International Journal of Educational Technology in Higher Education最新文献_第7页

Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy 利用计算机视觉进行STEM教育中的适应性学习:参与和自我效能的影响

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-29 DOI: 10.1186/s41239-023-00422-5

Ting-Ting Wu, Hsin-Yu Lee, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang

{"title":"Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy","authors":"Ting-Ting Wu, Hsin-Yu Lee, Wei-Sheng Wang, Chia-Ju Lin, Yueh-Min Huang","doi":"10.1186/s41239-023-00422-5","DOIUrl":"https://doi.org/10.1186/s41239-023-00422-5","url":null,"abstract":"Abstract In the field of Science, Technology, Engineering, and Mathematics (STEM) education, which aims to cultivate problem-solving skills, accurately assessing learners' engagement remains a significant challenge. We present a solution to this issue with the Real-time Automated STEM Engagement Detection System (RASEDS). This innovative system capitalizes on the power of artificial intelligence, computer vision, and the Interactive, Constructive, Active, and Passive (ICAP) framework. RASEDS uses You Only Learn One Representation (YOLOR) to detect and map learners' interactions onto the four levels of engagement delineated in the ICAP framework. This process informs the system's recommendation of adaptive learning materials, designed to boost both engagement and self-efficacy in STEM activities. Our study affirms that RASEDS accurately gauges engagement, and that the subsequent use of these adaptive materials significantly enhances both engagement and self-efficacy. Importantly, our research suggests a connection between elevated self-efficacy and increased engagement. As learners become more engaged in their learning process, their confidence is bolstered, thereby augmenting self-efficacy. We underscore the transformative potential of AI in facilitating adaptive learning in STEM education, highlighting the symbiotic relationship between engagement and self-efficacy.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies 行为学学习方法在职前英语教师TPACK与在线信息寻求策略开发中的应用

1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-25 DOI: 10.1186/s41239-023-00421-6

Taibe Kulaksız

{"title":"Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies","authors":"Taibe Kulaksız","doi":"10.1186/s41239-023-00421-6","DOIUrl":"https://doi.org/10.1186/s41239-023-00421-6","url":null,"abstract":"Abstract This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis 职前教师对人工智能的接受程度：多群体分析

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-09-04 DOI: 10.1186/s41239-023-00420-7

Chengming Zhang, Jessica Schießl, Lea Plößl, Florian Hofmann, M. Gläser-Zikuda

引用次数: 3

Social anxiety in digital learning environments: an international perspective and call to action 数字学习环境中的社交焦虑:国际视角与行动呼吁

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-28 DOI: 10.1186/s41239-023-00419-0

Dirk Ifenthaler, Martin Cooper, L. Daniela, Muhittin Şahin

引用次数: 0

University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs 大学生学习人工智能的意图：支持性环境和期望价值信念的作用

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-22 DOI: 10.1186/s41239-023-00417-2

Faming Wang, Ronnel B. King, C. Chai, Ying Zhou

引用次数: 1

Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources 探索学生对面对面课堂、技术增强的主动学习和在线资源的看法和使用

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-18 DOI: 10.1186/s41239-023-00416-3

J. Lewohl

引用次数: 0

A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures 熟悉的同伴在视频讲座中学习时可以改善学生的行为模式、注意力和表现

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-14 DOI: 10.1186/s41239-023-00418-1

Zhongling Pi, Yi Zhang, Qiuchen Yu, Jiumin Yang

引用次数: 0

The Effect of Self-efficacy and Course Design Quality on Students’ Satisfaction with Online Courses: A Structural Equation Modeling Approach 自我效能感和课程设计质量对学生网络课程满意度的影响:结构方程建模方法

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-12 DOI: 10.46328/ijte.549

S. Alshammari, A. Z. Almankory, M. Alshammari

{"title":"The Effect of Self-efficacy and Course Design Quality on Students’ Satisfaction with Online Courses: A Structural Equation Modeling Approach","authors":"S. Alshammari, A. Z. Almankory, M. Alshammari","doi":"10.46328/ijte.549","DOIUrl":"https://doi.org/10.46328/ijte.549","url":null,"abstract":"Students’ satisfaction with online courses is considered as one of the most critical components in the continued use, as well as, adoption of e-learning applications. The study aimed at determining and analyzing the constructs that affect students’ satisfaction. It examined the effect of students’ self-efficacy and the quality of course design on students’ satisfaction, mediated by their attitudes toward online courses. The study was conducted at University of Ha’il. Responses of 202 students were used for the data analysis. The collected data was analyzed using two steps in AMOS: The proposed measurement model was developed using confirmatory factor analysis (CFA), and the relationships were examined using structural equation modeling (SEM). The results revealed that both students’ self-efficacy and the quality of course design had a significant positive effect on students’ satisfaction, mediated by their attitudes towards online courses. The outcomes of this study can help decision-makers and policymakers in higher education take essential steps to enhance students’ satisfaction with online courses and ensure that they continue to be used.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"16 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88164021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigation of Pre-Service Teachers' Levels of Digital Citizenship, Digital Wisdom, and Digital Fluency 职前教师数字公民、数字智慧和数字流畅性水平调查

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-12 DOI: 10.46328/ijte.427

Gulsemin Durmuş Cemcem, Ozgen Korkmaz, R. Çakır

引用次数: 0

Bibliometric Analysis of the Studies on Web-Based Language Teaching 网络语言教学研究的文献计量学分析

IF 8.6 1区教育学

International Journal of Educational Technology in Higher Education Pub Date : 2023-08-12 DOI: 10.46328/ijte.543

M. Bulut, Ayhan Bulut, Abdullatif Kaban

引用次数: 0