7821/naer.2023.7.1458","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1458","url":null,"abstract":"Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: 1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; 2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; 3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397781","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 : 2023-07-15DOI: 10.7821/naer.2023.7.1385
Miguel González-Mohino, María Angeles Rodriguez-Domenech, A. I. Callejas-Albiñana, Ana Castillo-Canalejo
The widespread use of digital technologies and the expansion of social networks has created new communication and meeting spaces where people and social and political actors connect with each other. This opens diverse spaces and possibilities for digital engagement in a more accessible, immediate, continuous, egalitarian, and personalized way. Digital technology facilitates learning, dissemination, and access to information, turning it into a means of communication and fueling the practice of critical thinking. In particular civic critical thinking practices improve the organization and effectiveness of civic networks and spaces for citizen participation, ultimately helping to produce responsible, conscious citizens. This study proposes a series of hypotheses based on the relationships between digital learning, critical thinking and civic participation, and tests them using the technique of structural equation modeling (SEM) with partial least squares (PLS) applied to a sample of 191 primary and secondary school students. The results indicate that digital tools have a positive impact on the development of critical thinking, and this influences citizen participation, transforming people into more engaged citizens of the world with participatory attitudes and values.
{"title":"Empowering Critical Thinking: The Role of Digital Tools in Citizen Participation","authors":"Miguel González-Mohino, María Angeles Rodriguez-Domenech, A. I. Callejas-Albiñana, Ana Castillo-Canalejo","doi":"10.7821/naer.2023.7.1385","DOIUrl":"https://doi.org/10.7821/naer.2023.7.1385","url":null,"abstract":"The widespread use of digital technologies and the expansion of social networks has created new communication and meeting spaces where people and social and political actors connect with each other. This opens diverse spaces and possibilities for digital engagement in a more accessible, immediate, continuous, egalitarian, and personalized way. Digital technology facilitates learning, dissemination, and access to information, turning it into a means of communication and fueling the practice of critical thinking. In particular civic critical thinking practices improve the organization and effectiveness of civic networks and spaces for citizen participation, ultimately helping to produce responsible, conscious citizens. This study proposes a series of hypotheses based on the relationships between digital learning, critical thinking and civic participation, and tests them using the technique of structural equation modeling (SEM) with partial least squares (PLS) applied to a sample of 191 primary and secondary school students. The results indicate that digital tools have a positive impact on the development of critical thinking, and this influences citizen participation, transforming people into more engaged citizens of the world with participatory attitudes and values.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300974","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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