Subjects -> EDUCATION (Total: 2346 journals)
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TEACHING METHODS AND CURRICULUM (38 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Action in Teacher Education     Hybrid Journal   (Followers: 70)
Ámbito Investigativo     Open Access   (Followers: 4)
Éducation & Didactique     Open Access   (Followers: 4)
Educational Studies in Mathematics     Hybrid Journal   (Followers: 17)
Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an     Full-text available via subscription  
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 11)
International Journal of Education through Art     Hybrid Journal   (Followers: 16)
International Journal of Learning and Change     Hybrid Journal   (Followers: 13)
International Journal of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 30)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
ISAA Review     Full-text available via subscription   (Followers: 1)
Jahrbuch für Pädagogik     Full-text available via subscription   (Followers: 2)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Learning Spaces     Open Access   (Followers: 14)
Journal of Montessori Research     Open Access   (Followers: 6)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of University Teaching & Learning Practice     Open Access   (Followers: 42)
Jurnal Pendidikan Nonformal     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Middle School Journal     Hybrid Journal   (Followers: 4)
Mimbar Sekolah Dasar     Open Access  
Profile Issues in Teachers´ Professional Development     Open Access   (Followers: 6)
Psychology Learning & Teaching     Full-text available via subscription   (Followers: 10)
Reading and Writing     Hybrid Journal   (Followers: 20)
Revue française de pédagogie     Open Access   (Followers: 4)
RMLE Research in Middle Level Education     Open Access   (Followers: 2)
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Technology of Education Journal     Open Access   (Followers: 7)
Tréma     Open Access   (Followers: 1)
Writing & Pedagogy     Hybrid Journal   (Followers: 17)
Yearbook of the National Society for the Study of Education     Hybrid Journal   (Followers: 2)
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Similar Journals
Journal Cover
Interactive Technology and Smart Education
Journal Prestige (SJR): 0.191
Citation Impact (citeScore): 1
Number of Followers: 11  
 
Hybrid Journal Hybrid journal   * Containing 1 Open Access Open Access article(s) in this issue *
ISSN (Print) 1741-5659 - ISSN (Online) 1758-8510
Published by Emerald Homepage  [360 journals]
  • Mapping the landscape of Makerspaces in higher education: an inventory of
           research findings

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      Authors: Georgios Pallaris , Panayiotis Zaphiris , Antigoni Parmaxi
      Abstract: The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field. The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0. The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field. This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-06-16
      DOI: 10.1108/ITSE-01-2022-0013
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Visual literacy shown through a magnifying lens by high school students

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      Authors: Pritika Reddy , Bibhya Sharma , Kaylash Chaudhary , Osaiasi Lolohea , Robert Tamath
      Abstract: The purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale. It includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale. The newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate. The limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji. Images are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students. In society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve. To the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-06-07
      DOI: 10.1108/ITSE-01-2022-0007
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The effect of virtual reality technology and education on sustainable
           behavior: a comparative quasi-experimental study

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      Authors: Mohammad Hossein Ronaghi
      Abstract: Sustainability is one of the global challenges, individuals and businesses need to change their behavior and consumption patterns to move towards sustainable development. This is not possible without planning for education and related knowledge transfer. On the other hand, disruptive technologies such as virtual reality (VR) have revolutionized the field of education. The purpose of this study is to evaluate the effect of holding traditional training courses and VR-based training courses on sustainable behavior. It is a quasi-experimental study, in which pretest-posttest design and control group are used. The statistical population includes students of one of the Iranian universities. A total of 105 students were randomly divided into two experimental groups and one control group (35 students in each group). Experimental group 1 underwent a training course using VR and Experimental group 2 received a traditional training course. At first, a pre-test was performed and after completing the eight-session period (two 1-h sessions per week), the post-test was conducted again for the groups. The results of analysis of variance test show that there was a significant difference between the mean scores of sustainable behaviors in the post-test phase in the two experimental groups and the control group. Using Tukey’s test, it was found that the scores of sustainable behavior were different among three groups in pairs. That is, holding a training course as well as using VR has been effective on sustainable behavior. Environmental policymakers and planners can use technologies such as VR to teach environmental issues to create a culture of sustainability and sustainable development, in addition to training and educational courses. Contribution of this study shows that the use of VR can be effective in learning sustainable behavior. Also, holding training courses is a way to change the consumption pattern and behavior of people to maintain the environment and sustainability.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-05-19
      DOI: 10.1108/ITSE-02-2022-0025
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A study on the relation between industry 4.0 technologies and gamification
           in e-learning

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      Authors: Renata Pereira Oliveira , Igor Leão Santos , Cristina Gomes de Souza , Augusto da Cunha Reis , Wallice Medeiros de Souza
      Abstract: COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels. The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science. The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments. To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-05-17
      DOI: 10.1108/ITSE-02-2022-0020
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Integration of Industry 4.0 technologies with Education 4.0: advantages
           for improvements in learning

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      Authors: Eduardo Baldo Moraes , Liane Mahlmann Kipper , Ana Clara Hackenhaar Kellermann , Leonardo Austria , Pedro Leivas , Jorge André Ribas Moraes , Marcus Witczak
      Abstract: The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used. A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis. The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching. Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-05-11
      DOI: 10.1108/ITSE-11-2021-0201
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A study of the virtual reality cybersickness impacts and improvement
           strategy towards the overall undergraduate students’ virtual learning
           experience

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      Authors: Sannia Mareta , Joseph Manuel Thenara , Rafael Rivero , May Tan-Mullins
      Abstract: Virtual reality (VR) technologies have expanded their application domains towards education with pedagogical benefits including fully immersive learning environment and in-depth user engagement through scenario-based virtual simulations. Motion sickness (MS), however, has become one of the long-standing key challenges of the VR utilisation, even in gaming industries. Thus, this paper aims to present a preliminary study on understanding the VR MS, referred as cybersickness, in the teaching and learning (T&L) context at the University of Nottingham Ningbo China. A VR-based virtual classroom content was developed and tested for 60 undergraduate students having equal access to the same VR equipment. A two-step data collection, comprising qualitative and quantitative measures, was conducted for the participants. The aspects of how gender influences the cybersickness severity and how academic background affects the learning experience were investigated and analysed using analysis of variance F-test statistical approach. The results demonstrated approximately 47% of the participants had experienced cybersickness, where 64% of them were females. With confidence level of 95% (a = 5%), the obtained p-value and F-statistical value for the respective gender and study discipline categories against the cybersickness symptoms confirmed the significance level between the two compared variables. Moreover, it is worth highlighting that the virtual movement speed, perspective angle and visual properties of the virtual environment were selected as the top three factors that caused the cybersickness. The study is hoped to provide valuable pointers to current and future VR developers in minimising the cybersickness symptoms that would enable an effective T&L environment in higher education.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-05-04
      DOI: 10.1108/ITSE-10-2021-0193
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Digitalization in higher education: does personal innovativeness matter in
           digital learning'

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      Authors: A. Devisakti , Muhammad Muftahu
      Abstract: The explosion of technology has revolutionized the teaching and learning process in higher education. Students are using the digital technology to aid their learning process. In this sense, digital divide exists among students in higher education as they come from different socioeconomic backgrounds. Thus, this study aims to examine the digital usage among the students from the low-income families (B40) in higher education institutions. The data was drawn by using an online survey from the undergraduates (low-income families B40) in Malaysia higher education institutions. In total, 391 responses were collected. The data was analysed using structural equation modelling method. The results showed that performance expectancy and facilitating conditions have a significant relationship with digital usage. In addition, personal innovativeness has positive significant effect on performance expectancy and effort expectancy. This study sheds light on the students from the lower income family behaviour while using digital technologies for their learning purpose. The study further contributes to the new knowledge on students from the low-income family’s behaviour in using digital technology for their learning process.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-05-03
      DOI: 10.1108/ITSE-10-2021-0182
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Design and implementation of an intelligent tutoring system in the view of
           learner autonomy

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      Authors: Huixiao Le , Jiyou Jia
      Abstract: In intelligent tutoring systems (ITS), learners were often granted limited authority and are forced to obey the decision of the system which might not satisfy their needs. Failure to grant learners sufficient autonomy could yield unexpected effects that hinder learning, including undermining learners’ motivation, priming learners’ aversion to the algorithm. On the contrary, granting learners overwhelming autonomy could also be harmful as the absence of learning support would also have a negative impact on learning. As such, this study aims to design and implement an intelligent tutoring system that offers learners proper autonomy. The main learning activity in the system is doing exercises, and by finishing exercises learners could earn virtual coins. Based on item response theory, exercises are administered to learners with proper difficulty. Based on a recommended difficulty parameter predicted by the system, learners could manually modify the difficulty of the exercises, they could earn more credits by finishing more challenging exercises. Meanwhile, a pedagogical agent is embedded. Learners could customize the agent’s personality jointly with the system to create the learning context they prefer. A intelligent tutoring system with proper learner autonomy (LA) is designed and implemented. Few previous researches have noticed the potentially important role that LA plays in ITS. Learning might be facilitated using such a design.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-04-25
      DOI: 10.1108/ITSE-12-2021-0210
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • What roles do quality and cognitive absorption play in evaluating
           cloud-based e-learning system success' Evidence from medical
           professionals

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      Authors: Yung-Ming Cheng
      Abstract: The purpose of this study is to propose a hybrid model integrating the expectation-confirmation model with the views of cognitive absorption (CA) theory and updated DeLone and McLean information system success model to examine whether quality factors as antecedents to medical professionals’ beliefs can affect their continuance intention of the cloud-based e-learning system. This study’s sampling frame was taken from among medical professionals working in hospitals with over 300 beds in Taiwan which had implemented the cloud-based learning management system (LMS) with a blend of asynchronous and synchronous technologies. Sample data for this study were collected from medical professionals at six hospitals in Taiwan. The data for this study were gathered by means of a paper-and-pencil survey, and each sample hospital that participated in this study was asked to identify a contact person who could distribute the survey questionnaires to medical professionals who had experience in using the cloud-based LMS in their learning. A total of 600 questionnaires were distributed, and 378 (63.0%) usable questionnaires were analyzed using structural equation modeling in this study. This study proved that medical professionals’ perceived learner–content interaction quality, learner–system interaction quality, service quality, cloud storage service quality and learner–human interaction quality all positively caused their perceived usefulness, confirmation and CA elicited by the cloud-based e-learning system, which jointly explained their satisfaction with the system, and resulted in their continuance intention of the system. Several limitations and suggestions may open avenues for future research. First, the limitation of self-reported measures should be considered; future research may combine with qualitative data (e.g. semi-structured, narrative, in-depth interviews, focus group interviews and open-ended questions) to get more complete interpretations of medical professionals’ cloud-based e-learning continuance intention. Next, this study’s data were collected from hospitals in Taiwan only; given this study’s limited scope, future research may generalize this study’s sample to the respondents of other national cultural backgrounds and make cross-country comparisons to enhance the completeness of this study. Finally, this study’ results were based on cross-sectional data; future research may use a longitudinal analysis by taking into account the evolution of medical professionals’ cloud-based e-learning continuance intention over time. This study fully evaluates interaction-related and cloud-related quality determinants through an understanding of medical professionals’ state of CA in explaining their cloud-based e-learning system continuance intention that is difficult to expound with only their utilitarian perception of the system. Hence, the results contribute to deep insights into an all-round quality evaluation in the field of medical professionals’ cloud-based e-learning continuance intention, and extrinsic and intrinsic motivators are both taken into consideration in this study’s theoretical development of medical professionals’ cloud-based e-learning continuance intention to acquire a more comprehensive and robust analysis.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-04-25
      DOI: 10.1108/ITSE-12-2021-0222
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Fostering self-regulation and engaged exploration during the
           learner-content interaction process: the role of scaffolding in the online
           inquiry-based learning environment

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      Authors: Md Abdullah Al Mamun
      Abstract: This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment. The classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms. The findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules. Integrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-04-19
      DOI: 10.1108/ITSE-11-2021-0195
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Research on personalized recommendation of MOOC resources based on
           ontology

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      Authors: Yuanmin Li , Dexin Chen , Zehui Zhan
      Abstract: The purpose of this study is to analyze from multiple perspectives, so as to form an effective massive open online course (MOOC)personalized recommendation method to help learners efficiently obtain MOOC resources. This study introduced ontology construction technology and a new semantic association algorithm to form a new MOOC resource personalized recommendation idea. On the one hand, by constructing a learner model and a MOOC resource ontology model, based on the learner’s characteristics, the learner’s MOOC resource learning preference is predicted, and a recommendation list is formed. On the other hand, the semantic association algorithm is used to calculate the correlation between the MOOC resources to be recommended and the learners’ rated resources and predict the learner’s learning preferences to form a recommendation list. Finally, the two recommendation lists were comprehensively analyzed to form the final MOOC resource personalized recommendation list. The semantic association algorithm based on hierarchical correlation analysis and attribute correlation analysis introduced in this study can effectively analyze the semantic similarity between MOOC resources. The hybrid recommendation method that introduces ontology construction technology and performs semantic association analysis can effectively realize the personalized recommendation of MOOC resources. This study has formed an effective method for personalized recommendation of MOOC resources, solved the problems existing in the personalized recommendation that is, the recommendation relies on the learner’s rating of the resource, the recommendation is specialized, and the knowledge structure of the recommended resource is static, and provides a new idea for connecting MOOC learners and resources.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-04-12
      DOI: 10.1108/ITSE-10-2021-0190
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Predicting students’ continuance use of learning management system at a
           technical university using machine learning algorithms

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      Authors: Noble Arden Kuadey , Francois Mahama , Carlos Ankora , Lily Bensah , Gerald Tietaa Maale , Victor Kwaku Agbesi , Anthony Mawuena Kuadey , Laurene Adjei
      Abstract: This study aims to investigate factors that could predict the continued usage of e-learning systems, such as the learning management systems (LMS) at a Technical University in Ghana using machine learning algorithms. The proposed model for this study adopted a unified theory of acceptance and use of technology as a base model and incorporated the following constructs: availability of resources (AR), computer self-efficacy (CSE), perceived enjoyment (PE) and continuance intention to use (CIU). The study used an online questionnaire to collect data from 280 students of a Technical University in Ghana. The partial least square-structural equation model (PLS-SEM) method was used to determine the measurement model’s reliability and validity. Machine learning algorithms were used to determine the relationships among the constructs in the proposed research model. The findings from the study confirmed that AR, CSE, PE, performance expectancy, effort expectancy and social influence predicted students’ continuance intention to use the LMS. In addition, CIU and facilitating conditions predicted the continuance use of the LMS. The use of machine learning algorithms in e-learning systems literature has been rarely used. Thus, this study contributes to the literature on the continuance use of e-learning systems using machine learning algorithms. Furthermore, this study contributes to the literature on the continuance use of e-learning systems in developing countries, especially in a Ghanaian higher education context.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-04-12
      DOI: 10.1108/ITSE-11-2021-0202
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Mobile learning adoption continuance: role of locus of control on its
           determinants

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      Authors: Roche Tumlad Magsayo
      Abstract: This study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners from a rural region in the Philippines. It assesses the extent of the determinants of mobile learning adoption continuance and their interrelationships and the role of a personality trait (e.g. locus of control) on its determinants. This study used a rigorous literature review method that led to a mobile learning adoption continuance model. This proposed model analyzed the perceptions of higher education learners’ experiences on mobile learning adoption during the COVID-19 pandemic (i.e. informal setting). The data collection was self-administered using an online survey from a convenience sample size of 434 using adapted questionnaire instruments. The study used factor analysis by using a structural package for social sciences (SPSS) and analysis of the moment of the structure. The effect sizes of the direct effect, simple and serial mediation and interaction effects in a path model were analyzed by using user-defined estimand and orthogonalized approaches. The findings indicate that the effect of perceived security risks along with perceived functional benefit and learner value affect the mobile learning adoption continuance. The perceived learner value mediates the perceived functional benefit relationship on mobile learning adoption continuance. Perceived security risk indirectly affects mobile learning adoption continuance through perceived functional benefit and learner value. In addition to this, the internal locus of control strengthens the positive relationship between perceived functional benefit and mobile learning adoption continuance. However, it dampens the positive relationship of perceived learner value. The study provides an essential foundation on the mobile learning adoption model that focuses on its continuance. This model integrated perceived security risks, functional benefits and learner value aspects of continuance intention that higher education institutions may consider in their mobile learning initiative. It further provides evidence to intensify the important moderating role of locus of control that intervenes on the determinants of mobile learning adoption continuance.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-03-11
      DOI: 10.1108/ITSE-10-2021-0191
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Smartphones and academic performance: evidence from India

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      Authors: Rithwik Nayak Ammunje , Mahesh Prabhu H , Gopalakrishna Barkur
      Abstract: This paper aims to explore the impact of excessive smartphone use on students’ academic performance. In today’s digitalized world, smartphones have become a vital device in human lives and have taken control over every aspect of day-to-day activities. After a thorough literature review, the factors associated with smartphone use that impact student performance were identified, and a conceptual framework was developed. Further, a survey was conducted by contacting 264 students pursuing higher education in India to test the model. Structural equation modeling was adopted to test the hypotheses. Results indicate that there is no direct impact of excessive mobile phone use on student performance. However, it can be observed that excessive mobile phone use impacts student performance indirectly mediated by technoference. This study was conducted among students pursuing higher education in cosmopolitan cities with representation from India. Future studies can test the model among students in tier two cities and rural areas and primary and high school students for more insights. This study has suggestions for college management to promote a hybrid learning model and prohibit using smartphones in classrooms and academic areas. This study is among the earliest to explore the impact of technoference in an academic environment.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-02-14
      DOI: 10.1108/ITSE-11-2021-0204
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Design for learning – involving teachers in digital didactic design
           (D)

         This is an Open Access Article Open Access Article

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      Authors: Pernilla Nilsson , Jesper Lund
      Abstract: This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies. During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning. The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK. This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching. As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers. The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools. Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-02-09
      DOI: 10.1108/ITSE-08-2021-0143
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Decoding and designing massive open online courses (MOOCs)

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      Authors: Archana Shrivastava , Ashish Shrivastava
      Abstract: This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-01-18
      DOI: 10.1108/ITSE-08-2021-0146
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Project-based learning in human–computer interaction: a
           service‐dominant logic approach

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      Authors: Amela Karahasanović , Alma Leora Culén
      Abstract: This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects. This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation. The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education. The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues. While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-01-18
      DOI: 10.1108/ITSE-10-2021-0178
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Emerging perspectives and challenges for virtual collaborative learning in
           an institution of higher education: a case of Lesotho

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      Authors: Gloria Lihotetso Matee , Nthabiseng Motlohi , Palesa Nkiwane
      Abstract: This study aims to investigate emerging perspectives and challenges which teaching staff and students in the Faculties of Business and Accounting, Health and Education as well as Computing encountered in using Virtual Collaborative Learning during their classes in one accredited institution of higher education in Maseru district Lesotho. Previously conducted studies reveal that although similar studies to the current one have been conducted in different countries across the globe, conducting them in another different country such as Lesotho and in a different context might provide new information. The study draws on Lev Vygotsky’s social constructivism as the theoretical framework because it is relevant and appropriate. The study was buttressed by constructivism paradigm, qualitative design as well as a qualitative case study. A purposive sampling technique was used in this study. A sample of 35 students and 11 teaching staff from the 3 respective faculties were used as participants of the study. This qualitative case study was based on online questionnaires issued to the participants using emails for data collection. Data were generated based on the themes which emerged. The findings of the study suggest that majority of students found Virtual Collaborative Learning helpful and a user-friendly tool. However, lack of resources, clear instructions from the teaching staff and cooperation, internet connectivity issues, as well as data expenses have been identified as stumbling blocks that discourage students’ satisfactory engagement in Virtual Collaborative Learning. The findings further revealed various strategies including encouraging students to cooperate, grading students’ participation on online platforms and consultations could be used to overcome the challenges encountered in using Virtual Collaborative Learning. For generalisability and understanding of the breadth of the students and teaching staff experiences and challenges of Virtual Collaborative Learning, the authors recommend further study to be conducted on a larger representative sample, using the established themes of the current study. Using face-to-face interviews and classroom observations for data collection would have been more suitable for a qualitative methodology. However, due to COVID-19 regulations that restrict contact and limit lessons on online platforms, an online questionnaire was used for data collection. This research reveals emerging perspectives and challenges which are encountered by teaching staff and students while using Virtual Collaborative Learning in one institution of higher education in Maseru Lesotho.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-01-14
      DOI: 10.1108/ITSE-06-2021-0110
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Offline vs online problem-based learning: a case study of student
           engagement and learning outcomes

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      Authors: Hans Kristianto , Linda Gandajaya
      Abstract: Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.
      Citation: Interactive Technology and Smart Education
      PubDate: 2022-01-10
      DOI: 10.1108/ITSE-09-2021-0166
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Interactive Technology and Smart Education

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