J. Inf. Technol. Educ. Res.最新文献

{"title":"Student Participation in Computing Studies to Understand Engagement and Grade Outcome","authors":"Jason G. Wells, Aaron Spence, Sophie McKenzie","doi":"10.28945/4817","DOIUrl":"https://doi.org/10.28945/4817","url":null,"abstract":"Aim/Purpose: This paper focuses on understanding undergraduate computing student-learning behaviour through reviewing their online activity in a university online learning management system (LMS), along with their grade outcome, across three subjects. A specific focus is on the activity of students who failed the computing subjects.\u0000\u0000Background: Between 2008 and 2020 there has been a multiplicative growth and adoption of Learning Analytics (LA) by education institutions across many countries. Insights gained through LA can result in actionable implementations at higher institutions for the benefit of students, including refinement of curriculum and assessment regimes, teacher reflection, and more targeted course offerings.\u0000\u0000Methodology: To understand student activity, this study utilised a quantitative approach to analyse LMS activity and grade outcome data drawn from three undergraduate computing subjects. Data analysis focused on presenting counts and averages to show an understanding of student activity.\u0000\u0000Contribution: This paper contributes a practical approach towards LA use in higher education, demonstrating how a review of student activity can impact the learning design of the computing subjects. In addition, this study has provided a focus on poor performing students so that future offerings of the computing subjects can support students who are at risk of failure. \u0000\u0000Findings: The study found that:\u0000• Collecting data relating to student activity and analysing the activity is an important indicator of engagement, with cross referencing the data to grade outcome providing information to support modification to the learning design of the computing subjects.\u0000• The computing subjects in this study all had the majority of the as-sessment marks awarded at the later part of the study period.\u0000• Students that fail subjects are active within the LMS for the period of the subject even when they submit no assessments \u0000• Assessment weight and the time of delivery could influence the out-comes\u0000\u0000Recommendations for Practitioners: The collection and analysis of student activity in the LMS can enable learning designers and practitioners to better reflect the subject design and delivery to provide more informed ways of delivering the learning material.\u0000\u0000Recommendation for Researchers: Collecting LA requires a thought-out process, designed well in advance of the teaching period. This study provides useful insight that can impact other researchers in the collection of assessment related analytics. \u0000\u0000Impact on Society: The cost of education is expensive to those that undertake it. Failing, although expected, potentially can be reduced by examining how education is designed, delivered, and assessed. The study has shown how information on how students are engaging has the potential to impact their outcomes.\u0000\u0000Future Research: Further work is needed to investigate whether intervention may assist the poor performing students to improve their grade outcomes relative ","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133901531","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}

{"title":"Students' Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education","authors":"A. Alamäki, A. Dirin, J. Suomala, Cheul Rhee","doi":"10.28945/4816","DOIUrl":"https://doi.org/10.28945/4816","url":null,"abstract":"Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets.\u0000\u0000Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. \u0000\u0000Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories.\u0000\u0000Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges.\u0000\u0000Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention.\u0000\u0000Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. \u0000\u0000Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. \u0000\u0000Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students.\u0000\u0000Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128408530","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}

{"title":"Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers' Perceptions and Achievement","authors":"Deema Alajaji, A. Alshwiah","doi":"10.28945/4809","DOIUrl":"https://doi.org/10.28945/4809","url":null,"abstract":"Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. \u0000\u0000Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. \u0000\u0000Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. \u0000\u0000Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. \u0000\u0000Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. \u0000\u0000Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. \u0000\u0000Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. \u0000\u0000Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. \u0000\u0000Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127242086","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}

{"title":"The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan","authors":"Humaira Akram, Sarfraz Aslam, A. Saleem, Khalida Parveen","doi":"10.28945/4784","DOIUrl":"https://doi.org/10.28945/4784","url":null,"abstract":"Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. \u0000\u0000Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction.\u0000\u0000Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis.\u0000\u0000Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. \u0000\u0000Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges.\u0000\u0000Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. \u0000\u0000Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported ","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121285776","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}

{"title":"Examining the Use of Robots as Teacher Assistants in UAE Classrooms: Teacher and Student Perspectives","authors":"Mariam Alhashmi, Omar Mubin, Rama Baroud","doi":"10.28945/4749","DOIUrl":"https://doi.org/10.28945/4749","url":null,"abstract":"Aim/Purpose This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners We found that the malleability of the robot’s voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller Use of Robots as Teacher Assistants in UAE Classrooms 246 groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendations for Researchers Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom.","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128908395","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}

{"title":"Active Learning in the Context of the Teaching/Learning of Computer Programming: A Systematic Review","authors":"João Henrique Berssanette, A. C. Francisco","doi":"10.28945/4767","DOIUrl":"https://doi.org/10.28945/4767","url":null,"abstract":"Aim/Purpose This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of Active Learning in the Context of the Teaching/Learning of Computer Programming 202 active learning in the context of the teaching/learning of computer programming. Findings The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommen","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132067248","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}

{"title":"A Learning Fuzzy Cognitive Map (LFCM) Approach to Predict Student Performance","authors":"Taha Mansouri, Ahad Zareravasan, Amir Ashrafi","doi":"10.28945/4760","DOIUrl":"https://doi.org/10.28945/4760","url":null,"abstract":"Aim/Purpose: This research aims to present a brand-new approach for student performance prediction using the Learning Fuzzy Cognitive Map (LFCM) approach. \u0000\u0000Background: Predicting student academic performance has long been an important research topic in many academic disciplines. Different mathematical models have been employed to predict student performance. Although the available sets of common prediction approaches, such as Artificial Neural Networks (ANN) and regression, work well with large datasets, they face challenges dealing with small sample sizes, limiting their practical applications in real practices. \u0000\u0000Methodology: Six distinct categories of performance antecedents are adopted here as course characteristics, LMS characteristics, student characteristics, student engagement, student support, and institutional factors, along with measurement items within each category. Furthermore, we assessed the student’s overall performance using three items of student satisfaction score, knowledge construction level, and student GPA. We have collected longitudinal data from 30 postgraduates in four subsequent semesters and analyzed data using the Learning Fuzzy Cognitive Map (LFCM) technique.\u0000\u0000Contribution: This research proposes a brand new approach, Learning Fuzzy Cognitive Map (LFCM), to predict student performance. Using this approach, we identified the most influential determinants of student performance, such as student engagement. Besides, this research depicts a model of interrelations among the student performance determinants.\u0000\u0000Findings: The results suggest that the model reasonably predicts the incoming sequence when there is a limited sample size. The results also reveal that students’ total online time and the regularity of learning interval in LMS have the largest effect on overall performance. The student engagement category also has the highest direct effect on student’s overall performance.\u0000\u0000Recommendations for Practitioners: Academic institutions can use the results and approach developed in this paper to identify students’ performance antecedents, predict the performance, and establish action plans to resolve the shortcomings in the long term. Instructors can adjust their learning methods based on the feedback from students in the short run on the operational level.\u0000\u0000Recommendation for Researchers: Researchers can use the proposed approach in this research to deal with the problems in other domains, such as using LMS for organizational/institutional education. Besides, they can focus on specific dimensions of the proposed model, such as exploring ways to boost student engagement in the learning process. \u0000\u0000Impact on Society: Our results revealed that students are at the center of the learning process. The degree to which they are dedicated to learning is the most crucial determinant of the learning outcome. Therefore, learners should consider this finding in order the gain value from the learning process. \u0000\u0000Future Research: As a p","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127252227","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}

{"title":"A Comprehensive Rubric for Evaluating EduVR","authors":"Alex Fegely, Todd Cherner","doi":"10.28945/4737","DOIUrl":"https://doi.org/10.28945/4737","url":null,"abstract":"Aim/Purpose: This article presents a comprehensive rubric for evaluating educational virtual reality experiences for mobile devices. The aim of this article is to systematically analyze research to address the quality of virtual reality experiences on mobile applications in order to extend the work of Lee and Cherner (2015) and their instructional application rubric.\u0000\u0000Background: Ratings in proprietary mobile application stores – The App Store and Google Play, etc. – are generic and do not provide meaningful evaluations of the virtual reality. This article utilizes research in the areas of virtual reality and education to present a comprehensive rubric for evaluating educational virtual reality for mobile applications, which continues to advance previously published, research-based rubrics.\u0000\u0000Methodology: The methodology uses a systematic process that spans multiple stages. The first stage was to locate pre-existing rubrics for virtual reality, followed by a review of literature focused on it. The third stage was to develop and vet a research-supported rubric for evaluating educational virtual reality.\u0000\u0000Contribution: The main contribution from this article is that it fills a gap in the literature by presenting a criterion-referenced, research-supported rubric for evaluating the quality of educational virtual reality for mobile devices (e.g., smartphones, tablets, and app-connected goggles).\u0000\u0000Findings: This paper’s findings include the domains, dimensions, and criterion-referenced Likert scale indicators in the form of rubric dimensions for evaluating educational virtual reality. The evaluative domains consist of (1) Positioning of the EduVR, (2) Avatar Level, (3) Virtual Environment, and (4) Virtual Experience.\u0000\u0000Recommendations for Practitioners: This rubric is a tool for instructional coaches, teacher educators, and instructional technologists to use when recommending virtual reality experiences for instructional purposes.\u0000\u0000Recommendation for Researchers: Researchers can use this tool to monitor the quality of educational virtual reality being developed for classroom use. They can also use this rubric to examine educational virtual reality experiences they would use in their studies and evaluate how those educational virtual reality experiences impact student learning, engagement, and collaboration.\u0000\u0000Impact on Society: We foresee this rubric being an aid in the development, selection, and purchase of educational virtual reality by educational institutions, educators, researchers, edtech developers, and edu-philanthropists, thus advancing the quality and expectations for educational virtual reality experiences.\u0000\u0000Future Research: Future researchers can further enhance the validity of this rubric by collecting large amounts of data from a diverse set of end users and stakeholders. Also, subsequent rubrics for evaluating augmented reality and extended reality comprise additional research avenues.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126135025","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}

{"title":"Determining the Factors that Affect the Use of Virtual Classrooms: A Modification of the UTAUT Model","authors":"S. Alshammari","doi":"10.28945/4709","DOIUrl":"https://doi.org/10.28945/4709","url":null,"abstract":"Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms.\u0000\u0000Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to ‘emergency remote education’. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students\u0000\u0000Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha’il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model.\u0000\u0000Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically.\u0000\u0000In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. \u0000\u0000\u0000Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff’s behaviour intention toward the use of virtual classrooms.\u0000\u0000Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128818542","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}

{"title":"Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring","authors":"Rosario Arroyo González, Eric Fernández-Lancho, Javier de la Hoz-Ruiz","doi":"10.28945/4705","DOIUrl":"https://doi.org/10.28945/4705","url":null,"abstract":"Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2).\u0000\u0000Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre.\u0000\u0000Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. \u0000\u0000Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted.\u0000\u0000Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argument","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121052680","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}